tweaking the library with history a change in direction
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Tweaking the library with history
A change in direction
National History Challenge http://www.historychallenge.com.au/index.aspx?pagei
d=1
The challenge gives students from Yr5 to Yr 12 a chance to be historians investigating their community, and exploring their own past.
29 categories are open – Yr 5 compete against all levels to Yr 12 In addition there is a prize for each Year level
Yr 5/6; Yr 7/8; yr 9/10 and Yr 11/1Y
The National History Challenge emphasises and rewards quality research, the use of community resources and effective presentation.
In Victoria the challenge attracts between 2500 and 3000 students from a variety of schools, Government, Catholic and Independent, from all over Victoria.
Each State and Territory selects their own winners The State winners are judged at National Level, competing against the
top entries from across the country.
National History Challenge Website Theme for the year Categories Dates Prizes Criteria – Number of words, size of entry etc Bibliographic information Entry forms
Presentation and interviews Individual Research Essay Performance Museum Display Multimedia Audio/video Multimedia – Website
Students can enter individually or in groups – maximum of 4 in each group.
Students complete their research, Prepare their presentation Attend interviews
National History challenge 2004 – Australia is a multicultural nation – 1 group + 4 individual – 1Group won State and
National prize
2005 – Australian All – 6 individual + 1 group 2 State and 1 National prizes + 1 Runner up + 4 Highly commended
2006 – Turning points – 9 group entries (whole class)
3 State prizes
Entries in 2006Theme – Turning points Asia and Australia
40 years since first Vietnamese arrived State Winner
Strzlecki:Four Years Among Australians State WinnerStrzelecki the Aborigines and Caroline Chisholm
History of Sport State WinnerAnzac Day tradition – Ess v Collingwood
Indigenous Australia Racial vilification in AFL
In War and Peace Retreat from Anzac Cove WW1
The Life and Times of John Curtin Man powering of Women WW2
Arm in Arm: Women Together Change History Delta, Kylie and Olivia arm in arm to fight cancer
Australia's HeritageFoundation stones at St Monica’s
Turning Points in Australia's Social History We came to Australia for Peace and Family reunion
National History Challengeand VELS
History Strand Level 4 Learning focus Learn about the significance of key events, such as European
settlement, the gold rushes, Federation and World War 1. Learn about key people in Australia’s history and those who have
brought about change. Develop an understanding of the histories of cultural groups
which have contributed to Australia’s identity. Use a range of written, visual, oral and electronic sources to
study the past. With support frame research questions and plan their own
inquiries using historical language and concepts such as time, sequence, chronology, continuity, change, culture and tradition.
Begin to question sources and make judgements about the viewpoints being expressed, the completeness of the evidence, and the values represented.
Use a range of forms such as timelines, oral presentations, posters, multimedia presentations, reports and narratives.
Level 4 – Standards Demonstrate knowledge and understanding of
significant events in Australian history. Demonstrate an understanding of the histories of
some cultural groups which make up Australia today. Make links and appropriate comparisons with
contemporary Australia Describe aspects of governance, customs, and daily
life. Sequence events and describe their significance in
bringing about particular developments (analyse results and the effects both straight away and for many years to come)
Changing direction End of 2006 asked to teach history in the library
Change in timetable . Yrs 3- 6 – 1 ½ hour lesson – once a fortnight. P- 2 – ¾ hour rotating 2 lessons every 3 weeks
Take responsibility for the ‘History’ reporting.
PMI – The program MUST include literature
Book Week must be retained
Decided to give it a try and would review at end of 2007
Teaching history
Students need to understand the different types of evidence
Primary sources Secondary sources
If a student leaves primary school knowing how to use primary and secondary sources he or she is thinking historically
* Visit to Shrine 2007- Battle for Australia
Historical reasoning and understanding
Use a range of primary and secondary sources to investigate the past.
With support frame research questions and plan their own enquiries.
Comprehend and question sources and make judgments about the views being expressed, the completeness of evidence, and the values expressed.
Use appropriate historical language and concepts to develop historical explanations
Present their understandings in a range of forms.
PRIMARY SOURCEa piece of historical evidence that is directly linked to an event or series of events in the past
Photographs Diaries Newspapers *-
editorials, letters Paintings Interviews with
person involved in or who lived in that time.
Official Records Maps Statistics Posters ; advertising Speeches Autobiographies Internet * CD’s* & videos
SECONDARY SOURCEare usually sources that post-date the event.
Text books Biographies Novels Non fiction books Newspapers *
Encyclopedias Internet * Magazines * Interviews with a
second party
Facts and points of view
Facts – students need to know the difference between fact and supposition or theories – eg Harold Holt
Primary school children should be able to differentiate between facts and evidence
What is missing ? Students need to question all sources
Teaching Empathy in the primary school
The ability to see and understand events from the point of view of the participants
Empathy – not sympathy – not just facts but cause and effect.
Point of view – eg Aborigines – and women of goldfields Eureka - women Chinese –Robe S.A. –Tasmania – Aborigines
Teaching History at St Monica’s
Inquiry approach
Research
Rubrics
Bibliographies
Using literature as a stimulus for learning history
Give students an understanding of motives and reasoning behind past actions
Journey to Jo’burg; Chinese Cinderella; Dragonkeeper; Jackie French;
Unpolished gem; Diary of Anne Frank Possum Magic Great Wall of China units. Queenie – One elephant’s story Harry Potter ReDiscover
2007 EvaluationP
Related to library program Research based Location skills Bibliographies needed Lots of literature related to history History Challenge fits in well All library shelves hold books related to history Level 3 – 4 is able to be incorporated. Level 4 VELS lots to choose from. Adds rigour to the library program
M Pacing lesson to include library, history and borrowing
Only 4 lessons then need to do assessment Many sections of VELS Humanities are same as Civics
and Citizenship Cultural Diversity Some sections done in class – Yr 2 ‘Then and Now’ Children loose idea of library With lessons every 2 weeks units loose continuity Loss of literature Problems with borrowing
I Use literature to create a sense of history Teach ‘Humanities’ not just history - Flying doctor Keep last weeks of Term 2 and until Book Week in 3rd
Term for Book Week Teach 2 Humanities based units a year Prepare a Humanities Scope and Sequence from Prep to
Yr 6 – What do we want the children to know by the end of Yr 6
Prepare program that will be sequential Work with class teachers so there is no duplication Encourage students to borrow out of library time Start every lesson with a story
Results 2007 –Lessons from the past – 9
groups entered 2 State Prizes National winners have not been announced yet
2 Certificates of Excellence 2 Highly Commended certificates.
22 children entered 15 won a prize. Of the 34 prizes available St Monica’s won 6
THEME 2007THEME 2007Lessons from the pastLessons from the past
History of Sport State WinnerBoycotting the 2007 cricket tour to Zimbabwe – website
The life and times of John Curtin State WinnerWar in our backyard – website
Asia and Australia Certificate of ExcellenceWhy Vietnamese people fled their country during the Vietnamese War – diorama
In war and peace Yr 5/6 Certificate of excellenceHMAS Sydney - iMovie
Indigenous Australia Highly CommendedLearning from Aboriginal fire practices. – website
Human Rights through history Highly CommendedLearning from the Tamworth experience – refugees should be able to live in the city not be sent to the country.-diorama
Women shaping historyCathy Freeman finds her Aboriginal heritage – individual essay
Australia’s heritageThe 75th Anniversary of the Opening of the Sydney Harbour Bridge- diorama
Lessons from the past through a Museum DisplayGlass negatives are a window into the past - diorama
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