history in outdoor & environmental education
DESCRIPTION
History in Outdoor & Environmental Education. 2014 OEEC Conference. Agenda. 1. A Violent History of the Australian Curriculum: History. 2. Vivisection of the Australian Curriculum: History. 3. Introducing Historical Thinking. - PowerPoint PPT PresentationTRANSCRIPT
History in Outdoor & Environmental Education
2014 OEEC Conference
AgendaAgenda
2. Vivisection of the Australian Curriculum: History
3. Introducing Historical Thinking
7. Selected Reading
4. “Why did the chicken cross the road?” Inquiry as the Bedrock of History Teaching
6. History-EE Links in the Australian Curriculum
1. A Violent History of the Australian Curriculum: History
5. Historical Thinking - Significance
Introducing MyselfIntroducing Myself
You have a decision to make!You have a decision to make!
100 billion neurons and a quadrillion synapses! Can we save Brigitte?
100 billion neurons and a quadrillion synapses! Can we save Brigitte?
'Who controls the past' ran the Party slogan, 'controls the future: who controls the present controls the past’
“What is history good for? Why even study it in schools?”
“What is history good for? Why even study it in schools?”
“My claim in a nutshell is that history holds the potential…of humanizing us in many ways offered by few other areas in the school curriculum” (Wineburg, 2000)
“In times of crisis and uncertainty, historians are expected to provide instructive historical parallels and defensible responses” (Levesque, 2009 )
“To shed light on what it means to be a human being” (Eisner, 1984)
History takes us beyond the narrow confines of our present circumstances and confronts us with the cares, concerns, ways of thinking of people different than ourselves (Barton & Levstik, 2003)
Introducing MyselfIntroducing Myself
A Violent History of the Australian Curriculum:
History
A Violent History of the Australian Curriculum:
History
The Violent History of the Australian Curriculum: History
The Violent History of the Australian Curriculum: History
CriticismsCriticisms
1. Standards1. Standards2. Purpose2. Purpose
3. Method (Interest) 3. Method (Interest)
The Violent History of the Australian Curriculum: History
The Violent History of the Australian Curriculum: History
History has been part of the mass History has been part of the mass schooling project since its inception.schooling project since its inception.
Calls to improve history teaching Calls to improve history teaching have been made since the have been made since the
introduction of mass schooling! introduction of mass schooling!
Criticism 1: Standards!Criticism 1: Standards!
Who was Australia’s first PM?Who was Australia’s first PM?
Criticism – Standards Criticism – Standards
Criticism 1: Standards!Criticism 1: Standards!
Only 18% of those interviewed knew Edmund Barton was Australia’s first Prime Minister
Most thought first Canadian astronaut was Neil Armstrong (Morton, 2000)
Some school children astonishingly thought Adolf Hitler was Britain’s Prime Minister in World War II
74% of respondents knew who the US won independence from.
Criticism 1: Standards!Criticism 1: Standards!
US HistoryUS History
Criticism 1: Standards!Criticism 1: Standards!
‘The whole world has turned upside down in the past 80 years but one thing has seemingly remained the same: Kids don’t know history.’ (Wineburg, 2001)
Criticism 1: Standards!Criticism 1: Standards!
