Primary sources- Conrad Martens paintings

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Rescooped by Catherine Smyth from Primary history- First Contacts
onto Primary history

March 9, 2014 8:25 PM

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From aso.gov.au - March 9, 2014 8:20 PM

Catherine Smyth's insight:

Use primary sources, such as paintings that were done at the time, to show what places were like in the past. In this 2 minute clip, the paintings by the artist Conrad Martens, provide a historical record of the early Sydney colony from 1835-1870.

Catherine Smyth's curator insight, March 9, 2014 8:20 PM

What did Sydney look like in the 1800s? Use this short clip of paintings by Conrad Martens to show significant buildings and land forms of the early colony. Teaching notes accompany the clip.

Catherine Smyth's curator insight, March 9, 2014 8:42 PM

Paintings are a valuable source of information about a place in the past and can be used to develop historical understanding of concepts such as change and continuity or significance. Use this short clip of Conrad Martens' paintings to show what Sydney was like in the 1830s-1870s.

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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From www.nap.edu - June 25, 2012 12:25 AM

Selin Gelinci's curator insight, October 27, 2013 5:46 AM

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.

Jemma Tanner's curator insight, October 29, 2013 7:21 AM

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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May 10, 2020 9:33 PM

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From makingdigitalhistory.co.uk - June 4, 2013 4:01 PM

Catherine Smyth's insight:

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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February 18, 2020 7:23 PM

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From www.youtube.com - February 18, 2020 7:23 PM

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August 12, 2019 9:48 PM

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From www.pbs.org - August 12, 2019 9:48 PM

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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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From sydneylivingmuseums.com.au - May 22, 2019 12:51 AM

Dianne Huynh's curator insight, May 22, 2019 10:46 AM

The “Finding its fleet” section of this source provides an interesting background of how the infant settlement has changed the landscape of Sydney. Artwork can provide students with a valuable look at what the landscape looked like during the colonial times and allow them to make comparisons.This correlates to the history syllabus outcome “the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of inhabitants” (NESA, 2012, p.g 48).

Using this source, students can develop their critical thinking by analysing the artwork and coming up with and asking themselves questions such as “Is there certain aspects that remain throughout the different artworks?” and “What are the Aboriginal people doing compared to the colonists?”. Visible thinking allows students to make their thoughts and ideas open to peers and the teacher allowing for a more collaborative learning process (Harvard uni, 2005). Making comparisons between the artworks challenges students to think about the impacts of colonialism on the Australian land. From this, students can make observations and write down their own questions and observations on post-its so that teachers or other students can make comments and ask the question. This challenges students to not only think about the changing landscape but the perspective of the Aboriginal people as they watch their land being taken away.

REFERENCES

Harvard University. (2005). Visible Thinking routines. Retrieved from http:// www.visiblethinkingpz.org/ VisibleThinking_html_files/01_VisibleThinkingInAction/01a

New South Wales Education Standards Authority (2012). History K-10 Syllabus. Retrieved on March 10 from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10

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June 12, 2019 1:17 AM

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From www.youtube.com - November 23, 2009 1:14 AM

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May 21, 2018 10:53 PM

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From sydneylivingmuseums.com.au - May 21, 2018 10:53 PM

Catherine Smyth's insight:

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:

Provide students with the opportunity to OBSERVE + REFLECT + QUESTION
Pose a range of questions about the memorials (e.g. who, where, why, when, how...)
Locate information to answer the questions using the primary sources (e.g. honour roll)
Explore CONCEPTS such as commemoration, significance, honour, service, sacrifice
Find out the stories behind the names
Explore different forms of war memorial in Australia
Find out about a person on the honour roll and construct a historical narrative about them in digital story form
Take digital photos of war memorials in the local community
Develop historical literacy skills- 'unpack' key terms and vocabulary on the war memorial.
Think about the purpose of a war memorial
Identify key dates on the memorial. What was life like then?

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May 21, 2018 10:05 PM

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From expertnation.org - October 10, 2016 6:32 AM

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December 6, 2016 8:08 PM

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From canadianmysteries.ca - December 6, 2016 8:08 PM

Catherine Smyth's insight:

What is an historian? How do historians think?

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June 7, 2016 1:12 AM

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From www.sbs.com.au - June 6, 2016 1:11 AM

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May 31, 2016 10:18 PM

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From www.cityofsydney.nsw.gov.au - May 31, 2016 10:18 PM

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May 31, 2016 9:56 PM

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From guides.sl.nsw.gov.au - May 31, 2016 9:56 PM

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May 13, 2016 1:10 AM

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From www.virtualhistorian.ca - May 13, 2016 1:10 AM

Catherine Smyth's insight:

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:

reading and understanding different texts
understanding and using specific historical language
analysing and using sources and historic texts
researching and communicating in oral, written and digital forms (BOSTES History K-6 syllabus, page 28).

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May 8, 2016 8:27 PM

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From www.schoolshistoryproject.co.uk - May 8, 2016 8:27 PM

Maree Whiteley's curator insight, May 9, 2016 3:35 AM

Great resources and discussion here that address the challenges of planning rigorous and challenging primary history, with a range of ideas for inspiring teaching and learning in Primary History.

