Why such an approach? To develop students’ sense of observation To encourage students to ask questions and make interpretations To sharpen students’
Dec 27, 2015
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Avis
Paul, can you check that these slideshows (both of them) work as slideshows in English? I don't know enough about PowerPoint to know how to fix that.
Why such an approach?
To develop students’ sense of observation To encourage students to ask questions and make
interpretations To sharpen students’ critical faculties
Joy in Cerro Blanco
CREMwww.reseau-crem.qc.ca/projet/banque.htm
Avis
Paul, in the French version, this slide says "Cerro Blanco," but the next one says "Cerro Bianco." I wasn't sure which one was correct. (The mistake appears on the original website.) This comment also applies to the other PowerPoint presentation.
Misery in Cerro Blanco
Hitler Historical Museum (www.hitler.org)
Avis
Paul, I'm not really sure that it is such a wise idea to include a picture of Hitler without any commentary of any kind in this slideshow. What do you think? This comment also applies to the other PowerPoint presentation.
Why such an approach?
To develop students’ sense of observation To encourage students to ask questions and make
interpretations To sharpen students’ critical faculties To allow students to work directly with primary sources To give students the opportunity to establish, modify and
validate their own perceptions and understanding of history To allow students to draw a diagram identifying key elements To provide students with an activity that does not involve
traditional reading tasks
Where: Québec, in a sugar shack?When: 1950s? Economy – Energy:
Use of electricity
Culture and society: Presence of women in the kitchen
Economy: American influence (import of consumer goods from the U.S.)
Culture and society: Cultural influence (consumer products)
Economy – Energy: Use of a wood stove
Activity overview
1. General observations– Context, type of photo, photographer, source
2. Photo description– What is represented? A hypothesis
3. Identification of photo elements– Where, when, who, what (objects, buildings, etc.)
4. Analysis of photo elements– How does the presence of certain clues provide information
about the event photographed? Verification of the hypothesis
5 key elements
1. Form and function (what?): material, size, shape, colour, manufacture, use, etc.
2. Location (where?): town, house, climate, factory, etc.3. Time (when?): century, year, time of day, season, before,
after, event, wedding, childhood, old age, short, long, etc.4. People (who?): man, woman, child, politician, soldier,
peasant, rich, poor, etc.5. Meaning (why?): emotion, sentiment, beautiful, funny,
useful, precious, significant, etc.
When was this photo taken?
Where was this photo taken?
If the photo is from your family’s photo album, can you interview (oral source) the people in the photo (the actors) or people who knew these people (witnesses)?
Questions for students
Project idea: Poster
Competencies
To understand the organization of a society in its territory
Competencies
To interpret change in a society and its territory
Competencies
To be open to the diversity of societies and their territory
Online images
Bilan du siècle
http://bilan.usherb.ca/
Le Québec en images
www.ccdmd.qc.ca/quebec/
www.archivescanadafrance.org/
New France New Horizons
www.sciencetech.technomuses.ca/
Canada Science and Technology Museum
McCord Museum
www.musee-mccord.qc.ca/en/
www.bnquebec.ca
Bibliothèque nationale
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