I once asked a boy at Eton, who had given me a date, whether it was B.C. or A.D. Being hopelessly puzzled,
he replied that it was B.D. (Browning, 1889)
I once asked a boy at Eton, who had given me a date, whether it was B.C. or A.D. Being hopelessly puzzled,
he replied that it was B.D. (Browning, 1889)
In the course of conversation with many such lads…I have been repeatedly struck with the very small and disjointed knowledge of history possessed by them (Williamson, 1891)
In the course of conversation with many such lads…I have been repeatedly struck with the very small and disjointed knowledge of history possessed by them (Williamson, 1891)
Criticism 2: PurposeCriticism 2: Purpose
“One of the more insidious developments in Australian political life over the past decade or so has been the attempt to rewrite Australian history in the service of a partisan political cause” (Howard, 1996)
“I do not take the black armband view of Australian history…I believe that the balance sheet of Australian history is overwhelmingly a positive one” (Howard, 1996)
Criticism 2: PurposeCriticism 2: Purpose
History is not peace studies. History is not social justice awareness week. Or conscious-raising about ecological sustainability. History is history, and shouldn’t be a political science course by another name. “
Criticism 3: PurposeCriticism 3: Purpose
Celebrating “environmental zealotry and communist heroes while dismissing white settlement as an invasion” (Thomas, 2000)
“The most radical attempt in Australia to indoctrinate children in key left-wing values” (Bolt, 2000)
Criticism 2: PurposeCriticism 2: Purpose
Criticism 3: InterestCriticism 3: Interest
Criticism 3: InterestCriticism 3: Interest
“No subject so widely taught is, on the whole, taught so poorly” (Hall, 1883)
Criticism 3: InterestCriticism 3: Interest
Australian high school students surveyed for the book History's Children: History Wars in the Classroom:
"Australian history just makes us want to cry. It's so boring and I can't stand it.“ (Natalie)
“Like, I'm fascinated with European history but with Australia, it's like, bleurgh.” (Amber)
"If they pretended there was a civil war, it would be much more interesting. But there wasn't, so it's boring.” (Jake)
Criticism 3: InterestCriticism 3: Interest
Criticism 3: InterestCriticism 3: Interest
''some drunk bogans with beards (the Kelly gang) wandering around boring dusty towns drinking whiskey. Who cares?''
''Who gives a rat's that Blaxland, Wentworth and Lawson crossed the Blue Mountains?''
“Excuse me for not being a jingoistic bogan wrapped in a flag and off to Gallipoli every April, but not only is Australian history boring, so much of our history is embarrassing and cringeworthy.”
“A form of child abuse”
In Topsfield, 2012
The Violent History of the Australian Curriculum: History
The Violent History of the Australian Curriculum: History
Review of CriticismsReview of Criticisms
1. Standards1. Standards2. Purpose2. Purpose3. Method 3. Method
Criticism 3: InterestCriticism 3: Interest
How best to teach history?
PurposePurpose
A Violent History – Resolved?A Violent History – Resolved?Politics
Bias
Stan
dard
s!
Knowledge DeficitPedagogy
Boring!
Scaremongering
NationalismJin
goism
MethodsActiv
ism
Mem
ory
Western heritageBlack Armband
Whit
e Blin
dfold
Conservative
Discipline
Left-
win
gM
ilita
risati
on
Trus
t
A Violent History – Resolved?A Violent History – Resolved?
"I think the unions are mentioned far more than business," Mr Abbott said.
"I think there are a couple of Labor prime ministers who get a mention, from memory not a single Coalition prime minister. So I think it is possible to do better."
Vivisection of the Australian Curriculum: History
Vivisection of the Australian Curriculum: History
Vivisection of the Australian Curriculum: History
Vivisection of the Australian Curriculum: History
- Rationale - Aims- Strands- Overviews vs. Depth Studies- Curriculum Focus/Year- Inquiry Questions- General capabilities- Cross-curriculum priorities- Assessment- Achievement Standards - Glossary
- Rationale - Aims- Strands- Overviews vs. Depth Studies- Curriculum Focus/Year- Inquiry Questions- General capabilities- Cross-curriculum priorities- Assessment- Achievement Standards - Glossary
RationaleRationale
AimsAims
• Foundation: Personal and Family Histories• Year 1: Present and Past Family Life• Year 2: The Past in the Present• Year 3: Community and Remembrance• Year 4: First Contacts• Year 5: The Australian Colonies• Year 6: Australia as a nation• Year 7: Year 7: The Ancient WorldThe Ancient World• Year 8: Year 8: The Ancient to the Modern WorldThe Ancient to the Modern World• Year 9:Year 9: The Making of the Modern WorldThe Making of the Modern World• Year 10:Year 10: The Modern World and AustraliaThe Modern World and Australia
