the south african society for history teaching 14 th annual conference, 25-26 september 2009...
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THE SOUTH AFRICAN SOCIETY THE SOUTH AFRICAN SOCIETY FOR HISTORY TEACHINGFOR HISTORY TEACHING
1414thth Annual Conference, 25-26 September 2009 Annual Conference, 25-26 September 2009Crawford College (Sandton, Gauteng)Crawford College (Sandton, Gauteng)
The value of History within the context of The value of History within the context of a science and technological agea science and technological age
Arend E CarlArend E CarlFaculty of Education, Stellenbosch University, Private Bag X1, MATIELAND Faculty of Education, Stellenbosch University, Private Bag X1, MATIELAND
(Stellenbosch) 7602(Stellenbosch) [email protected]@sun.ac.za
Why History? A short trip down Why History? A short trip down memory lanememory lane
History teacherHistory teacher My first SASTH: 1987 (Martin TrMy first SASTH: 1987 (Martin Trüümpelman, Frik mpelman, Frik
Stuart, Pieter Kapp et.al.) History in a Stuart, Pieter Kapp et.al.) History in a multicultural societymulticultural society
1988: Conference in Stellenbosch: 1988: Conference in Stellenbosch: History: History: The road ahead.The road ahead.
21 years down the road still a need to research 21 years down the road still a need to research and promote Historyand promote History
Article: Ban the Bullet-Point! (Article: Ban the Bullet-Point! (Maxwell, Nov 2007Maxwell, Nov 2007): ): How should PowerPoint be best used in the How should PowerPoint be best used in the classroom.classroom.
My first SASHT-paper, 1987My first SASHT-paper, 1987The possible value of HistoryThe possible value of History: Is it still : Is it still
relevant for 2009?relevant for 2009? LESSONS FROM THE PASTLESSONS FROM THE PAST
– Can the past really provide lessons for the Can the past really provide lessons for the future/ current contexts? future/ current contexts?
– Can what applied for a specific time context, Can what applied for a specific time context, be applicable to the present?be applicable to the present?
– Mistakes should act as warnings.Mistakes should act as warnings.– Assist with ensuring more relevant problem-Assist with ensuring more relevant problem-
solving for current problems/issuessolving for current problems/issues
EXPLAINING/UNDERSTANDING THE PRESENTEXPLAINING/UNDERSTANDING THE PRESENT– Understanding the present by studying the Understanding the present by studying the
pastpast– Making links between the past and the Making links between the past and the
present to be able to gain greater present to be able to gain greater perspectiveperspective
– “… “… it can act as a touchstone against which it can act as a touchstone against which human values can be measured or tested, human values can be measured or tested, reaffirmed, or modified so that a perspective reaffirmed, or modified so that a perspective of a desired future might emerge.” (Tooke, of a desired future might emerge.” (Tooke, 1989:2-3)1989:2-3)
– Develop skills to be able to understand the Develop skills to be able to understand the presentpresent
FORECASTING/PROJECTING THE FORECASTING/PROJECTING THE FUTUREFUTURE
Can one really use History to forecast the Can one really use History to forecast the future? I believe NO.future? I believe NO.
Each organised social group can be led by Each organised social group can be led by knowledge of the past, meaning that it can act knowledge of the past, meaning that it can act as guide (Wesley and Wronski, 1966:452)as guide (Wesley and Wronski, 1966:452)
Act as a basis for decision-makingAct as a basis for decision-making GuidelinesGuidelines Impossible to forecast because of rapid Impossible to forecast because of rapid
changes/ different people/ timelines/conditionschanges/ different people/ timelines/conditions Man placed within time and contextMan placed within time and context
SELF-UNDERSTANDING OF EXISTENCESELF-UNDERSTANDING OF EXISTENCE
Man/ women is the result of his/her historyMan/ women is the result of his/her history The learner must be able to understand where The learner must be able to understand where
he/she comes from and develop an he/she comes from and develop an understanding for their existenceunderstanding for their existence
History is more than just the study of cause History is more than just the study of cause and result/ having a better understanding may and result/ having a better understanding may lead to a more critical and clearer lead to a more critical and clearer understanding of social responsibilitiesunderstanding of social responsibilities
The human is so much poorer without this self-The human is so much poorer without this self-knowledge and understandingknowledge and understanding
SOURCE OF VALUESSOURCE OF VALUES
Certain norms and values exist within a Certain norms and values exist within a society.society.
