ESH260 Lecture Notes - Lecture 12: Field Trip, Relate, Expose
12 Jun 2018
School
Department
Course
Professor
Arrange'excursions'to'cultural'centres,'museums'or'Parliament.'(They'often'
have'an'Education'Officer'to'help'with'visits'and'excursions)
•
Relate'topics'(from'the'past)'to'current'national'and'international'events'
•
Design'activities'that'promote'in'students'a'social'conscience''Invite'guest'
speakers'into'your'classroom'to'talk'on'a'specific'topic
•
Let'students'make'a'choice'of'topic'–from'a'list'you'prepare.''As'well'as'
work'done'by'the'whole'class,'and'small'groups,'allow'individual'students'to'
do'research'on'a'special'topic'(of'their'choice'or'nominated'by'you)'
•
Go'out'of'the'classroom'and'do'on-site'maps,'photography,'local'surveys,'
questionnaires'or'interviews'
•
Always'be'on'the'lookout'for'useful'handouts,'printed'materials'and'unusual'
non-print'resources''Design'and'then'paint'-as'a'class'activity'-an'historical'
mural'on'the'wall'of'your'local'store,'post'office'or'bus'stop'(get'approval'
first)'.'
•
Screen'feature'films,'documentaries'and'slides'in'the'classroom'
•
Plan'classroom'opportunities'so'their'students'can'study'a'variety'of'
evidence:'a)'photographs'of'significant'events'or'people'b)'investigate'the'
use'and'making'of'artefacts'c)'use'old'newspaper'cuttings'to'discuss'how'
events'unfolded'after'the'event'was'reported.'d)'interrogate'old'letters'(why'
were'they'written,'who'kept'them?)''Create'a'special'room'or'corner'to'
store'anything'historical''Display'students'work'at'school,'in'public'places'
and'institutions:'this'will'a)'Promote'appreciation'of'their'own'and'others'
efforts'b)'Offer'an'opportunity'for'peer'evaluation'c)'Foster'critical' analysis'd)'
Stimulate'different'ways'of'presenting'
•
Arrange'a'history'day'for'your'school'or'all'the'local'schools'involving'a'(a)'
History'quiz'(b)'Historical'drama,'concert,'poetry,'songs'(c)'Student'panel'
discussions'on'current'issues''Make'an'annual'Field'trip'to'a'local'historical'
site,'old'building'or'a'stone'ruin.'
•
Present'small'awards'(each'month)'for'high'achievement'or'performance'in'
assignments'and'tests'
•
Regularly'evaluate'your'role'as'a'teacher'and'student'progress'as'learners.'
•
Arrange'regular'“History'talks”'by'students'at'School'Assembly,'especially'on'
national'or'commemorative'days.'
•
Arrange'for'the'local'radio'or'TV'station'to'schedule'regular'“History'Talks”'
on'local'topics
•
Know'and'appreciate'their'student’s'life'histories,'experiences'and'
ambitions.
•
Good'History'teachers'will:
History'CURIOSITY'To'answer;'what'is'that?'•
•GENEOLOGY'To'answer;'where'do'I'come'from?'
•CELEBRATION'To'honour'and'respect'the'achievements'of'ancestors'
•CONTINUITY'To'investigate'the'links'between'the'past'and'the'present'
•STRUGGLE'To'tell'the'story'of'those'who'fought'for'what'was'right'
•REVISION'To'set'the'record'(the'facts)'straight'EXPOSE'To'reveal'the'voices'
not'heard'or'deliberately'left'out
•CHALLENGE'To'establish'the'legitimacy'of'those'that'claim'power'CAUSE'AND'
EFFECT'To'ask'who'started'it,'who'benefited'and'who'suffered?
Why'to'enjoy'teaching'History/Why'students'should'learn:
•Time;'events'occur'at'a'specific'time'and'in'a'chronological'sequence.'They'
occur'in'both'the'very'ancient'and'the'very'recent'period'(called'Ancient,'
Modern'and'Contemporary'Histories)'
•Change;'everything'changes'–over'short'and'long'time'periods;'so'studying'
history'is'about'studying'changes'in'Social,'Cultural,'Political,'Economic,'
Technological,'Scientific'and'Environmental'aspects'of'life'
•Regions,'events'are'studied'in'the'context'of'place'-in'the'world,'region,'
country,'province,'district'and'local'area'
•People;'History'is'a'“people”'subject'–who'we'are,'where'we'came'from,'
how'we'cooperate'together'or'struggle'against'each'other'and'how'we'
respond'to'changes,'the'environment,'tragedies'and'natural'disasters'-
history'is'all'about'individuals,'families,'groups,'clans,'tribes,'nations'
•Sites;'evidence'about'the'past'is'often'found'in'special'places'related'to'
religion,'institutions,'families,'individuals,'conflicts,'or'ceremonies.'(Studying'
history'also'means'studying'location,'geography'and'environment)'
Interpretation,'the'leading'of'students'to'express'an'opinion'based'on'
evidence,'about'what'they'think'happened'in'the'past.'
•Evidence;'what'proof'remains'that'things'happened'in'the'past'–how'reliable'
is'this'proof'(evidence);'is'it'complete'or'only'partial'evidence;'what'do'
letters,'eye-witness'accounts,'newspapers,'tools,'scars'and'cemeteries'
prove?
Key'concepts'
Week$12-Unit$Close:$Why$and$How$To$Teach$History$
Document Summary
Week 12- unit close: why and how to teach history. Arrange excursions to cultural centres, museums or parliament. (they often have an education officer to help with visits and excursions) Relate topics (from the past) to current national and international events. Design activities that promote in students a social conscience (cid:0) invite guest speakers into your classroom to talk on a specific topic. Go out of the classroom and do on-site maps, photography, local surveys, questionnaires or interviews. Screen feature films, documentaries and slides in the classroom. Arrange a history day for your school or all the local schools involving a (a) History quiz (b) historical drama, concert, poetry, songs (c) student panel discussions on current issues (cid:0) make an annual field trip to a local historical site, old building or a stone ruin. Present small awards (each month) for high achievement or performance in assignments and tests. Regularly evaluate your role as a teacher and student progress as learners.