• Foundation: Personal and Family Histories• Year 1: Present and Past Family Life• Year 2: The Past in the Present• Year 3: Community and Remembrance• Year 4: First Contacts• Year 5: The Australian Colonies• Year 6: Australia as a nation• Year 7: Year 7: The Ancient WorldThe Ancient World• Year 8: Year 8: The Ancient to the Modern WorldThe Ancient to the Modern World• Year 9:Year 9: The Making of the Modern WorldThe Making of the Modern World• Year 10:Year 10: The Modern World and AustraliaThe Modern World and Australia
Curriculum MapCurriculum Map
Strand 1: Historical Knowledge & UnderstandingStrand 1: Historical Knowledge & UnderstandingSp
atial
Dim
ensi
ons
Spati
al D
imen
sion
s
Strand 1: Historical Knowledge & UnderstandingStrand 1: Historical Knowledge & Understanding
Temporal DimensionsTemporal Dimensions
Strand 1: Historical Knowledge & Understanding
Strand 1: Historical Knowledge & Understanding
Cause & EffectCause & Effect
PerspectivesPerspectives
Continuity & ChangeContinuity & Change
Significance (NEW)Significance (NEW)
Empathy (NEW)Empathy (NEW)
Sources/Evidence (Year 3)Sources/Evidence (Year 3)
Contestability (Year 7)Contestability (Year 7)
Strand 2: Historical SkillsStrand 2: Historical Skills
ChronologyChronology
Terms & ConceptsTerms & Concepts
Historical Questions & ResearchHistorical Questions & Research
Analysis & Use of SourcesAnalysis & Use of Sources
Explanation & CommunicationExplanation & Communication
Prep Prep
20 hours20 hours
- What is my history and how do I know?- What stories do other people tell about the past?- How can stories of the past be told and shared?
- What is my history and how do I know?- What stories do other people tell about the past?- How can stories of the past be told and shared?
Inquiry Questions
Inquiry Questions
Personal and Family HistoriesPersonal and Family Histories
Limited links to OEELimited links to OEE
Year 1 Year 1
20 hours20 hours
• How has family life changed or remained the same over time?
• How can we show that the present is different from or similar to the past?
• How do we describe the sequence of time?
• How has family life changed or remained the same over time?
• How can we show that the present is different from or similar to the past?
• How do we describe the sequence of time?
Inquiry Questions
Inquiry Questions
Present and Past Family LifePresent and Past Family Life
Tenuous links to OEETenuous links to OEE
Year 2 Year 2
20 hours20 hours
• What aspects of the past can you see today? What do they tell us?
• What remains of the past are important to the local community? Why?
• How have changes in technology shaped our daily life?
• What aspects of the past can you see today? What do they tell us?
• What remains of the past are important to the local community? Why?
• How have changes in technology shaped our daily life?
Inquiry Questions
Inquiry Questions
The Past in the PresentThe Past in the Present
Clear links to OEEClear links to OEE
Year 3 Year 3
40 hours40 hours
• Who lived here first and how do we know?• How has our community changed? What features
have been lost and what features have been retained?
• What is the nature of the contribution made by different groups and individuals in the community?
• How and why do people choose to remember significant events of the past?
• Who lived here first and how do we know?• How has our community changed? What features
have been lost and what features have been retained?
• What is the nature of the contribution made by different groups and individuals in the community?
• How and why do people choose to remember significant events of the past?
Inquiry Questions
Inquiry Questions
Community and RemembranceCommunity and Remembrance
Clear links to OEEClear links to OEE
Year 4 Year 4
40 hours40 hours
• Why did the great journeys of exploration occur?• What was life like for Aboriginal and/or Torres Strait
Islander Peoples before the arrival of the Europeans?• Why did the Europeans settle in Australia?• What was the nature and consequence of contact
between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
• Why did the great journeys of exploration occur?• What was life like for Aboriginal and/or Torres Strait
Islander Peoples before the arrival of the Europeans?• Why did the Europeans settle in Australia?• What was the nature and consequence of contact
between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
Inquiry Questions
Inquiry Questions
First ContactsFirst Contacts
Clear links to OEEClear links to OEE
Year 5 Year 5
40 hours40 hours
• What do we know about the lives of people in Australia’s colonial past and how do we know?