Objective judgment of these values and Objective judgment of these values and develop one’s own values, based on develop one’s own values, based on facts and critical thinkingfacts and critical thinking
Assist in making the right decisionsAssist in making the right decisions
VOCATIONAL OPPORTUNITIESVOCATIONAL OPPORTUNITIES
CONCEPTUALISATIONCONCEPTUALISATION
Concepts/ frameworkConcepts/ framework
SOCIAL RELATIONS AND LOYALTIESSOCIAL RELATIONS AND LOYALTIES– Patriotism, democracy, loyalty, citizenshipPatriotism, democracy, loyalty, citizenship– Can History Can History developdevelop these attributes? Or these attributes? Or
only only strengthenstrengthen them? Should only the them? Should only the positive be stressed? What about the positive be stressed? What about the mistakes? Be honest about the past? mistakes? Be honest about the past? Impact of this open and honest approach?Impact of this open and honest approach?
PERSPECTIVESPERSPECTIVES Learners should see trends and what Learners should see trends and what
happened in the past, in perspective so happened in the past, in perspective so that they are able to link the past and the that they are able to link the past and the presentpresent
Where do I fit in, in the big picture of a Where do I fit in, in the big picture of a nation which is characterized by nation which is characterized by diversity of such an extensive nature?diversity of such an extensive nature?
Cultural shaping (Kapp, 1986: 507) may Cultural shaping (Kapp, 1986: 507) may lead to respect and appreciation for the lead to respect and appreciation for the own and the other.own and the other.
OBTAINING KNOWLEDGE AND SELF-OBTAINING KNOWLEDGE AND SELF-KNOWLEDGEKNOWLEDGE
The study of history increases The study of history increases self-knowledgeself-knowledge, not just , not just general knowledgegeneral knowledge
Thirst for knowledge can be satisfied and in the Thirst for knowledge can be satisfied and in the process self-knowledge growsprocess self-knowledge grows
Opinions and judgments must be based on knowledge Opinions and judgments must be based on knowledge obtained through investigation and verification.obtained through investigation and verification.
Personal-individual investigations and provides Personal-individual investigations and provides exercise to work with abstract concepts and how to exercise to work with abstract concepts and how to analyse knowledgeanalyse knowledge
Search for the truth! Search for the truth! Not to know what took place Not to know what took place before you were born, is to remain forever a child (before you were born, is to remain forever a child (Cicero, Cicero, quoted by Marwick, 1970: 12-13).quoted by Marwick, 1970: 12-13).
Self-knowledge is necessary to know and understand Self-knowledge is necessary to know and understand othersothers
CRITICAL AWARENESSCRITICAL AWARENESS Intellectual curiosity and critical Intellectual curiosity and critical
awarenessawareness Question what has happened in a Question what has happened in a
positive way to understand the pastpositive way to understand the past Distinguish between fact and mythDistinguish between fact and myth Critical thinkingCritical thinking Does content promote this attribute?Does content promote this attribute?
