The variety of resource materials for a utilizing in
History teaching
Elize van Eeden & Luiza de Sousa
(14th SASHT Conference, Crawford College, Sandton, Jnb)
25-26 September 2009
Why can “movie makes it magical” in the classroom?
Because of improved teaching, or as a result of “more
accessible source information, in its variety of teaching
tools that compliments the teaching”?
…
Perhaps the latter, IF utilized correctly. The ideal is
that the history methodology and the application of 21st
Century technology should meet each other in the
classroom.
The wardrobe memory
CRITICAL OUTCOMES FOR EDUCATION
Specific subject
associated outcomes
The history curriculum
A
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The curriculum theme
The purpose then of using source/resource materials ?
The history narrative, as
teaching methodology
and resource materials to
create a meaningful and
valid understanding of a
history theme
To strengthen
several
intellectual
thinking skills
To support
interactive
teaching
Sources that we are familiar with but not
necessarily have visually utilized to their
full potential in the past
Archaeologic
al sources
Written
sources
Oral
sources
INFORMATION LITERACY
Expressive/
visual/
Audiovisual
sources
21st Century technology at your door step can bring the past closer to the learner
WEB TOOLS
For teachers, Web tools can seem fairly disruptive, not merely because
they raise safety or privacy concerns, or even because of the technological
challenges they present, “but more significantly because they demand a
whole new pedagogical approach,” says Richardson. “In fact, once teachers
get the help they need to get started, many find that Web tools allow them
to do the kinds of things they want to do in the classroom, such as
promoting project-based learning, collaborative learning, and critical
thinking”.
“‘Better teaching with web tools’ How blogs, wikis,
and podcasts are changing the classroom” Colleen
Gilliard
Harvard Education Letter, Volume 23, Number 3, May/June 2007
WHERE can one access electronic resources and
sources for teaching History when using
Information and CommunicationTechnology?
• WWW on Internet explorer
• CD-ROM encyclopaedias and Electronic software
The Google search engine will work just fine for History
educators!
The virtual electronic library: Expose learners to a variety of Sources and
assignments
National Library of South Africa
National Library of South Africa
A newcomer for 2010!!:
ipl2: Information You Can Trust
US site of interest - History Today
US site of interest - History Detectives
A very good
example of
how South
African
Educators
can use the
SASHT
website to
distribute
information
Tertiary history
educators can
develop
assessment
assignments to
evaluate the
quality of
online websites
content &
educational
approach
A history website on Modern History Sourcebook - features
European history
Website: Modern History Sourcebook - features European history
Under multimedia the following four sections can be accessed:
• IMAGES
• MAPS
• MOVIES
• MUSIC
If you click on music for eg World War I, you can hear the song Pack Up Your
Troubles; World War II British Songs of World War II
Includes:
There'll Always Be An England WM
Lili Marlene (German and English) WM
White Cliffs of Dover 1942 WM
O mio babbino caro ["O dearest Daddy"] M
When the Lights Go On Again All Over the World
Shortcut to WW2 Lili Marleen (1939 Version) - Google Chrome.flv.lnk
You Tube
History Journals & books are accessible on the web
The South African Journal of Cultural History
South African heritage/memorial sites used to obtain
sources and resources
Access to data and visuals
with the click of a button!
Website: The centre for History and new media
Site: The centre for History and new media
http://chnm.gmu.edu/worldhistorysources/r/49/whm.html
A closer look at the previous assignment
•
This is an excerpt of the task together with questions:
I set up the assignment by giving each student copies of two documents: Nelson Mandela, “The Rivonia Trial Speech” and
Martin Luther King, Jr., “Letter from a Birmingham Jail.”1 I present a brief introduction on the contexts within which
both documents were produced—the apartheid system in South Africa and the American civil rights movement. My
students have little trouble reading the documents because they are in modern English, so I don’t “translate” anything
up front. Students begin reading the documents in class, and as homework, finish up the reading and write answers to
a series of questions that accompany the documents.
The questions posed about the Mandela source include such things as why Mandela decided that the ANC had to resort to
violence to achieve its goals, what distinctions he draws between sabotage and terrorism, why he and other ANC
leaders were attracted to communism, and which aspects of apartheid Mandela found most degrading? On the King
source, the questions include what King’s responses were to the specific criticisms of his civil rights campaign in
Birmingham, how King responds to these criticisms, how he describes his “nonviolent direct action” and what this
term means, and what similarities King sees between the American Civil Rights movement and the efforts of Asians
and Africans to end imperialism?
•
1
Alfred J. Andrea & James H. Overfield, The Human Record: Sources of Global History : To 1700 (Boston: Houghton
Mifflin Company, 2000)
Digital Innovation South Africa (DISA)
DISA is a national collaborative initiative undertaking the building of an
online, high quality information resource containing historical material of
importance and interest to scholars and students, and making this
resource easily and universally accessible.
Many websites provide opportunities for setting up blogs, wikis, and other
nifty Web tools for educators. Many are free. For detailed help, see Will
Richardson’s website, http://www.weblogg-ed.com/, or David Warlick’s
website, http://www.landmark-project.com/.
Blogs (Web logs) are sequentially organized communication sites for
exchanging information publicly or privately (within classrooms). Used as
class portals, online filing cabinets for student work, or places for public
conversations, blogs can include audio, video, and photo enhancements. For
examples of blogs, see:
* http://www.blogger.com/
* edublogs.org
* classwebs.net
* http://www.classblogmeister.com/
To search for blogs by keyword, visit http://www.technorati.com/.
Wikis are content-management systems that encourage
collaboration. Unlike blogs, wikis can be edited by participants.
Such editing can be open (like Wikipedia’s) or closed (class only).
They demand some technical skill to install and are limited as
text-editing tools, although some sites (called WYSIWYG, as in:
What You See Is What You Get) offer editing interfaces closer
to Word. For examples of wikis, see: http://www.pbwiki.com/
SOURCE CRITICISM & SAFETY
Beyond technical know-how, other hurdles to using Web tools in school often include safety and privacy concerns (see sidebar
"Safety Advice").
Read Sidebar
Close SidebarSafety Advice
Part of teachers’ Web training must be about safety. Beyond reading the Children’s Internet Protection Act
(www.fcc.gov/cgb/consumerfacts/cipa.html),
teachers should discuss school policies around student use of the Web.
Remind students that they are posting as representatives of the school and that their language should reflect this. They
need to remember that postings are public and may be permanent.