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Rescooped by
Catherine Smyth
from Doing History
onto Primary history October 8, 2013 2:49 AM
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Scoop.it!
Becoming Billy Dare encompasses an important and sometimes neglected era in Australian history. The decade preceding Federation was instrumental in establishing Australia's identity as a nation. Henry Lawson was in the prime of his working life, William Lane and other unionists were dreaming of a worker's utopia, and Australian popular culture was developing its own proud, distinctive flavour.
Many primary teachers use a range of both fiction and non-fiction texts in their teaching. Use these 6 research-based guidelines (Barton & Levstik, 2005) for selecting historical fiction:
1. Does the book tell a good story? A book must be good literature and good history.
2. Is the story accurate and authentic in its historical detail? Children's fiction deserves the same attention to historical accuracy as nonfiction.
3. Is the language authentic to the times? Completely authentic language is rarely possible in children's historical fiction. Look for the flavour of the times.
4. Is the historical interpretation sound? Avoid romanticised historical fiction.
5. Whose voices are missing? Consider who the participants in an event might have been, and select literature to represent those perspectives.
6. Does the book provide insight and understanding into current issues as well as those in the past? Well-written narratives have relevance for the present.
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Primary history
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 |
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Rescooped by
Catherine Smyth
from HSIE K-6
June 28, 2012 1:17 AM
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Scoop.it!
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.
In my opinion this book can be a helpful as it can help me build my knowledge in the area of history. With knowledge comes power; if i feel confident enough with the subject i will be more comfortable with teaching it to my future students. As a student It would be a beneficial resource as it links to other principles such as the 3 fundamental that are mentioned. Knowing how childern acknowledge and learn the concept of 'history' is quite interesting.
As soon as I saw this I knew I'd found my last scoop. These simple three steps will help me greatly when teaching Humanities. Going even further, the book 'How Students Learn' is also very useful as it provides an overview of the best ways to teach history in the classroom. Obviously one of the most important things when teaching is teaching with understanding, and that has been emphasised in all three steps. I think I'd use this frequently in my teaching because by having these steps I would be able to keep focused on the end result (gives me continual guidance). I also know it's from a reliable resource - Catherine Smyth being an experienced primary educator herself.
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Scooped by
Catherine Smyth
May 10, 2020 9:33 PM
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Scoop.it!
Primary sources are the building blocks of history, for researchers and students, and providing access to them is pivotal to our attempts to develop our students as researchers and their skills thr…
The case-studies on this 'makingdigitalhistory' website have relevant ideas that can be adapted for teaching history and geography in the primary classroom.
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Rescooped by
Catherine Smyth
from Australian Colonies - Looking into the connections between people in the 1800s
June 25, 2019 8:52 PM
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Scooped by
Catherine Smyth
May 21, 2018 10:53 PM
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Hear the poignant personal stories behind battlefield grave markers in Egypt, France and Gallipoli, as well as the stories behind workplace honour rolls, one of the most common, but often hidden, forms of war memorial in Australia.
Learn more about this website.
In the Stage 2 topic, 'Community and Remembrance' students identify commemorations of significance in Australia and the world. This site has a range of photographs of War memorials and honour rolls.
Teaching ideas:
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Scooped by
Catherine Smyth
December 6, 2016 8:08 PM
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What is an historian? How do historians think?
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Scooped by
Catherine Smyth
June 7, 2016 1:12 AM
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Naji, one of our Songlines on Screen, tells a story from the Bugarregarre time, the Dreamtime. These stories show Aboriginal people's ongoing connection to land and culture as told throughout time by the way of creation songs.
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Scooped by
Catherine Smyth
May 31, 2016 10:18 PM
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Sydney’s self-guided historical walks include the city centre, Kings Cross, Newtown and Ultimo as well as major thoroughfares such as George Street, Pitt Street and Oxford Street.
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Scooped by
Catherine Smyth
May 13, 2016 1:10 AM
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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:
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Scooped by
Catherine Smyth
May 8, 2016 8:27 PM
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Scooped by
Catherine Smyth
April 18, 2016 10:33 PM
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Let's find out exactly what happened on the beaches of Gallipoli way back in 1915. Here’s Matt.
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Scooped by
Catherine Smyth
March 13, 2016 9:21 PM
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Putting massive amounts of time in perspective is incredibly hard for humans, so we made this graphic.
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Rescooped by
Catherine Smyth
from Teaching history with ICT
February 28, 2016 5:37 PM
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History in Motion makes it easy to create, share, and explore animated
historical maps and scenarios.
This technology is a useful tool to help primary students make connections to past events and places. Create historical scenarios, animate events and communicate using History in Motion.
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Rescooped by
Catherine Smyth
from Teaching history with ICT
November 16, 2015 10:36 PM
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While timelines play a vital role in organising and representing historical time, primary aged children make sense of a timeline if they can make connections to their prior knowledge.
Design learning activities that involve making comparisons between then and now. Start with making connections with the material or social aspects of life (e.g. school, clothes, toys, transport) in the past.
According to Levstik and Barton (2005), understanding historical time involves:
Research shows that children are better at sequencing historical periods (e.g. convict era, colonial Australia) than assigning dates or names to those periods. Dates often don't allow students to visualise
the time being referred to. As such, teachers can facilitate learning by helping students visualise images of history with the corresponding dates. Help students make distinctions between broad categories of time (close to now, a long time ago, in the 1800s etc).
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Rescooped by
Catherine Smyth
from iPads, MakerEd and More in Education
November 15, 2015 5:56 PM
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Scoop.it!
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.
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Scooped by
Catherine Smyth
October 1, 2015 12:31 AM
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Adaptable templates for developing historical thinking in primary classrooms.
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Scooped by
Catherine Smyth
March 23, 2015 7:38 PM
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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)
Teaching ideas:
For further reading:
Cooper, H.(2002). History in the early years.
Husbands, C. (1996). What is history teaching?
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Rescooped by
Catherine Smyth
from HSIE K-6
March 23, 2015 7:00 PM
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Scoop.it!
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:
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:
Personal stories help young children learn about the past. Use historical narratives in the classroom to humanise historic 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:
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Rescooped by
Catherine Smyth
from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
September 14, 2015 7:47 PM
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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…
5 Utterly Fascinating History Education Resources
The map showing different periods in history is really useful...
The History Teacher's Association of Australia recommends both Becoming Billy Dare & Bridie's Fire for Year 6. To check out their resources go to:
http://achistoryunits.edu.au/year-6/unit-program/y6-overview-v2.html
Many primary teachers use a range of both fiction and non-fiction texts in their teaching. Use these 6 research-based guidelines (Barton & Levstik, 2005) for selecting historical fiction:
1. Does the book tell a good story? A book must be good literature and good history.
2. Is the story accurate and authentic in its historical detail? Children's fiction deserves the same attention to historical accuracy as nonfiction.
3. Is the language authentic to the times? Completely authentic language is rarely possible in children's historical fiction. Look for the flavour of the times.
4. Is the historical interpretation sound? Avoid romanticised historical fiction.
5. Whose voices are missing? Consider who the participants in an event might have been, and select literature to represent those perspectives.
6. Does the book provide insight and understanding into current issues as well as those in the past? Well-written narratives have relevance for the present.