POLITICAL LITERACYPOLITICAL LITERACY Learners must be politically literateLearners must be politically literate
– One who has an understanding of the past and One who has an understanding of the past and presentpresent
– Aware of rights, responsibilities, citizenshipAware of rights, responsibilities, citizenship– One who has an understanding of the One who has an understanding of the
integratedness of systems and structuresintegratedness of systems and structures– One who is tolerant to and open regarding other One who is tolerant to and open regarding other
views and opinionsviews and opinions– One who understands the diversity of one’s countryOne who understands the diversity of one’s country– One who values justice, equality, equityOne who values justice, equality, equity– One who accepts that evolving changes can occur One who accepts that evolving changes can occur
through involvement and rationale debatingthrough involvement and rationale debating– Positive changes through order and stability Positive changes through order and stability
(Tr(Trüümpelman, 1986: 201021)mpelman, 1986: 201021)
CULTURAL MATURITYCULTURAL MATURITY Knowledge and understanding of and Knowledge and understanding of and
respect for the own and other cultures respect for the own and other cultures (Kapp, 1987)(Kapp, 1987)
Man in society is part of many social Man in society is part of many social groupingsgroupings
Inclusivity: Appreciate the own, but is Inclusivity: Appreciate the own, but is also part of a greater community which also part of a greater community which consists of many cultural groupingsconsists of many cultural groupings
Cultural communityCultural community How do we accommodate this?How do we accommodate this?
Decline in History?Decline in History? Decline in History is not unique to SADecline in History is not unique to SA Since 1908 there has been a concernSince 1908 there has been a concern Position in NCS (GET &FET)Position in NCS (GET &FET) Position compared to the so-called Position compared to the so-called
“bread and butter” subjects “bread and butter” subjects (Sciences, Maths) (Sciences, Maths) (see Schoeman, 2006: 22-23)(see Schoeman, 2006: 22-23)
If there is a decline, what is the If there is a decline, what is the general impact on what can be general impact on what can be achieved through History?achieved through History?
WHAT DOES THE NCS: HISTORY SAY?WHAT DOES THE NCS: HISTORY SAY? Helps to build the capacity to make informed choices Helps to build the capacity to make informed choices
in order to contribute constructively to society and to in order to contribute constructively to society and to advance democracyadvance democracy
Personal empowermentPersonal empowerment Understanding of human agencyUnderstanding of human agency Knowledge that as humans we have choices … to Knowledge that as humans we have choices … to
change the world for the betterchange the world for the better Rigorous process of historical enquiry and to think Rigorous process of historical enquiry and to think
critically about society/ support democracy/ vehicle for critically about society/ support democracy/ vehicle for human rightshuman rights
Increasing conceptual knowledge as a framework of Increasing conceptual knowledge as a framework of analysis/ interpret and construct historical knowledge/ analysis/ interpret and construct historical knowledge/
(DoE, 2003: 9-10)(DoE, 2003: 9-10)
THE TEACHER AND THE ELECTRONIC AGETHE TEACHER AND THE ELECTRONIC AGEPachler, Daly & Turvey, 2010: 6)Pachler, Daly & Turvey, 2010: 6)
““BECAUSE OF THE MEDIA-DOMINATED BECAUSE OF THE MEDIA-DOMINATED CULTURECULTURE IN WHICH WE LIVE, MANY IN WHICH WE LIVE, MANY
EDUCATORS RECOGNIZE THAT MANY EDUCATORS RECOGNIZE THAT MANY OF OUR STUDENTS’ IDEAS ABOUT THE OF OUR STUDENTS’ IDEAS ABOUT THE PAST ARE CONSTRUCTED THROUGH PAST ARE CONSTRUCTED THROUGH
THE HISTORICALLY-THEMED FILM AND THE HISTORICALLY-THEMED FILM AND TELEVISION PROGRAMMES THAT THEY TELEVISION PROGRAMMES THAT THEY
WATCHWATCH” ” (Woelders, May 2007: 363)(Woelders, May 2007: 363)..
