talking pictures: the power of visual sources to …...asking good questions about a source canturn...
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Talking Pictures: the power of visual sources to create curiosity
and teach historical thinking
www.bcheritagefairs.ca www.historicalthinking.ca/
LearningIntentions
Ihaveabetter understanding of• thepotential ofvisual primary sourcesfor
teaching andlearning history• thechallengestousing visual sources• ways tousethem toteach historical thinking
Teaching Approches
• Questioning• Think aloud• Student generated questions• Sequencing/Timelines
HommagetoCharlieHou
BenjaminWest,Death ofWolfe,1770.WikiCommons publicdomain.
Why usevisual primary sources?
• Accessibility topeopleofthepast who haveoftenbeenonthemargins
• Entrypointforstudents:“warmthemup”(BartonandLevstik)
• Engagement:emotional impact,curiosity• Potential forcitizenship:“We areuptoour necks
inmessagestelling uswhat todoandthink.Without theability tointerrogate these messages,we aredestined tosleep walk through our world”(SamWineburg)
Challenges
• Easy access:“Accessis notsynonymous withlearning.What turns access into learning istimeandstrategic patience.”(JenniferRoberts,“ThePowerofPatience”)
• Readingbeyondfacevalue:Bothadultsandstudentstendtoreadhistoricalphotographsasaclearwindowintothepastandtoseethemasinherentlytruthful.Theyarenot.
StéphaneLévesque.“HowTechnology is Changing thewaywe Teach History.”Presentation at Canada’s History Forum2013.
Low history literacy reader
Low history literacy reader
StéphaneLévesque.“HowTechnology is Changing thewaywe Teach History.”Presentation at Canada’s History Forum2013.
Highhistoricalliteracyreader
StéphaneLévesque.“HowTechnology is Changing thewaywe Teach History.”Presentation at Canada’s History Forum2013.
Formoreonthisresearch:Lévesque,S.,Ng-A-Fook,N.,&Corrigan,J.(2014).What does theeye see?Readingonlineprimarysourcephotographsinhistory.
When you think oftheBritishColumbiaGoldRush,what imagecomes toyourmind?
Typeafewwords aboutthepeopleyou imagineandwhat they aredoing?
Dothey looklike this?
Prospecting forAlluvialGoldinBritishColumbia,1864,WilliamHind,ImagePDP02612courtesy oftheRoyalBCMuseumandArchives. WilliamBarkerofBarkerville,186- ,ImageA-
01144 courtesy oftheRoyalBCMuseumandArchives.
Orlike this?
Nlaka’pumxorSto:lo goldminers at theconfluenceoftheFraserandThompsonRivers,ca1890,imageD-06815courtesy oftheRoyalBCMuseumandArchives.
TheCariboo AmateurDramatic Association,1872, ImageI-68892courtesy oftheRoyalBCMuseumandArchives.
ChineseGoldWashersontheFraserRiver,BC,WilliamHind,ca.1864,McCord
MuseumM609.
Inquiry:Beyond BillyBarker
What GoldRushstoriesareworth telling?Howcan photographs helpustellthem?
SuggestionsforPlanning• Decideonwhathistoricalthinkingconcepts
youwanttodevelop• Chooseanimagewithcare(engaging,relevant
tocurriculumandtothedisciplinaryconcept,andhighresolution)
• Researchtheimage• Craftstimulatingquestions (bothquestions
focussedonthetaskofinterpretationandbroadinquiryquestions)
Elements ofConceptofEvidenceHistory is intepretationbased oninferences.Asking goodquestions aboutasourcecan turn itinto evidence.Interpretation also involves sourcing:inferring thepurpose andworldview ofasource’s creator.Asourceshould be analyzed inrelationtoitscontext.Inferences should always be corroborated.
(Seixas andMorton,TheBigSixHistoricalThinkingConcepts)
Inferences
SuggestionsforTeaching• Guidestudentstoobserveclosely• Connecttocontext(butmaybeonlyalittleatfirst)• Cultivatecuriosity• Considerthephotographer’spurpose• Generateorposequestion(s)• Havestudentswritehypotheses• Digdeeper,corroborate• Revisittheimageandrevisehypotheses• Reflectontheprocess
MenPosedOnFlume,William'sCreek;T.R.Pattullo StandingInCentre.Photographer: FrederickDally,ca.1868.ImageF-08564courtesy of theRoyalBCMuseumandArchives.
