Tweaking the library with history A change in direction.

Tweaking the library with history

A change in direction

National History Challenge http://www.historychallenge.com.au/index.aspx?pagei

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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