History Inquiry sequence and Interview Proof Reading Services

History Inquiry sequence Interview Assignment Brief

History Inquiry sequence and Interview Proof Reading Services

Task overview

This history inquiry sequence interview assignment requires you to design a cognitive inquiry sequence (bolded question below) to teach an aspect of history using the EDSS223 Active Inquiry model (introduced in Topic 2 and Lecture 2) and create an information source to assist students in this inquiry. You will need to consider which teaching strategies will best suit your purpose for each step/level of the inquiry model and the sources of information you will need to teach this history topic to Stage 1 students in the primary classroom. This assignment also enables you to apply the knowledge that you have gained in other units in your degree program. Assignment 2 requires you to plan a cognitive inquiry sequence that forms part of a whole unit investigating how daily life has changed over time and what has remained the same. Providing the unit questions shows the context from which the Assignment 2 question is drawn. This clearly demonstrates the learning that precedes this question and thus becomes prior knowledge from which to build upon and the learning that will occur after this investigation.

  • How has daily life changed or remained the same over time? 
  • What toys did children play with in the past? (outlined and discussed in Lecture 2)
  • What was school life like for our older citizens ?
  • How did children in the past help out at home?
  • How has new technology changed family life? (outlined in Topic 2 Notes)

Through investigating and answering these contributing questions (in the above order 1-4), students are provided with a study of present and past daily life within the context of the students' own world. Students learn about similarities and differences in daily life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time and are introduced to the use of historical sources. Each of these contributing questions is thus a separate investigation that will build to the answer of the key inquiry question.. 'How has daily life changed or remained the same over time? at the end of the unit.

The components of this assignment would be appropriate inclusions in your portfolio. This planned inquiry sequence will help you to demonstrate Professional Teaching Standards:

Element 1: Know students and how they learn;

Element 2: Know the content and how to teach it;

Element 3: Plan for and implement effective teaching and learning;

Element 4: Assess, provide feedback and report on student learning.

Task description

Assignment 2 requires you to plan a cognitive inquiry sequence to investigate the question 'What was school life like for our older citizens? within the context of the unit of work outlined above and create an information source to be used in this investigation.

Part 1: Creation of an information source (recorded interview)

Authentic, rich, reliable and relevant information sources are a crucial element in effective teaching of humanities and social sciences. Part 1 of this assignment task requires the creation of an information source that you will use with Stage 1 students to investigate 'What was school life like for our older citizens?'. NB Other information sources will be required as well as this interview to ensure students fully answer this inquiry question.

You will need to interview an older community/family member and record their recollections of former school days. Prior preparation before the interview will be necessary e.g meeting with the person prior to recording to discuss their school days and then preparation of questions that will be asked to ensure this interview captures relevant information required by Stage 1 students to answer the question 'What was school life like for our older citizens?'

When creating this information source careful thought must be given to ensure that the information source is age/stage appropriate and purposeful. Consider the following questions:

before interview

  • how will the interview be recorded?
  • where will the interview take place?
  • what structure will the interview follow? ( general introduction, order of questions and so on)
  • how long should the interview be? (no more than 10 minutes for this age group)
  • what types of interview questions should be pre-prepared?  (open ended questions encourage conversation)


  • is the language level appropriate for Stage 1 students?
  • has relevant information been captured?
  • has the interview flowed?
  • does the interview require editing?

Here is a useful pdf to download - History for those new to teaching the subject. Of particular relevance is (pp. 41- 43) 'Gathering oral histories'.

Part 1 will require the following to be submitted:

  1. A list of questions used in the interview (set out on the model template pdf file )
  2. A separate audio file  (e.g. mp3) or video (e.g. mp4) containing the recorded interview

This assignment will be submitted in two files. You will need to create one pdf file for Part 2 containing the model template (planning and interview questions), and record the interview (Part 1) and save this as a separate audio (e.g. mp3) or video (e.g. mp4) file and submit this. (Do not embed the media file in the pdf that contains planning) 
The electronic files can then be uploaded and submitted via Assessment 2 link on Moodle.

Part 2: Planning a cognitive inquiry sequence

Plan an inquiry sequence to investigate 'What was school life like for our older citizens?'

 Your sequence plan must have the following features:

  • the answer to the question you are expecting students to develop
  • outcomes from your state’s History Syllabus or equivalent (e.g. Content Descriptions from Australia Curriculum: Humanities and Social Sciences if not in NSW) that the question will address. This is provided in the table on the model template. (Delete the column not relevant to you)
  • an outline of the teaching and learning activities planned for each level/step of the inquiry model selected.
  • clear links between levels of the inquiry model through sequentially related activities requiring active student involvement and utilising different types of thinking
  • the use of authentic, rich, reliable and relevant information sources for students to investigate question
  • a clear indication of what will be assessed to give feedback on individual student's knowledge and understanding
  • a full list of the information sources used by students in the teaching and learning activities to investigate this inquiry question
  • set out using the model template (note page orientation is portrait ).

A bibliography is required at the end of this History Inquiry sequence Interview assignment. A Bibliography is a wider list of reading that includes both in-text references and other sources which may have informed your thinking on the topic, but may not have been placed as an in-text reference in your assignment.