Sunday, 10 July 2011

George Hubert Wilkins - an extraordinary South Australian


Recently, when traveling just north of Burra at the very small township of Hallet in South Australia, I came upon a sign showing the way to the birthplace of this little known explorer. Twenty kilometres of dirt road and many kangaroos later, I arrived at the hut where Wilkins was born in 1888 and spent the early years of his life as the youngest of 13 children of Louisa and Harry Wilkins.The homestead has now been restored and stands north of the Goyder Line isolated and looking across marginal pastoral land. 
pastedGraphic.pdf


After leaving Hallet he went on to have an astonishing life as a war correspondent, polar explorer, naturalist, geographer, climatologist, aviator, author, balloonist, war hero, reporter, secret agent, submariner and navigator. This was an extraordinary man and so few South Australians have heard of him or his amazing achievements. After leaving the farm in 1905 to move to Adelaide with his parents, he travelled to Sydney first and then Britain, Europe, Antarctica, North Pole and America.
While he lived and worked in America until his death in 1958, he retained his Australian citizenship. His ashes are scattered at the North Pole.
If you would like to read more, try these websites:
Or the book “The Last Explorer” by Simon Nasht
If you’d like to see video footage, the first one is a talk show in America filmed just a few months before Wilkins died. The second is an interview he did in 1931 before attempting to take a submarine to the North Pole.

Sunday, 26 June 2011

Let’s go to the movies!

Do we watch films in history classes?
Yes - films in history teaching can be fantastic resources. 
No - they are often fiction and of no real learning value in the classroom, except as relief lessons or on Friday afternoons!
Perhaps the answer lies somewhere in between these. 
Do students need to see the entire film? Would it be more useful as a secondary source and more engaging to watch a number of short films or extracts from films?
How do teachers analyse film in an engaging way with students without it becoming a cloze exercise using blackline masters?
The following website contains some great ideas for using film as evidence and to provide different perspectives on what is being studies.
and this one:
http://humanitiesastwiltshire.blogspot.com/2009/05/history-video-and-film-clips-online.html

and this one is all Australian films and excerpts from film:

http://aso.gov.au/education        
 

Sunday, 19 June 2011

TEACHING FOR HISTORICAL THINKING

In the historical knowledge and understanding strand of the Australian Curriculum: history we are given the key concepts of how history works. These concepts give teachers a way of knowing how students are intellectually progressing in history from Reception to Year 10. Interestingly, if you look at history curriculums in many other western countries you will find these same concepts or ways of thinking historically.
  1. Evidence - sources, primary & secondary, on which to base our accounts and beliefs about the past
  2. Continuity and change - understanding how things have changed and how they’ve stayed the same
  3. Cause and effect - how much influence can one individual, group or event have
  4. Significance - deciding what is worth studying and what is worth remembering
  5. Perspectives - because of the huge differences across time including ways of thinking, how do we think like a person in another century to get their perspective of events, people, places from their time
  6. Empathy - is the moral dimension of history - remembrance, recognition, reparations and implications today for the actions in the past
  7. Contestability - closely related to perspectives, inquiry and debate about the past.
To have any hope of relating the past to us in the present, as teachers we need to ask difficult, but essential historical questions and use critical thinking ourselves. Like... what things about the past should we believe and what evidence will will use to decide this? What are the significant events, people, movements, developments about the past that we decide to pass on to next generations? Are things getting better or worse? 
A final thought.......as teachers of history, how do we know what we know? Historical thinking is only possible with historical knowledge.

Monday, 16 May 2011

When & Where


History & Geography in HASS

History is the broader field encompassing all of human experience from the perspective of time. It is essential when studying history to look at location and relationships with places, which is Geography.
Geography focuses on human interaction with the physical environment from the perspective of space and provides the context for the events, themes and people of history. They are both important subjects in the changes of the Australian Curriculum. This makes it imperative to make the connections between the two subjects and the remaining subjects in the Humanities and Social Science (Civics & Citizenship, Economics and Business). 
One way of mapping this may be to look at the concepts and knowledge in History & the possible concepts in the AC: Geography.


Historical understandings:
(ACARA)

Historical Knowledge
(ACARA)
Geographical concepts
(UK National Curriculum for Geography)
Evidence is the information obtained from sources that is valuable for a particular 
inquiry
Yr 8 Overview
Causes & effects of 
contact between 
societies 
in the past 
Interdependence is exploring the social, economic, environmental and political connections between places.
Continuity & change aspects of 
the past that remained the 
same over certain periods of
 time are referred to as continuities.
Yr 7 Overview
Movement of peoples in 
the Ancient world 
Physical and human processes is understanding how sequences of events and activities in the physical and human worlds lead to change in places, landscapes and societies.
Cause & effect used by 
historians to identify chains of events and developments over time, short term and long term

Yr 9 Overview
The extent of European imperial expansion & it’s influence 
Space is knowing where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people.
Significance the importance 
that is assigned to particular aspects 
of the past, eg events, developments, movements and historical sites.
Yr 9 Overview
The nature & significance 
of the Industrial 
Revolution
Environmental interaction and sustainable development is understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change.

