Critical Thinking in Social Studies: King Arthur
By
Dayna Hart, M.Ed, B.A.
Chapter Two: Literature Review
Chapter Four: Instuctional Unit
Chapter Five: Overview, Evaluation and Future Considerations
Critical Thinking: King Arthur in Film
by
DAYNA HART
A project submitted in partial fulfillment of the requirements for the degree of
MASTERS OF EDUCATION
In the area of Social Studies Curriculum
Department of Curriculum and Instruction
This Project is accepted as conforming
to the required standard
Dr. Larry Yore, Supervisor (Department of Curriculum and Instruction)
Dr. Ted Reicken (Department of Curriculum and Instruction)
DAYNA HART, 2003
University of Victoria
All rights reserved. This project may not be reproduced in whole or part, by
photocopy or other means, without permission of the author.
Supervisor: Dr. Larry Yore
Abstract
This King Arthur critical thinking unit is designed for the social studies eight curriculum in BC. Its intended outcome is to engage students in thinking critically about how history is reported. The King Arthur legend straddles the worlds of science and mythology and, thus, is an excellent pedagogical tool to highlight the subjective nature of history. This in depth study uses quotations from a variety of historical sources, in conjunction with modern day film interpretations of the Arthurian legends, to highlight bias. The central goal of this unit is to make students aware that history is not a scientific discipline but, rather, historical events are merely interpretations, of which there can be many. While learning about the King Arthurian legends as part of the Middle Ages unit provides insight into the time period, it also provides insight into the power of the narrator.
Examiners:
Dr. Larry Yore, Supervisor (Department of Curriculum and Instruction)
Dr. Ted Reicken, (Department of Curriculum and Instruction)