Transcript Thinking and Learning

Teaching History
Janet Farrall
SASOSE 2013 Conference
AITSL STANDARDS
1.2 Understand how students learn
3.1 Establishing challenging learning
goals
3.4 Select and use resources
History
The past is a foreign
country: they do things
differently there
(L. P. Hartley in The Go-Between)
Learning Intention
Participants will be able to know and
understand and be able to construct
the sources analyses tasks
embedded in the new Australian
History curriculum
AC Historical Understandings
•
•
•
•
•
•
•
Use of evidence
Continuity and change
Cause and effect
Significance
Multiple Perspectives
Empathy
Contestability
Historical Skills
Chronology, terms and concepts
 Historical questions and
research
 Analysis and use of sources
 Perspectives and interpretations
 Explanation and communication

Historical Sources:
Primary and Secondary
1. What is a primary source?
2. What is a secondary source?
3. What is the value of each type of
source?
Popular Misconception:
A primary source is more useful than a
secondary source because it is
more....?
CRITICAL THINKING:
Understanding Sources
• Porcupine Method (Kitchen Diagram)
• Algorithm:
Left to right
Bottom to top,
Who’s doing what?
Look at the lot
Porcupine Method (Abbott 1997:27)
Critical Thinking:
Interrogating Sources
4Ws:
• Who created the source?
• When was the source
created?
• Why was it created?
• What type of source is it?
Critical Thinking:
Interrogating
Sources: The 9 Generic Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
WHO CREATED THE SOURCE?
WHEN WAS THE SOURCE CREATED?
WHY WAS IT CREATED?
WHAT TYPE OR FORM IS THE SOURCE?
WHO WAS ITS INTENDED AUDIENCE?
WHAT CAN WE LEARN FROM THIS SOURCE?
•
•
•
FACTS
OPINIONS
ATTITUDES
WHAT IS THE TONE OF THE SOURCE?
IS THE SOURCE PRIVATE OR PUBLIC IN ORIGIN
IS SOMETHING MISSING FROM THE SOURCE?
CRITICAL THINKING:
Interrogating Sources
1.
2.
3.
4.
5.
6.
7.
8.
9.
Who do you think took the photo: a missionary, a tourist,
a government official, a journalist?
Why do you think the photographer took this photo?
What evidence is there of white settlement in the photo?
Is the photo staged?
Do you think the aboriginal girl is happy?
What do you think the two women are doing in this
photograph?
What evidence in the photograph tells us that Aboriginal
people lived a simple life?
In what ways is the aboriginal girl’s life like yours? In what
ways is it different?
What conclusions about can you draw about life for
aboriginal people in the bush 70 years ago?
CRITICAL THINKING:
Interpreting Sources
1.
2.
3.
Porcupine method
4 W Questions
Interpreting and analysing a
source
Source: UNISA, 1997, New Outlook, SA, UNISA
CRITICAL THINKING Revised
Bloom’s Taxonomy
•
Remembering
• Understanding
• Applying
• Analysing
• Evaluating
• Creating
Sources Analysis






Knowledge and comprehension (1)
Knowledge and comprehension (2)
Drawing conclusions (3)
Analysis: similarities and differences
(4)
Analysis: uses and limitations (4)
Evaluation of a proposition (6)
CRITICAL THINKING:
Analysing Sources
Similarities and Differences



In what ways are the girls in the
sources the same?
In what ways are they different?
What do the sources reveal about
changes in the lives of indigenous
people?
CRITICAL THINKING:
Evaluating Sources
Uses and Limitations of
sources
• Is a photo more useful than a
creative work like a painting?
• What are the benefits and
limitations of each source?
CRITICAL THINKING:
Evaluating Sources
Evaluating Propositions
“Settlement in Australia was
a disaster for indigenous
people.” Do you agree?
Argue your case.
CRITICAL THINKING: Summing
Up: Interrogation of Sources





What conclusions can we draw from the
evidence
To what extent is one source similar to
another?
What makes evidence useful to
historians, for example, personal
evidence?
What are the limitations of various
sources
Is one form of evidence more reliable than
the others?
CRITICAL THINKERS?


Ned Kelly took a stand for truth and justice and
changed Australia forever
Ned Kelly was a hero.
The things he did since he was a child was
always for the greater good. He had even risked
his life to save the life of another boy when he
was a child. The man had goodness running
through his veins his entire life and the idea that
someone would label him a villain is ridiculous
CRITICAL THINKERS?