• How did an Australian colony develop over time and why?
• How did colonial settlement change the environment?• What were the significant events and who were the
significant people that shaped Australian colonies?
• What do we know about the lives of people in Australia’s colonial past and how do we know?
• How did an Australian colony develop over time and why?
• How did colonial settlement change the environment?• What were the significant events and who were the
significant people that shaped Australian colonies?
Inquiry Questions
Inquiry Questions
The Australian ColoniesThe Australian Colonies
Strong links to OEEStrong links to OEE
Year 6 Year 6
40 hours40 hours
• Why and how did Australia become a nation?• How did Australian society change throughout the
twentieth century?• Who were the people who came to Australia? Why
did they come?• What contribution have significant individuals and
groups made to the development of Australian society?
• Why and how did Australia become a nation?• How did Australian society change throughout the
twentieth century?• Who were the people who came to Australia? Why
did they come?• What contribution have significant individuals and
groups made to the development of Australian society?
Inquiry Questions
Inquiry Questions
Australia as a NationAustralia as a Nation
Limited links to OEELimited links to OEE
Year 7 Year 7
50 hours50 hours
- How do we know about the ancient past?- Why and where did the earliest societies develop?- What emerged as the defining characteristics of ancient societies?- What have been the legacies of ancient societies?
- How do we know about the ancient past?- Why and where did the earliest societies develop?- What emerged as the defining characteristics of ancient societies?- What have been the legacies of ancient societies?
Inquiry Questions
Inquiry Questions
The Ancient WorldThe Ancient World
Overview (5 hours)
Overview (5 hours)
Depth Study 1
(15 hours)
Depth Study 1
(15 hours)
Investigating the Ancient Past Investigating the Ancient Past
Depth Study 2(15 hours)
Depth Study 2(15 hours)
Depth Study 3 (15 hours)Depth Study 3 (15 hours)
China(OR)
China(OR)
Egypt(OR)
Egypt(OR)
Greece(OR)
Greece(OR)
Rome(OR)
Rome(OR)
India(OR)India(OR)
Tenuous Tenuous
Year 8 Year 8
50 hours50 hours
- How did societies change from the end of the ancient period to the beginning of the modern age?- What key beliefs and values emerged and how did they influence societies?- What were the causes and effects of contact between societies in this period?- Which significant people, groups and ideas from this period have influenced the world today?
- How did societies change from the end of the ancient period to the beginning of the modern age?- What key beliefs and values emerged and how did they influence societies?- What were the causes and effects of contact between societies in this period?- Which significant people, groups and ideas from this period have influenced the world today?
Inquiry Questions
Inquiry Questions
The Ancient to the Modern WorldThe Ancient to the Modern World
Overview (5 hours)
Overview (5 hours)
Depth Study 1(15 hours)
Depth Study 1(15 hours)
Ottoman Empire (OR)
Ottoman Empire (OR)
Depth Study 2(15 hours)
Depth Study 2(15 hours)
Depth Study 3 (15 hours)Depth Study 3 (15 hours)
Renaissance Italy (OR)
Renaissance Italy (OR)
Mongol Expansion
(OR)
Mongol Expansion
(OR)
The Vikings (OR)
The Vikings (OR)
Medieval Europe (OR)
Medieval Europe (OR)
Angkor/Khmer Empire (OR)
Angkor/Khmer Empire (OR)
Shogunate Japan (OR)
Shogunate Japan (OR)
Polynesian Expansion (OR)
Polynesian Expansion (OR)
Black Death(OR)
Black Death(OR)
Spanish Conquest of America (OR)
Spanish Conquest of America (OR)
Varied Varied
Year 9 Year 9
50 hours50 hours
- What were the changing features of the movements of people from 1750 to 1918?- How did new ideas and technological developments contribute to change in this period?- What was the origin, development, significance and long-term impact of imperialism in this period?- What was the significance of World War I?
- What were the changing features of the movements of people from 1750 to 1918?- How did new ideas and technological developments contribute to change in this period?- What was the origin, development, significance and long-term impact of imperialism in this period?- What was the significance of World War I?
