Conrad Martens, whose watercolours are a valuable record of colonial Sydney, is reputed to be its first successful artist. (Video excerpt 2.32 minutesalso has educational notes. This clip chosen to be PG)
Connecting with the past. Research-based, practical ideas for teaching and learning history in the primary classroom. This topic is strongly aligned to the Australian Curriculum: history.
Curated by Catherine Smyth
Decades of educational and cognitive research has found that there are 3 fundamental principles of learning. These 3 principles should underpin the approach we take in teaching history in the primary classroom:
1. Students come to the classroom with preconceptions about how the world works. We need to engage primary students' initial understanding.
2. To develop competence in historical inquiry, students must a) have a deep foundation of factual knowledge; b) understand facts and ideas in the context of a conceptual framework, and c) organise knowledge in ways that facilitate retrieval and application.
3. A metacognitive (reflective) approach helps students learn to take control and monitor their learning
This book builds on this research and explores how these principles can be applied in teaching history in the primary classroom.
I highly recommend this book.
What does literacy look like in primary history?
Historical literacy implies that what students learn is HISTORY, not something else (Lee, 2011). An historical literacy lesson is not an English lesson with some history embedded. It involves planning activities where students engage with the specialised processes in the discipline. In history, these processes involve sourcing, generating an hypothesis and justifying a claim.
Use backward design principles to plan historical literacy lessons. Start by identifying learning goals such as:
While the introduction of FabLabs and makerspaces into schools tends to focus on the importance of hands-on projects in the STEM or STEAM fields, it's just as important that students engage in maker projects in their humanities and social science classes. History teachers should bring making into the classroom, even at schools that don't have formal makerspaces.
Adaptable templates for developing historical thinking in primary classrooms.
Planning historical inquiry in the primary classroom
To help young children develop an understanding of the past, teachers can design a historical inquiry around topics that are relevant to their students (e.g. school, family, toys)
For further reading:
Cooper, H.(2002). History in the early years.
Husbands, C. (1996). What is history teaching?
As you saw earlier, Anzac day commemorations were held on Friday. And on that day we were lucky enough to meet a young Aussie with a very special connection to it. His name is Anzac. Here's his story. But first, a warning to Aboriginal and Torres Strait Islander viewers, this story contains images of people who've died.
Personal stories help young children learn about the past. Use historical narratives in the classroom to humanise significant events like war.
In the book "What is History Teaching?, Chris Husbands describes how 'Storied thinking' is a central tool in the teaching and learning of history. Husbands suggests the teacher's role is to:
|Rescooped by Catherine Smyth from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)|
History just keeps happening – there's nothing you can do about that. But learning as much as possible is deeply rewarding, and helps you better understand the world. This week Cool Websites and Apps digs into five sites that give you a better idea of history. Explore maps from other ages, see where people are…
A wonderful list of digital resources aligned to specific topics and year levels in the Australian Curriculum: History.
I found the 'learning contexts' section in the report of the 2014 U.S. History Assessment results very interesting reading from a pedagogical and research perspective. Is there a link between textbook-based lessons and flat-lining test scores? How should history be taught in the primary classroom?
History teacher Jody Passanisi reports once again on her flipped teaching experiment again and finds herself "a little less starry-eyed" and more strategic.
This scoop.it site is curated by Maree Whiteley who has collected a range of appropriate, engaging and practical curriculum resources that are strongly aligned to the Australian Curriculum: History.
Big History Project Check out a copy of the BHP writing guide below - this excerpt is taken from pages 23-24 of the BHP Course Teaching Guide. Visit the Big History Project website to register for ...
Instructional strategies that can be implemented in the primary classroom.
Process drama is an imaginative tool for classrooms to explore issues and solve problems
Process drama is an effective way to generate historical knowledge in the primary classroom. It is less about "acting" and more about attitude, experience and empathy.
Contrary to the opinion of a few out of touch politicians and the odd public commentator who hasn't set foot in a school this century, ANZAC DAY is solemnly commemorated in Australian schools.
Why is ANZAC DAY a significant event in Australia? How do we assign significance to an event or a person?
Geoffery Partington suggests the following criteria can be used to determine significance:
1. Importance – to people living at the time
2. Profundity – how deeply people’s lives were affected by it
3. Quantity – how many lives were affected
4. Durability – for how long people’s lives were affected
5. Relevance – the extent to which the event has contributed to an increased understanding of present life
Another way to think about the significance of something is to use Christine Counsell's model and ask whether the event or person was:
1. Remarkable (event/circumstance/person was remarked upon at the time or after)
2. Remembered (event/circumstance/person was important at some stage in history within collective memory)
3. Resonant (people like to identify with it, reveal something about individuals or society)
4. Resulting in change (consequences for the future -turning point)
5. Revealing- (about some other aspect of the past)
The Australian War Memorial website provides background information about this significant event.