A fugitive Australian rebel, he
repeatedly embarrasses and evades
the authorities, in the process
becoming an icon of resistance and
folk hero. WikiLeaks founder Julian
Assange is the Ned Kelly of the digital
age. Bryce Lowry, The Victor Harbor Times, Dec 7, 2010
CRITICAL THINKERS?
“The evidence of his life leads
inexorably to one conclusion: Ned
Kelly is Australia's first yob.”
Christopher Bantick, The Age, October 24, 2001.
CRITICAL THINKERS?
Kelly was a dog of a man........ no
more than a cold-blooded killer
David Penberthy, The Advertiser, January 18
2013
CRITICAL THINKERS?
"There is very little difference between
Ned Kelly and Carl Williams. They
were both multiple murderers who
had no regard for anyone and who
ended up dying violent deaths.“
Police Association Secretary, Greg Davies
Herald Sun, 9 November, 2011
CRITICAL THINKERS?
“ned kelly is a hero he did save a
young boy and did stand up for what
was wrong he was not a villian even
tho he robbed and shot police he is
still a hero.”
p.s ned kelly is my great great
grandfather
GLOSSARY of Terms &
Approaches
•
•
•
•
•
•
•
•
•
•
•
•
Primary and secondary evidence
Authentic
4 Ws: Who, When, Why? What?
NOP: Nature, Origin, Purpose
Interpreting
Drawing conclusions
Analysing
Evaluating
Bias
Reliability
Representativeness
3 Rs: Relevance, Reliability and Representativeness
Teaching History: Models
Janet Farrall
2011
Curriculum Models
• Blooms Taxonomy
• Six Hat Thinking
• Thinkers Keys
• Coil’s Lateral Thinking
Questions
• Understanding by Design
• Williams
RESOURCES
 Visible Thinking http://www.oldpz.gse.harvard.edu/vt/VisibleThinking_html_files/01_VisibleThinki
ngInAction/01a_VTInAction.html (Date Accessed 21-3-13)
 Wolfson, R and Aylett, J. F.,1988, Examining the Evidence, GB,
Edward Arnold
SOURCES
Carroll, B., 1974, The Australian Poster Album, Melbourne, Sun Books.
Dore,” Russian Cartoon 1854” in Fine Art America, 2013 http://fineartamerica.com/featured/dorerussian-cartoon-1854-granger.html Date Accessed 20/2/2013
In Defence of Marxism, 2005, http://www.marxist.com/women-and-the-crisis-of-capitalism.htm Date
Accessed 20/2/2013
The Russian Poster, Moscow 2001
Russian Social Pyramid in Alpha History 2013, http://alphahistory.com/russianrevolution/russianrevolution-graphics/
Date Accessed 2013
The Soviet Political Poster, Moscow, 2001
“Tjikalyi Colin, a Pitjantjatjara girl, collecting firewood, Ernabella, South Australia, ca. 1946, 2 [picture]”
in Central Australia photograph album [picture] between 1930 and 1950, nla.pic-vn4805417, Date
accessed 20/2/2013
UNISA, 1997, New Outlook, SA, UNISA.
Year 9 History: Russian Cartoons Group Work activity.
The Artist’s View: The Gamblers and The Cartoonist’s view: Russian Civilisation in Condon, C,
1990, The Nineteenth Century World, Melbourne, MacMillan.
Immersion activities:
4 w’s
“Porcupine” every detail in each cartoon.
Oral Group work:
1. What do you think cartoonists set out to do?
2. How is a political cartoon different from an ordinary cartoon?
3. In what ways are the cartoons similar?
4. In what ways are they different?
5. What conclusion can be drawn from the cartoons about the plight of the lower classes in
Russian Society during the 19th C? Consider each one in turn.
6. In what ways are the cartoons helpful for historians wishing to understand the nature of
society in Russia during the 19th C?
7. What are their limitations for historians wishing to understand the nature of society in Russia
during the 19th C?
8. Do you think the cartoonists in each case approve or disapprove of the way the lower classes
are treated? Give reasons to support you point of view.
JEF/9H/2005
Society and Culture Under Stalin
Questions based on 1989 Mid-year exam paper.
1. Who were the “exploiting classes” referred to in Source 2? (2)
2. What roles is Stalin portrayed as playing in Source 3?
(2)
3. What conclusions can be drawn from Source 4 about the nature of Stalin’s regime?
(2)
4. How far do the ideas expressed in Source 1 support those portrayed in Source 3?
(4)
5. How reliable is Source 2 as evidence of the nature of Stalin’s regime?
In your answer consider
• who produced the source,
• the language used,
• the motive of the producer,
• the type of source.
Make sure you write a synthesising sentence
(5)
6. Use the sources to examine the following proposition: “Stalin brought more harm than
good to the Soviet Union”
(Two paragraphs.)
(5)
Empathy Question:
You are a prisoner in a Russian gulag and you have just been told of Stalin’s death. Write a
letter to your family that explains why you are grieving for Stalin when he imprisoned you
for a minor crime.
Who discovered Australia?
• Captain Cook
• Europeans
• Aboriginals
• Captain Cool
• Caption Kook
• God
EXIT CARD: RIQ
• 3 Recalls
• 2 Insights (I used to
think….but now I think)
• 1 Question