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April 18, 2016 10:33 PM

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From www.abc.net.au - April 27, 2015 10:30 PM

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April 11, 2016 1:39 AM

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From dictionaryofsydney.org - April 11, 2016 1:39 AM

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April 4, 2016 12:52 AM

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From teachinghistory.org - April 4, 2016 12:52 AM

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March 13, 2016 9:21 PM

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From waitbutwhy.com - August 22, 2013 12:03 PM

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March 8, 2016 2:50 AM

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From dramaresource.com - March 8, 2016 2:50 AM

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Rescooped by Catherine Smyth from Teaching history with ICT

February 28, 2016 5:37 PM

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From www.historyinmotion.org - February 28, 2016 5:34 PM

Catherine Smyth's curator insight, February 28, 2016 5:34 PM

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.

Zara Radley's curator insight, May 31, 2021 4:33 AM

Another wonderful multimedia tool for presenting information for easy understanding in class. This one is very specific to history!

Rescooped by Catherine Smyth from Teaching history with ICT

November 16, 2015 10:36 PM

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From timeglider.com - November 16, 2015 10:34 PM

Catherine Smyth's curator insight, November 16, 2015 10:34 PM

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:

being able to order moments in time
being able to match moments in time to specific dates

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).

Maree Whiteley's comment, November 16, 2015 10:40 PM

Never tire of reading your (well-researched) insights, Kate!

Rescooped by Catherine Smyth from iPads, MakerEd and More in Education

November 15, 2015 5:56 PM

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From www.edutopia.org - November 15, 2015 7:01 AM

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October 1, 2015 12:31 AM

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From historicalthinking.ca - October 1, 2015 12:31 AM

Catherine Smyth's insight:

Adaptable templates for developing historical thinking in primary classrooms.

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March 23, 2015 7:38 PM

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From splash.abc.net.au - March 23, 2015 7:38 PM

Catherine Smyth's insight:

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:

Use an inquiry approach and pose questions to stimulate prior knowledge and ideas e.g. What was school like in the olden days?
Use primary sources e.g. Watch original film footage or observe historical images or documents
Decode visual sources- e.g. children can take turns to describe what they can see in a picture. Ask students to identify particular aspects, label different features, write a caption
Ask questions to give an overview of the image- what people can you see? where are they? what are they doing? who do you think they are? why? Are there any letters, words, numbers?
Ask questions to elicit details about the visual source such as- what are they wearing? what are they holding? what sorts of clothes are they wearing? what sorts of hairstyles? what sorts of foods/games/classrooms? What are they doing in the picture? What does the picture tell us about women, race, children, age etc;
Analyse primary sources- e.g. compare similarities and differences with school today. Imagine what school will be like in the future.
Provide graphic organisers which allow students to organise their knowledge and ideas. E.g. 'T Chart" (before and now), Venn Diagram (similarities and differences).
Address historical concepts e.g. change and continuity, cause and effect, chronology.
Teach and use different types of historical language (e.g. language of historical time- 1940s, decade, long ago, in the olden days OR the language of historical processes such as similarity, difference).
Talk about historians use primary sources to find out about the past
Construct an historical narrative about what school was like in the past
Think about what school will be like in the future

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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From www.abc.net.au - March 23, 2015 6:55 PM

Catherine Smyth's insight:

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:

Provide information
Tell stories
provide historical context
interpret
organise resources and students
ask questions (ascertain prior knowledge and ideas)
perform
pose problems (what if? how about? what do you think?)

Catherine Smyth's curator insight, March 23, 2015 6:55 PM

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:

Provide information
Tell stories
provide historical context
interpret
organise resources and students
ask questions (ascertain prior knowledge and ideas)
perform
pose problems (what if? how about? what do you think?)

Catherine Smyth's curator insight, March 23, 2015 6:59 PM

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:

Provide information
Tell stories
provide historical context
interpret
organise resources and students
ask questions (ascertain prior knowledge and ideas)
perform
pose problems (what if? how about? what do you think?)

Rescooped by Catherine Smyth from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)

September 14, 2015 7:47 PM

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From www.makeuseof.com - September 12, 2015 2:47 PM

Armando's curator insight, September 13, 2015 6:22 AM

5 Utterly Fascinating History Education Resources

Peter Balanck's curator insight, September 13, 2015 7:31 AM

The map showing different periods in history is really useful...

How Students Learn: History in the Classroom

Building primary source repositories online: a scoping exercise

When drama met history: teaching the history of war and commemoration

Going Back In Time | History Detectives | PBS

The Convicts’ Colony

Blackley and Broadene - The Shoe Factory Part 1 - YouTube

Commemoration

EXPERT NATION Universities, War and 1920s and 1930s Australia

Becoming a Historian

Songlines on Screen - Naji

History walks - City of Sydney

Maps of Sydney - Maps Collection - Research guides at State Library of New South Wales

Promoting Historical Thinking and Critical Literacy through Historical Challenges | The Virtual Historian

Primary Archives - Schools History Project

The Gallipoli Story

The beginnings of Anzac Day commemorations in Sydney

Mystery Strategy for Elementary Students | Teachinghistory.org

Putting Time In Perspective

Using Drama Strategies to develop historical understanding

History in motion

Timeglider: web-based timeline software

Making (in) History: Learning by Reinvention

Historical Thinking Concept Templates | Historical Thinking Project

School in the 1940s- historical inquiry

Anzac Day

5 Utterly Fascinating History Education Resources