Combining Different Resources For Education (Andrew Payne) UK National Archives

Andrew Payne

Head of Education & OutreachThe National Archives

Putting it all together - Creating engaging digital resources for the classroom

Our Vision

• Lead and transform information management

• Guarantee the survival of today's information for tomorrow

• Bring history to life for everyone

11,000,000 boxes

1101000101100101 bytes (1 Petabyte)

Magna Carta - 1225

Declaration of Independence - 1776

Stephenson’s Rocket - 1822

Henry Cole’s Rat - 1838

New Requirements for History

• investigate personal, family or local history in relation to a broader historical context

• appreciate the role of museums, galleries, archives and historic sites

• use ICT to research, process and present information about the past

History Programme of StudyQCA 2007

Where do teachers get source material?

In tests 48 out of 49 student teachers at Cambridge University

went straight to Wikipedia via Google

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

Key principles for creating great digital resources

Investigate, don’t illustrate! Use sources for enquiry-based investigations

Use key questions to drive the activity…Let the students provide the answers

How did Henry VIII get up in the morning?

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

Who is this?

Which countries

are listed?

Whose hands are

these?

What does this represent

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

What Did You See?

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

• Tell the story of the picture 1 step at a time

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

• Tell the story of the picture 1 step at a time

• Remove the text to reveal the meaning

What was Granville Sharp trying to say in 1772?

There is no instance whatever, which requires more immediate redress, than the present miserable and deplorable slavery of Negroes and Indians, as well as white English servants in our colonies. To be in power and to neglect, even a day, such monstrous injustice and abandoned wickedness, must necessarily endanger a man's eternal welfare, be he ever so great in dignity or office.

The laws of England (God be thanked) are sufficiently clear with respect to slavery in this island. With respect to the Colonies, the evil practice of slaveholding being tolerated by distinct laws of their own, cannot with propriety fall under the consideration of the British Parliament ; for I am well aware, that no Parliament can have a just right to enact laws for places, which it does not represent.

The remedy of these notorious abuses therefore, rests entirely with the King and his Privy Council, to recommend to the assemblies in the colonies a formal repeal of those unjust laws of which I complain.

What was Granville Sharp trying to say in 1772?

There is no instance whatever, which requires more immediate redress, than the present miserable and deplorable slavery of Negroes and Indians, as well as white English servants in our colonies. To be in power and to neglect, even a day, such monstrous injustice and abandoned wickedness, must necessarily endanger a man's eternal welfare, be he ever so great in dignity or office.

The laws of England (God be thanked) are sufficiently clear with respect to slavery in this island. With respect to the Colonies, the evil practice of slaveholding being tolerated by distinct laws of their own, cannot with propriety fall under the consideration of the British Parliament ; for I am well aware, that no Parliament can have a just right to enact laws for places, which it does not represent.

The remedy of these notorious abuses therefore, rests entirely with the King and his Privy Council, to recommend to the assemblies in the colonies a formal repeal of those unjust laws of which I complain.

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

• Tell the story of the picture 1 step at a time

• Remove the text to reveal the meaning

• Use Photo Story to turn images into animations

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

• Tell the story of the picture 1 step at a time

• Remove the text to reveal the meaning

• Use Photo Story to turn images into animations

• Write a voiceover to a silent film

www.nationalarchives.gov.uk/education/focuson/film/editors-room/

Visual and audio literacy is not simple…You need to support student learning• Use call outs to support investigation

• “Flash an image”

• Tell the story of the picture 1 step at a time

• Remove the text to reveal the meaning

• Use Photo Story to turn images into animations

• Write a voiceover to a silent film

• Edit the same film to 2 different sound tracks

www.nationalarchives.gov.uk/education/focuson/film/editors-room/

For more examples and great resources…

www.nationalarchives.gov.uk/education

Andrew PayneHead of EducationThe National Archives

andrew.payne@nationalarchives.gsi.gov.uk

020 8392 5319

www.nationalarchives.gov.uk/education