Empathy is an understanding 
of the past from the point of 
view of a particular individual 
or group, including an 
appreciation of the 
circumstances they faced, 
and the motivations, values 
and attitudes behind their 
actions

Yr 10 Overview
The inter-war years, including the Treaty of Versailles
Interdependence is exploring the social, economic, environmental and political connections between places and understanding the significance of interdependence in change, at all scales.
Contestability occurs when particular interpretations 
about the past are open to 
debate, for example, as a 
result of a lack of evidence 
or different perspectives.
Yr 10 Overview
Post-Cold War conflicts
 eg: Korea, Vietnam, Afghanistan
Cultural understanding and diversity is appreciating how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.
 

Tuesday, 10 May 2011

Teacher Knowledge in History

What knowledge do teachers need to plan, read curriculum and make it accessible to students?

Lee Shulman first used the phrase ‘pedagogical content knowledge’ and he described categories that would provide a checklist for history teachers to reflect and evaluate their history teaching.
1.   Subject/content knowledge which includes ideas, concepts and topics as well as how to inquire
2.   General pedagogical knowledge about student learning, cultural and personal influences and strategies for classroom organisation and management
3.   Pedagogical content knowledge about how students understand and learn historical information, concepts and topics and how history is best represented in instruction. This includes knowing how to differentiate instruction for individual students and taking account of prior knowledge
4.   Curricular knowledge is knowing the curriculum and resources and adapting them to suit a cohort of students
5.   Knowledge of students including their physical, social, intellectual and emotional stage of development and how that impacts on their learning
6.   Contextual knowledge is an awareness of all of the factors that affect a cohort of students history learning including school, community, state and national policies, attitudes and perceptions relating to the value of history as a school subject.

While all these categories of knowledge contribute to informed practice, American history educators Suzanne Wilson and Sam Wineburg (1991) argue that subject-matter knowledge is crucial to the work of history teachers.
         Teachers with a deep knowledge of history,     process information with ease and readily    connect ideas and topics within and across curriculum areas to enrich student        understanding.
         In addition, key teaching skills – explaining, informing, analysing, defining,    comparing,      concluding and reviewing – are enhanced by fluent content knowledge.
         Teachers’ subject-matter knowledge influences how they select and organise content for     instruction. Teachers with limited knowledge may misrepresent subject matter, fail to   recognise learners’ misconceptions, shy away from pedagogical experimentation, resort to    transmission teaching and restrict student participation.
         Teachers’ subject-matter knowledge affects their capacity to assess learning and evaluate             practice.

Check out the website http://www.historycooperative.org/journals.html for many American history journals and  research articles on teaching and learning in history.

In Australia the Federal Government’s concern about the importance of history prompted the National Inquiry into History Teaching headed by Associate Professor Tony Taylor, Monash University.
The National Centre for History Education came about from this report and can be found at http://www.hyperhistory.org/. It’s certainly worth a look for the Teachers’ Guide: Making History and for units of work which fit with the Australian Curriculum:History.

Friday, 29 April 2011

Year 8 Resources


The Australian Curriculum: History includes an overview of the historical period and then elective depth studies that focus on a particular society, event, movement or development.
The list below may provide some useful multimedia resources to support the teaching of the depth studies at Year 8.

The Vikings
The Vikings timeline

Medieval Europe
Charlemagne videos

The Dark Ages – Part 8 – The Greatest King (includes beheadings) 10 mins http://www.youtube.com/watch?v=XGkUNK8kmDw&feature=related

Renaissance Italy      
Niccolo Machiavelli
Also mentions da Vinci, Galileo

Shogunate Japan
Japan's Secret Empire (Part 1 of 5) The Will of the Shogun http://www.youtube.com/watch?v=fKQNJG3s710&feature=related
The end of Shogunate Japan Japan's Secret Empire (Part 5 of 5)

The Polynesian expansion across the Pacific
            Attenborough Explains Easter Island  

The Mystery Of Easter Island http://www.youtube.com/watch?v=5DBTtC4J0OY&feature=related

Thursday, 31 March 2011

Australian Curriculum & Inquiry questions

Historical inquiry and pedagogy specific to history includes working with students and the big questions, connecting with & confidently using primary & secondary sources, comparing and contrasting perspectives and generating and sharing ideas and conclusions.
What are the teaching practices that will assist students to develop historical understanding?
  • Focusing on big concepts and ideas underpinning the discipline of history and historians’ work
  • Assisting learners to develop historical ‘habits of mind’ or reasoning by asking questions, fostering debate, using evidence to support a position and communicating that effectively
  • Assisting learners to form some understanding of the circumstances, thoughts, feelings and actions of people in the past, a sense of history or feel for the way people thought, felt and acted in the past
  • Presenting history to the learner as an ongoing and contentious debate about the past, rather than agreed-upon product
  • Challenging learners to move beyond their own theories about the past, reconcile their own and others’ histories, and think critically about the world around them.
The inquiry questions at each year level of the AC:history form the big questions that make connections for students between the historical knowledge and the understandings about history and the past.
Relating the big questions to the key concepts of the AC; history at Year 9 to develop historical understandings:
  • What were the changing features of the movements of people from 1750 to 1918?(significance, evidence)
  • How did new ideas and technological developments contribute to change in this period? (evidence, perspectives, contestability)
  • What was the origin, development, significance and long-term impact of imperialism in this period? (evidence, empathy, cause & effect)
  • What was the significance of World War I? (significance, continuity & change)