Inquiry Questions
Inquiry Questions
The Makings of the Modern WorldThe Makings of the Modern World
Overview (5 hours)
Overview (5 hours)
Depth Study 1(15 hours)
Depth Study 1(15 hours)
Depth Study 2(15 hours)
Depth Study 2(15 hours)
Depth Study 3 (15 hours)Depth Study 3 (15 hours)
World War IWorld War I
Asia and the World (OR)
Asia and the World (OR)
Making a Nation (OR)
Making a Nation (OR)
Industrial Revolution (OR)
Industrial Revolution (OR)
Progressive Ideas/ Movements (OR)
Progressive Ideas/ Movements (OR)
Movement of Peoples (OR)Movement of Peoples (OR)
Varied Varied
Year 10 Year 10
48 hours48 hours
- How did the nature of global conflict change during the 20th Century?- What were the consequences of WWII? How did these consequences
shape the modern world?- How was an Australian society affected by other significant global
events and changes in this period?
- How did the nature of global conflict change during the 20th Century?- What were the consequences of WWII? How did these consequences
shape the modern world?- How was an Australian society affected by other significant global
events and changes in this period?
Inquiry Questions
Inquiry Questions
The Modern World and AustraliaThe Modern World and Australia
Overview (3 hours)
Overview (3 hours)
Depth Study 1(15 hours)
Depth Study 1(15 hours)
Depth Study 2(15 hours)
Depth Study 2(15 hours)
Depth Study 3 (15 hours)Depth Study 3 (15 hours)
Popular Culture(OR)
Popular Culture(OR)
Rights & Freedoms Rights &
Freedoms
Migration Experiences (OR)
Migration Experiences (OR)
World War IIWorld War II
Environmental Movement(OR)Environmental Movement(OR)
Varied Varied
Content Descriptors and ElaborationsContent Descriptors and Elaborations
Achievement Standards (Satisfactory)Achievement Standards (Satisfactory)
History vs. SOSEHistory vs. SOSE
Historical ThinkingHistorical Thinking
Whoever discovered the ocean you can be sure it wasn’t the fish!
Historical thinking is an unnatural act (Wineburg, 1991)
Historical thinking is an unnatural act (Wineburg, 1991)
History begins with—and often ends with—questions, problems, puzzles, curiosities, and
mysteries (Bain, 2005)
History begins with—and often ends with—questions, problems, puzzles, curiosities, and
mysteries (Bain, 2005)
Historical ThinkingHistorical Thinking
Historical thinking requires us to “disturb the naturalisation of fixed conventions” (McLaren)Historical thinking requires us to “disturb the
naturalisation of fixed conventions” (McLaren)
It necessitates a ‘pedagogy of discomfort’ (Boler)It necessitates a ‘pedagogy of discomfort’ (Boler)
Historical ThinkingHistorical Thinking
Rejects the ‘age of sentiment’ (Phillips)Rejects the ‘age of sentiment’ (Phillips)
Acknowledges ‘difficult knowledge’ (Britzman, 1998)
Acknowledges ‘difficult knowledge’ (Britzman, 1998)
History as account vs. history as event (the past)History as account vs. history as event (the past)
Historical ThinkingHistorical Thinking
Historical SkillsHistorical Skills
Inquiry as the Bedrock of History Teaching
Inquiry as the Bedrock of History Teaching
What is the pedagogy behind Inquiry?What is the pedagogy behind Inquiry?
What does Inquiry look like?What does Inquiry look like?
1. INQUIRY – DOUBLE LOOP LEARNING1. INQUIRY – DOUBLE LOOP LEARNING
Students arrive at the inquiry with prior knowledge. Students arrive at the inquiry with prior knowledge.
1. INQUIRY – PRIOR KNOWLEDGE1. INQUIRY – PRIOR KNOWLEDGE
2. INQUIRY – BACKGROUND KNOWLEDGE2. INQUIRY – BACKGROUND KNOWLEDGE
After a teacher overview and a ‘first cut’ of the sources, your students are ready to begin an inquiry.
