The document is a presentation from Andrew Payne at The National Archives about using archival documents in education. It discusses having students design a rebels' flag from the history of Caribbean slavery and encourages an inquiry-based approach. It also provides information about The National Archives' collections and education resources available, including online lessons, workshops, and professional development for teachers.
This is a collection of advance organizers designed for use with the text, The Iroquois. This is used wit 4th graders who are reading the text. Directions for how to
This is a collection of advance organizers designed for use with the text, The Iroquois. This is used wit 4th graders who are reading the text. Directions for how to
Literacy Programming: Forming Partnerships and Sharing Resources (Partial Sli...Amy Koester
These slides accompanied my portion of a panel presentation, "Literacy Programming: Forming Partnerships and Sharing Resources," at the Day of Diversity: Dialogue and Action in Children’s Literature and Library Programming presented by the Association for Library Service to Children in collaboration with the Children’s Book Council. My fellow panelists were Pat Mora, Maureen Costello, Deborah Ford, Irania Patterson, and Michelle Leo Fadlalla. The panel was moderated by Dr. Claudette McLinn.
To thank our contributors and readers for supporting the Seeking Protection blog in our first year, we've curated all of our content into useful educational topics.
English project about the most important ethnic groups in London Nowadays. The Commonwealth, its origins and its influence in the multicultural London today. This project is part of the School project "Moving" for the first cycle of Secondary Education of IES LA MOLA
Groot Onderhoud IV, 14 oktober 2014 | Rachael Corver, First World War 100FARO
In 2014 stond de vierde editie van het Groot Onderhoud, het jaarlijke ontmoetingsmoment van de cultureel-erfgoedsector, in het teken van 'beeldvorming over cultureel erfgoed in de media’. Op 14 oktober kwamen honderden erfgoedwerkers samen in Flagey, Brussel. Een volledig verslag vindt u op www.hetgrootonderhoud.be
The Struggle for Black Studies at Syracuse University, 1988-'89Agyei Tyehimba
Harlem educator, author and activist Agyei Tyehimba uses this slideshare for presentations he does about his role in the Black student struggle for African American Studies at Syracuse University in his years as a student leader there.
Agyei is available for speeches, interviews, and consulting. To learn more about Mr. Tyehimba, or to contact him for engagements, visit: http://truself143.wix.com/agyeityehimba
YouTube Channel: https://www.youtube.com/user/truself143
Twitter: @agyei143
A WITF presentation and request for corporate support for a national initiative, with Central Pennsylvania content, to help students stay on the path to graduation.
Literacy Programming: Forming Partnerships and Sharing Resources (Partial Sli...Amy Koester
These slides accompanied my portion of a panel presentation, "Literacy Programming: Forming Partnerships and Sharing Resources," at the Day of Diversity: Dialogue and Action in Children’s Literature and Library Programming presented by the Association for Library Service to Children in collaboration with the Children’s Book Council. My fellow panelists were Pat Mora, Maureen Costello, Deborah Ford, Irania Patterson, and Michelle Leo Fadlalla. The panel was moderated by Dr. Claudette McLinn.
To thank our contributors and readers for supporting the Seeking Protection blog in our first year, we've curated all of our content into useful educational topics.
English project about the most important ethnic groups in London Nowadays. The Commonwealth, its origins and its influence in the multicultural London today. This project is part of the School project "Moving" for the first cycle of Secondary Education of IES LA MOLA
Groot Onderhoud IV, 14 oktober 2014 | Rachael Corver, First World War 100FARO
In 2014 stond de vierde editie van het Groot Onderhoud, het jaarlijke ontmoetingsmoment van de cultureel-erfgoedsector, in het teken van 'beeldvorming over cultureel erfgoed in de media’. Op 14 oktober kwamen honderden erfgoedwerkers samen in Flagey, Brussel. Een volledig verslag vindt u op www.hetgrootonderhoud.be
The Struggle for Black Studies at Syracuse University, 1988-'89Agyei Tyehimba
Harlem educator, author and activist Agyei Tyehimba uses this slideshare for presentations he does about his role in the Black student struggle for African American Studies at Syracuse University in his years as a student leader there.
Agyei is available for speeches, interviews, and consulting. To learn more about Mr. Tyehimba, or to contact him for engagements, visit: http://truself143.wix.com/agyeityehimba
YouTube Channel: https://www.youtube.com/user/truself143
Twitter: @agyei143
A WITF presentation and request for corporate support for a national initiative, with Central Pennsylvania content, to help students stay on the path to graduation.
The DPLA and NY Heritage for Tech Camp 2014Larry Naukam
This is an introduction to the Digital Public Library of America and to New York Heritage. It was put together for showing these web sites to school media librarians and others, an helping them to use it more effectively. It may also be used to find items for use in the Common Core curriculum.
Nevada Library Association Annual Conference NDNP carriegaxiola
Library of Congress & National Endowment for the Humanities project to digitize historic newspapers in America. This presentation shows how you can use the newspapers for scholarly research, genealogy, K-12, and lifelong learning. 100,000 pages are digitized every grant cycle. All papers are hosted by Library of Congress via Chronicling America.
