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
Masterclass Andrew Payne, 30 november 2012, FARO
FARONET – Masterclass30 November 2012Andrew PayneHead of Education & OutreachThe National Archives
Design the Rebels‟ FlagThroughout the history of Caribbean slavery,attempts were made by the enslaved to win theirfreedom through rebellion. Rebels would frequentlyproclaim their desire for freedom using flags andbanners 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
The National Archives‟ Public TaskOur responsibility is for the government record, its past and future, its use and re-use, authentic, available and accessible to all4
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
Archives have the power to make students think!
Memory is the residue of thought“Your memory is not theproduct of what you wantto remember or what youtry to remember; it‟s theproduct of what you thinkabout” Daniel T. Willingham Why Don’t Students Like School Jossey-Bass 200920
Key Principles ofThe National ArchivesEducation & Outreach Service
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
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?
Historians “rummage” through sourcesLet students direct their own investigation www.nationalarchives.gov.uk/education/worldwar2
Context is everything…So whole documents are essential The Making of the United Kingdom James Mason SP 16/488/25
Context is everything…Thinking critically should be taught in thecontext of subject matter…an important part ofthinking like a historian is considering thesource of a document – who wrote it, whenand why. But teaching students to ask thatquestion, independent of subject matterknowledge, won‟t do much good. Daniel T. Willingham Critical Thinking: Why is it so hard to teach? American Educator Summer 2007
Technology provides access and engagementBut never forget that historical enquiry is the purpose
Taught Sessions40 different lessons available in 3 formats
Working with ArchivalMaterial in the Classroom Activity 1:Engaging student curiositywith „Mystery Documents‟ and prediction
Assemble the following into the correct orderdisapprove of the Traffic in Slaves from Africa, is known to all; as well as that itSlaves. That our humane and equitable Sovereign, and the British Nation,compulsive transfer of your persons by your own Countrymen, by whom youwere held in bondage in your Native Land, and were there disposed of ashas consequently been prohibited by the Law and has long ceased.Slavery is not the institution of any particular Colour, Age, or Country: - it haspersonally known to all of you who have come from Africa under theever existed, and does still exist, among White as well as Black Men, in everyand, with the Whites, have been its joint authors in the West Indies, is a factquarter of the Earth. – That the Blacks of Africa have countenanced Slavery,35
How did you do?Slavery is not the institution of any particular Colour, Age, or Country: - it hasever existed, and does still exist, among White as well as Black Men, in everyquarter 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 factpersonally known to all of you who have come from Africa under thecompulsive transfer of your persons by your own Countrymen, by whom youwere held in bondage in your Native Land, and were there disposed of asSlaves. 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 ithas consequently been prohibited by the Law and has long ceased.36
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
James Leith – Governor of BarbadosApril 26th 1816 Cat Ref: CO28 / 85 / 00938
“an extraordinary emblematical flag”Colonel Edward Codd to James Leith, his reportof the insurrection April 25 1816(Cat Ref: CO 28/85) What do you think it looked like?39
What questions do you want to ask the rebels?41
Revealing the Hidden Voice of Political Dialogue42
Working with ArchivalMaterial in the Classroom Activity 2: Developing Evidential Questioning
Does Thomas Tweed deserve his honourary rank?TNA Cat Ref: WO 339/21553
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?
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?
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?
Step 5: What are your top 5 questions for Lt-Col Tweed?1. ???2. ???3. ???4. ???5. ???
Step 6: What does Lt-Col Tweed say?TNA Cat Ref: WO 339/21553
Teach the Teacher –delivering greater impact through CPD(continuing professional development)
Online unit with the Historical Associationwww.history.org.uk51