After a teacher overview and a ‘first cut’ of the sources, your students are ready to begin an inquiry.
3. INQUIRY – WORKING HYPOTHESIS3. INQUIRY – WORKING HYPOTHESIS
Now your students create a working hypothesis which they will attempt to prove.
Now your students create a working hypothesis which they will attempt to prove.
4. INQUIRY – FOCUS QUESTIONS4. INQUIRY – FOCUS QUESTIONS
Next, your students create and answer focus questions to guide their inquiry (parameters). Next, your students create and answer focus
questions to guide their inquiry (parameters).
5. INQUIRY – RESEARCH5. INQUIRY – RESEARCH
They attempt to answer their focus questions on a ‘second cut’ of the sources.
They attempt to answer their focus questions on a ‘second cut’ of the sources.
INQUIRY – THESISINQUIRY – THESIS
Now your students should be at the stage where they can turn their hypothesis into a thesis.
INQUIRY – COMMUNICATING THE ARGUMENTINQUIRY – COMMUNICATING THE ARGUMENT
By communicating their thesis and supporting arguments, students will expand (in a small way)
collective knowledge (knowledge horizon).
INQUIRY – IN THE SCHEME OF THINGS!INQUIRY – IN THE SCHEME OF THINGS!
Each small blip of new research expands the terminator between ignorance and enlightenment!
Inquiry PragmaticsInquiry Pragmatics
Teacher
Class
Group
PairIndividual
A Special Note on Prior Knowledge A Special Note on Prior Knowledge
Rooting out historical misconceptionsRooting out historical misconceptions
“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)
A Special Note on Prior Knowledge A Special Note on Prior Knowledge
Rooting out environmental misconceptionsRooting out environmental misconceptions
“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)
A Special Note on Prior Knowledge A Special Note on Prior Knowledge
Rooting out environmental misconceptionsRooting out environmental misconceptions
“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)“It's not what we don't know that's the issue, it's what we know for sure” (Yogi Berra)
Prior Knowledge Prior Knowledge How do you know what you know?How do you know what you know?
Question Dump!Question Dump!
The ability to set questions is the key element of being an historian (Burnham, 2007)The ability to set questions is the key element of being an historian (Burnham, 2007)
Good and Bad Questions in HistoryGood and Bad Questions in History
Aborigines Using Fire to Hunt for KangaroosAborigines Using Fire to Hunt for Kangaroos
Inquiry Strategy 2 – Big Questions Vs. Little QuestionsInquiry Strategy 2 – Big Questions Vs. Little Questions
Big Questions Little QuestionsQuestions worth discussing What?
No simple or single answers When?
Sufficient sources to answer Where?
Why? Closed
How? Trivial
Challenges prior knowledge
Significant*
Aborigines Using Fire to Hunt for KangaroosAborigines Using Fire to Hunt for Kangaroos
Sort your questionsSort your questions
Question dump allows students to identify non-productive questionsQuestion dump allows students to identify non-productive questions
Focus Questions ParametersFocus Questions Parameters
The 5Cs (unpacked)The 5Cs (unpacked)
Introducing MyselfIntroducing Myself
Introducing Clayton BarryIntroducing Clayton Barry
WorkshopWorkshop
Blind DateBlind Date
Australian of the YearAustralian of the Year
Membership of a 1% Biker GangMembership of a 1% Biker Gang
Wayne BennettWayne Bennett
Historical Significance in the History Classroom
Historical Significance in the History Classroom
Has there been a time in history when nothing
happened?
Has there been a time in history when nothing
happened?
What is History?What is History?