ExcerptofMenPosedOnFlume,William'sCreek;T.R.PattulloStandingInCentre.Photographer:FrederickDally,ca.1868.ImageF-08564courtesy oftheRoyalBCMuseumandArchives.
QuestionsCloseobservation:• What doyou see?Cananyone find…?Inferencing (from simpletoadvanced dependingonstudents):• Wherewasthisphototaken?• Whatarethepeopleinthephotodoing?• WhyisPattullo inthecentre?• Andwhydoyouthinkso?
With some context:• Whatwilltheflumebeusedfor?• Whatelsemighthappenasaresultofbuilding
thisflume?• Whatdoes"Menposedonaflume”suggest
abouthowgoldwasmined?Aboutthelifeofaminer?Abouttheeffectofminingontheenvironment?
• Andwhydoyouthinkso?• Whatdoesthisphotonottellus?
TomMortonandtheRoyalBCMuseum, “ReadingHistorical Photographs:Watch”,http://learning.royalbcmuseum.bc.ca/pathways/reading-photographs/watch/.
Asking goodquestions
CQ+PQ>IQ
Steps togenerate questions1(AKA:QFTorBrainstorming)• Ask asmany questionsasyou can.• Donotstoptodiscuss,judge,oranswer the
questions.• Write downevery questionexactly asit is
stated.• Changeany statement into aquestion.
(Rothstein andSantana,Make JustOneChange)
MenPosedOnFlume,William'sCreek;T.R.Pattullo StandingInCentre.Photographer: FrederickDally,ca.1868.BCArchivesF-08564.
Brainstormalist ofat least6questionsaboutthetopic,thetimeperiod orthesource.Possiblequestion-starters:Why…?How…?Howisthisconnectedto…?Whatmighthappenasaresultof…?
QuestionGeneration 2:BrainstormingwithPrompts
Ways toSupportStudents:• Brainstorm questionsbased onguidelines• Supply promptsorquestionstems• Lookat exemplars,e.g.,
www.bcheritagefairs.ca• Integrate diverseknowledge andsources• Give orcreate criteria• Planforfeedbackandrevision• Honour student choice,e.g.,starting pointfor
thenext lesson,inclusionontest
Criteria forGoodInquiry Questions:• Do-able – involve “Goldilocks tasks”,differentiated questions
• Purposeful – pointtobig ideas inhistory• Engaging – spark discussionanddebate;generate newquestions
• Connected – link tothelives ofstudents orpresent day issues
What next?Students• posefirsthypothesis andreflect oncertainty
andpossiblesourcesofevidence• explorefurther evidence• refine hypothesis andso onastimeand
interest permit• present toanaudience• reflect ontheway
Corroboration
Nlaka’pumxorSto:lo goldminers at theconfluenceoftheFraserandThompsonRivers,ca1890,imageD-06815courtesy oftheRoyalBCMuseumandArchives.
TheCariboo AmateurDramatic Association,1872, ImageI-68892courtesy oftheRoyalBCMuseumandArchives.
ChineseGoldWashersontheFraserRiver,BC,WilliamHind,ca.1864,McCord
MuseumM609.
Sourcing
Sourcing is thetouchstone that distinguishesexpertfromnovice….
(SamWineburg andAbbyRiesman,
“DisciplinaryLiteracyinHistory”.)
Sourcing Questions:
MenPosedOnFlume,William'sCreek;T.R.Pattullo StandingInCentre.Photographer:
FrederickDally,ca.1868.BCArchivesF-08564.
• What kind ofaphotois this?(e.g.,snapshot,formalportrait,advertisement,news,documentary…)
• Who would havebeentheaudienceforthis photo?
• Why was it taken?• What leadsyou tothink so?
Sourcing Questions:
MenPosedOnFlume,William'sCreek;T.R.Pattullo StandingInCentre.Photographer:
FrederickDally,ca.1868.BCArchivesF-08564.
• What kind ofaphotois this?(e.g.,snapshot,formalportrait,advertisement,news,documentary…)
• Who would havebeentheaudienceforthis photo?
• Why was it taken?• What leadsyou tothink so?
