2. FARONET – Masterclass
30 November 2012
Andrew Payne
Head of Education & Outreach
The National Archives
3. Design the Rebels‟ Flag
Throughout the history of Caribbean slavery,
attempts were made by the enslaved to win their
freedom through rebellion. Rebels would frequently
proclaim their desire for freedom using flags and
banners which were carried into battle.
In your group:
1. Discuss the kind of imagery you think would be
depicted on a rebels‟ flag.
2. Draw your representation of the flag on the paper
provided.
3. Keep safe for later in the session!
3
4. The National Archives‟ Public Task
Our responsibility is
for the government record,
its past and future, its use and re-use,
authentic, available and accessible to all
4
16. Where do teachers and students get source
material?
In tests 87 out of 98 student
teachers at Cambridge University
went straight to Wikipedia via
Google
18. Invest in your future audience…
“those who were
taken to museums
libraries, and
archives as
children…are more
likely to visit as an
adult.”
„Taking Part‟
DCMS Report 2007
20. Memory is the residue of thought
“Your memory is not the
product of what you want
to remember or what you
try to remember; it‟s the
product of what you think
about”
Daniel T. Willingham
Why Don’t Students Like School
Jossey-Bass 2009
20
22. Services designed to support the Curriculum
• Investigate
personal, family or local
history and how they relate
to a broader historical
context
• Appreciate the role of
museums, galleries, archi
ves and historic sites
• use ICT to
research, process and
present information about
the past
History Programme of Study
QCA 2007
24. Use key questions to drive the activity…
Let the students provide the answers
How did Henry VIII get up in the morning?
25. Historians “rummage” through sources
Let students direct their own investigation
www.nationalarchives.gov.uk/education/worldwar2
26. Context is everything…
So whole documents are essential
The Making of the United Kingdom
James Mason SP 16/488/25
27. Context is everything…
Thinking critically should be taught in the
context of subject matter…an important part of
thinking like a historian is considering the
source of a document – who wrote it, when
and why. But teaching students to ask that
question, independent of subject matter
knowledge, won‟t do much good.
Daniel T. Willingham
Critical Thinking: Why is it so hard to teach?
American Educator Summer 2007
34. Working with Archival
Material in the Classroom
Activity 1:
Engaging student curiosity
with „Mystery Documents‟
and prediction
35. Assemble the following into the correct order
disapprove of the Traffic in Slaves from Africa, is known to all; as well as that it
Slaves. That our humane and equitable Sovereign, and the British Nation,
compulsive transfer of your persons by your own Countrymen, by whom you
were held in bondage in your Native Land, and were there disposed of as
has consequently been prohibited by the Law and has long ceased.
Slavery is not the institution of any particular Colour, Age, or Country: - it has
personally known to all of you who have come from Africa under the
ever existed, and does still exist, among White as well as Black Men, in every
and, with the Whites, have been its joint authors in the West Indies, is a fact
quarter of the Earth. – That the Blacks of Africa have countenanced Slavery,
35
36. How did you do?
Slavery is not the institution of any particular Colour, Age, or Country: - it has
ever existed, and does still exist, among White as well as Black Men, in every
quarter of the Earth. – That the Blacks of Africa have countenanced Slavery,
and, with the Whites, have been its joint authors in the West Indies, is a fact
personally known to all of you who have come from Africa under the
compulsive transfer of your persons by your own Countrymen, by whom you
were held in bondage in your Native Land, and were there disposed of as
Slaves. That our humane and equitable Sovereign, and the British Nation,
disapprove of the Traffic in Slaves from Africa, is known to all; as well as that it
has consequently been prohibited by the Law and has long ceased.
36
37. Provenance, Purpose, Prediction
• Who wrote this?
• When?
• Who is the intended audience?
• For what purpose was it written?
• What do you think the rest of the document says?
• What questions would you like to ask the author?
37
38. James Leith – Governor of Barbados
April 26th 1816 Cat Ref: CO28 / 85 / 009
38
39. “an extraordinary emblematical flag”
Colonel Edward Codd to James Leith, his report
of the insurrection April 25 1816
(Cat Ref: CO 28/85)
What do you think it
looked like?
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44. Does Thomas Tweed deserve his honourary rank?
TNA Cat Ref: WO 339/21553
45. Step 1: Study your document
• Who wrote this?
• When?
• Who is the intended audience?
• For what purpose was it written?
• What doesn‟t it tell you?
• Do you think Tweed deserves his honorary rank?
• What questions do you want to ask Lt-Col Tweed?
46. Step 2: Find a friend…
• Ask them about their document
• Tell them about your document
• What more do you need to know?
• Do you think Tweed deserves his honorary rank?
• What questions do you want to ask Lt-Col Tweed?
47. Steps 3 – 4: Find some more friends…
• Ask them about their documents
• Tell them about your document
• What more do you need to know?
• Does Tweed deserve his honorary rank?
• What questions do you want to ask Lt-Col Tweed?
48. Step 5: What are your top 5 questions
for Lt-Col Tweed?
1. ???
2. ???
3. ???
4. ???
5. ???
49. Step 6: What does Lt-Col Tweed say?
TNA Cat Ref: WO 339/21553
50. Teach the Teacher –
delivering greater impact
through CPD
(continuing professional development)
51. Online unit with the Historical Association
www.history.org.uk
51
58. Andrew Payne
Head of Education
The National Archives
andrew.payne@nationalarchives.gsi.gov.uk
020 8392 5319
www.nationalarchives.gov.uk/education
Hinweis der Redaktion
And that is why, with the exec team and the management board, we have defined our public task, very simply and clearly.We will fight for the public record. We’ll be there. In a tough funding environment for information and records management in government. Where departments have a huge volume of information assets to keep. When the archive sector across the country needs our help to ensure that they can meet their obligations to the record. When the public partly depend on us to get access to the transparent government they deserve.Our role is fundamental. We have the credibility to do this. And we have an important part in the government’s transparency agenda, as the front-line service for the public record