“History is the record of what one age finds worthy of note in another” (Burckhardt, in
Carr, 1962)
“History is the record of what one age finds worthy of note in another” (Burckhardt, in
Carr, 1962)
The Broad Brush of HistoryThe Broad Brush of History
The Broad Brush of HistoryThe Broad Brush of History
The past is not organised at all; it has no beginning, middle or end, nor does it have
any meaning (Seixas)
The past is not organised at all; it has no beginning, middle or end, nor does it have
any meaning (Seixas)
The Broad Brush of HistoryThe Broad Brush of History
The teaching of history involves choice and selection: one cannot avoid choices, on cannot simply include more (Seixas)
The teaching of history involves choice and selection: one cannot avoid choices, on cannot simply include more (Seixas)
Ahistorical Criteria for SignificanceAhistorical Criteria for Significance
- Linguistic – narrative structure- Cognitive – student ability to understand- Aesthetic – interest, beauty- Ideological – a precedent for today- Moral – the past as aberrant - Reverential – the past as sacred- Biographical – overstating the agents
- Linguistic – narrative structure- Cognitive – student ability to understand- Aesthetic – interest, beauty- Ideological – a precedent for today- Moral – the past as aberrant - Reverential – the past as sacred- Biographical – overstating the agents
Teaching Significance to Avoid Presentism in Environmental Education
Teaching Significance to Avoid Presentism in Environmental Education
- Being ‘blinkered by present day lenses- Assuming future generations want the same
things we do- Assuming future generations can fix our
mistakes- The ‘seventh generation’ trope
- Being ‘blinkered by present day lenses- Assuming future generations want the same
things we do- Assuming future generations can fix our
mistakes- The ‘seventh generation’ trope
Historical Significance CriteriaHistorical Significance Criteria
ImportanceImportance
• Was this event important to the people (mammals/sentient beings/organisms) alive at the time?
• Did the event have an influence on their thinking and behaviours?
• Was this event important to the people (mammals/sentient beings/organisms) alive at the time?
• Did the event have an influence on their thinking and behaviours?
Historical Significance CriteriaHistorical Significance Criteria
ProfundityProfundity
• How deeply have people’s (mammals/sentient beings/organisms!) lives (then and to the present) been affected by the event?
• How deeply have people’s (mammals/sentient beings/organisms!) lives (then and to the present) been affected by the event?
Historical Significance CriteriaHistorical Significance Criteria
QuantityQuantity
• How many lives were affected?• How many lives were affected?
Historical Significance CriteriaHistorical Significance Criteria
DurabilityDurability
• For how long have lives been affected?• For how long have lives been affected?
Historical Significance CriteriaHistorical Significance Criteria
RelevanceRelevance
• To what extent has the event contributed to an increased understanding of the present?
• To what extent will the event contribute to an increased understanding of the future?
• To what extent has the event contributed to an increased understanding of the present?
• To what extent will the event contribute to an increased understanding of the future?
Historical Significance CriteriaHistorical Significance Criteria
Q - DRIPQ - DRIP
Criteria Question ScoreQuantity How many lives were affected? 8
Durability For how long have lives been affected?
Relevance To what extent has the event contributed to an increased understanding of the present?
Importance Was the event important to people/living things alive at the time?
Profundity How deeply have lives (then and to the present) been affected by the event?
Problem Solving and ESCAPE
Why Teach History?Why Teach History?
'Who controls the past' ran the Party slogan, 'controls the future: who controls the present controls the past’
The Power of History in a Child’s Hands
It’s Worth It!
History in Outdoor & Environmental Education
Clayton BarryClayton BarryEmail: Email: [email protected]@eq.edu.au
Clayton BarryClayton BarryEmail: Email: [email protected]@eq.edu.au
History in Outdoor & Environmental Education
2014 OEEC Conference
Can We Save Brigitte?
Historical Thinking
Historical Skills
What is the pedagogy behind Inquiry?
INQUIRY – DOUBLE LOOP LEARNING
The 5Cs (unpacked)
Historical Significance Criteria
Q - DRIP
Criteria Question ScoreQuantity How many lives were affected? a) __ b) __ c) __
Durability For how long have lives been affected? a) __ b) __ c) __
Relevance To what extent has the event contributed to an increased understanding of the present?
a) __ b) __ c) __
Importance Was the event important to people alive at the time? a) __ b) __ c) __
Profundity How deeply have lives (then and to the present) been affected by the event?
a) __ b) __ c) __
Problem Solving and ESCAPE