OCR is used so the newspapers are full text searchable.
COMM 102 Mass Media & Society Term Paper Guidelines MargaritoWhitt221
COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in class, but you must
take what we have covered as your starting point and research the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books” in our library and
the VPL. I am going to want to see some of these in the List of References or
Works Cited section at the end of your paper. Wikipedia is not a valid source for
academic research. It can provide a very useful place to start because it often lists
good sources for further research, but it should not be used as a source itself. Our
library websites also includes access to many e-books and databases, the most
useful of which might be Communication and Mass Media Complete.
• Tip: You might want to query me on your proposed topic, as I can probably tell
you if you will be able to find many good sources on it and I can probably point
you to some of them.
• Due date: Sunday, midnight of week 10 for online sections.
Possible term paper topics
• How does mass media influence society?
• What are the contributions of mass communications to modern society?
• Marshall McLuhan from the Gutenberg Galaxy to the Global Village
• How Web 2.0 advances the Internet from Web 1.0
• How social media have changed politics
• How U.S. hedge funds came to control Canada’s press Citizen journalism
• Native advertising: Sell-out or saviour of journalism?
• Does Technology save or suck time?
• What are the effects of TV and Movies on young minds?
• Who controls content on the www?
• Is the data being mined about customers on the www a breach of privacy?
• Explain the importance of racial and gender diversity in mass media
• How has history repeated itself in mass media?
COMM 102: Mass Media & Society
Term Paper Guidelines
• Length: 7-10 pages, 12-point Times New Roman, double spaced. (2,500-3,000
words)
• Style: APA
• Topic: Anything to do with Media & Society.
• Important: You may choose a topic that has been covered in class, but you must
take what we have covered as your starting point and research the topic well
beyond that.
• Sources: There are stacks and stacks of things called “books” in our library and
the VPL. I am going to want to see some of these in the List of References or
Works Cited section at the end of your paper. Wikipedia is not a valid source for
academic research. It can provide a very useful place to start because it often lists
good sources for further research, but it should not be used as a source itself. Our
library websites also includes access to many e-books and databases, the most
useful of which might be Communication and Mass Media Complete.
• Tip: You might want to query me on your proposed topic, as I can p ...
This is a report of a public presentation hosted in Alberta on December 8th about the collections, programs and services provided by Library & Archives Canada
Local history resources and the common coreHeidi Bamford
A Powerpoint presentation designed to incorporate the Stanford History Education Group's "Thinking Like a Historian" strategies with elements from the New Common Core Standards, all using local history resources that connect to the "bigger picture"
Charleston Conference 2012: Climbing the Digital EverestCengage Learning
At the 2012 Charleston Conference, Associate Publisher Ray Abruzzi, accompanied by Simon Bell, Head of Strategic Partnerships & Licensing, The British Library and Caroline Kimbell, Head of Licensing, The National Archives, UK, provided background and insight into the strategy and creation of the Nineteenth Century Collections Online.
This presentation was given at the Annual Nevada Library Association conference in Las Vegas, Nevada, October 14, 2018. The presentation highlights the project Chronicling America and the use for geneologists, historians, scholars, lifetime learners, and K-12. (any views presented do not necessarily represent the views of NEH)
Presentation from Community as Intellectual Space Conference, at a workshop on June 14, 2008 at the Puerto Rican Cultural Center Library in Paseo Boricua.
Tijdens deze workshop leert u wat iBeacons zijn, hoe ze werken en waarvoor u ze kan gebruiken. We bekijken ook de mogelijkheden van augmented reality en leren hoe u audiovisuele content kan gebruiken in de ErfgoedApp. Tot slot leert u hoe u een erfgoedroute of wandeling met POI’s kan maken.
Daarna gaat u zelf aan de slag en creëert u audiovisuele inhoud die u onmiddellijk kan raadplegen en testen via de ErfgoedApp. U leert hoe u een scenario (spel, tour ...) kan maken via het webbased platform van de ErfgoedApp. U gebruikt hiervoor zowel audiovisuele content, augemented reality, gps-punten als iBeacons en leert zo in de praktijk hoe deze technologie werkt en hoe u ze kan gebruiken voor uw erfgoedorganisatie.
Doelgroep: medewerkers van musea, archieven, erfgoedbibliotheken, erfgoedverenigingen, toeristische diensten of erfgoedmedewerkers in een gemeente.
De workshop gaat meestal door bij FARO in Brussel van 10.00 - 15.30 uur soms is er een workshop op locatie.
De workshop is de snelste manier om te starten met de ErfgoedApp. Deze populaire workshop gaat maandelijks door en werd reeds gevolgd door meer dan 400 erfgoedprofessionals en vrijwilligers.
Bekijk de kalender voor de volgende workshops: https://faro.be/kalender/1
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?
39
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
Editor's Notes
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