Heritage Fair students using evidence:
Visualsourcesandother historicalthinking conceptsHistorical SignificanceContinuity andchangeHistorical perspectivetaking
Howtodecide ifanevent,trendorperson is historical significant?
Seixas andMorton,TheBig SixHistoricalThinking Concepts (Nelson,2013)
"WaitformeDaddy"Photographer:C.P.Detloff,VancouverDailyProvinceDate:Oct.1,1940CityofVancouverArchives 371-3183
What storylineis suggested bythis image?
Image:CityofNewWestminster
Why did it become so famous?
What might havebeenthestorybehind thisphotointhemonthsbefore andafter it wastaken?
JapaneseboywithpetatTashme Camp,photograph, [between1940and1949?],JCPC_08_027,JapaneseCanadianResearchCollection,UniversityofBritishColumbiaLibrary,RareBooksandSpecialCollections.
Winterat Tashme internment camp,Sedai:theJapanese CanadianLegacyProject,
Additional sourcestocontinuetheinquiry.
Continuity andChange
“Comeon,Bart.History can be fun.It’s like anamusementpark except instead ofrides,you gettomemorize dates.”
—MargeSimpsonin“Margical History Tour,”anepisodeofTheSimpsons that aired onDecember 22,2004
Chronological Fluency andTimelines“Assoon as(theteacher)putupthetimeline…,astriking phenomenon took place:whenever shementioned adate,inany context,students’headswould swingtoward thetimeline—they wereusing it tofind outwhat thedatemeant, tosee forthemselves howpeopledressed andwhat kind ofmachinesthey had in1910or1940orwhatever.”
(Levstik andBarton,Doing History:investigatingwith children inelementary andmiddleschools)
Timeline suspendedfrom classroom ceiling
Heritage Fairsprojects withvisual timelines
TimeShuffle Card Game.Bamboo Shoots:ChineseLegacies inBC.
Sequencing insmall groups:
• Beginwithevents,thenadddates,peopleandtimeperiods.Askthemhowtheywillrepresentperiodsoreventsthatstretchovertimesuchasresidentialschools.
• Usecards,postersortabardsofvisualimages.• Ifyouhaveonebigtimeline,havestudentsstandina
slightcrescentsoeveryonecanseeeveryoneelse.Astraightlinedoesn’tworkforvisibility.
• Trytwotimelinesfacetofacesostudentscancompare.
SequencingwithaHumanTimeline
Historical PerspectiveTaking
"Anygoodhistorybeginsinstrangeness.Thepastshouldnotbecomfortable.Thepastshouldnotbeafamiliarechoofthepresent...Thepastshouldbesostrangeyouwonderhowyouandthepeopleyouknowandlovecouldcomefromsuchastime...”
RichardWright,RememberingAhanagran
BoyinBaltimore,Maryland, January 1,1898
Idea based onAustin,H.M.andThompson, K.Examining theEvidence:seven strategies forteaching with primarysources.North Mankato,Minnesota:MaupinHouse,2015.
Translation:TheEskimosfromLabradorFromC.Hagenbeck’s AnimalParkinHamburgAfteranoriginalsketchofJ.Bungarz
What were LabradorEskimos(Inuit)doing inaHamburg zoo?
Imagecourtesy ofDr.HansRollmann,MemorialUniversity ofNewfoundland
Muchdepends upon knowledge
Themorestudentsreadonthesametopic,themorelikelytheyaretomovefromnovicetoexpertwaysofthinking.
Alexander,Kulikowich,Schulze.(1994)“TheInfluenceofTopicKnowledge,DomainKnowledge,andInterestonthe
ComprehensionofScientificExposition”
andreflection
We donotlearn fromexperience….We learn fromreflecting onexperience.
JohnDewey
Evensimplethingsareuseful.Whatdidyoudo?Howdiditgo?Ifgiventhechance,whatwouldyouchange?
MonicaMartinezandDennisMcGrath
andpersistence
Expertsdothosethings,butonlybecausetheirmentaltoolboxenablesthemtodoso.Theonlypathtoexpertiseasfarasanyoneknowsinvolveslong,focusedpractice.
DanielWillingham,WhyDon’tStudentsLikeSchool?
Your suggestions,questions,criticalcomments…