We cannot ignore the pervasiveness of electronic mediaWe cannot ignore the pervasiveness of electronic media We should acknowledge film and television as the great We should acknowledge film and television as the great
history educators of our timehistory educators of our time Film is unmatched in its capacity to provide ‘emphatic Film is unmatched in its capacity to provide ‘emphatic
reconstruction to convey how historical people witnessed, reconstruction to convey how historical people witnessed, understood and lived their lives’understood and lived their lives’ (Weinstein, 2001: 27-28)(Weinstein, 2001: 27-28)
Film is fun and it can involve students in history and Film is fun and it can involve students in history and increase their enjoyment of the subjectincrease their enjoyment of the subject
As they progress, confronted with the profound question As they progress, confronted with the profound question that face historians: “How do we determine the truth about that face historians: “How do we determine the truth about the ever-changing past?” the ever-changing past?”
Looking at the past through the prism of a film, poses Looking at the past through the prism of a film, poses intriguing questions: Does it deviate from the “true” intriguing questions: Does it deviate from the “true” history? How is history spun, adapted and adjusted to history? How is history spun, adapted and adjusted to accommodate audiences and times? Criteria used to accommodate audiences and times? Criteria used to determine the legitimacy of the sources? How does the determine the legitimacy of the sources? How does the view and substance of history change from one period to view and substance of history change from one period to the other?the other? (Weinstein, 2001: 30-31)(Weinstein, 2001: 30-31)
POSSIBLE VALUESPOSSIBLE VALUES
The use of PowerPoint with the The use of PowerPoint with the interesting title of interesting title of Ban the Bullet-Point: Ban the Bullet-Point: Content-Based PowerPoint for Historians Content-Based PowerPoint for Historians
(Maxwell, 2007: 55-62)(Maxwell, 2007: 55-62)
““PowerPoint is evil”PowerPoint is evil” Style of PP: Bullets or Content-based Style of PP: Bullets or Content-based
(fuller texts?(fuller texts? More comprehensive text must More comprehensive text must
complement the spoken lecturecomplement the spoken lecture
POSSIBLE CONTRIBUTIONS OF MEDIA POSSIBLE CONTRIBUTIONS OF MEDIA AND TECHNOLOGYAND TECHNOLOGY
Contribution towards understanding the pastContribution towards understanding the past Learning their history from media, rather than the written word?Learning their history from media, rather than the written word? Americans are learning most of their history from the media Americans are learning most of their history from the media (O’Connor, 1988:1201)(O’Connor, 1988:1201) The role of FILM (analysis, orchestration of events for the sake of the camera, The role of FILM (analysis, orchestration of events for the sake of the camera,
propaganda and strategy, film-culture connection)propaganda and strategy, film-culture connection) Media environment (an electronic milieu within the culture): Events captured can Media environment (an electronic milieu within the culture): Events captured can
become central in the broader social and cultural environment (Kennedy’s become central in the broader social and cultural environment (Kennedy’s assassination, first steps on the moon, Madiba walking out of prison, etc). First assassination, first steps on the moon, Madiba walking out of prison, etc). First contact with Black children through TV? contact with Black children through TV? (O’Connor, 1988:1203)(O’Connor, 1988:1203)
Media events raised historical issues for discussion in living rooms as never Media events raised historical issues for discussion in living rooms as never beforebefore
The film e.g. as an artifact considers the production background/ original intention The film e.g. as an artifact considers the production background/ original intention of film/ examination of what it meant who saw it at the time/ the CONTEXTof film/ examination of what it meant who saw it at the time/ the CONTEXT
Reception of Reception of spectatorshipspectatorship: The way in which class, gender and political : The way in which class, gender and political associations influence the understanding of a film’s signs and symbolsassociations influence the understanding of a film’s signs and symbols
Historical analysisHistorical analysis Should films be seen as shaping social values or reflecting them? Should films be seen as shaping social values or reflecting them? (O’Connor, (O’Connor,
1988:1207)1988:1207) Think analytically about what they see (critical thinking)Think analytically about what they see (critical thinking)
THE FILM AND THE TEACHING OF THE FILM AND THE TEACHING OF HISTORYHISTORY
History is an exercise of imagination (we can only History is an exercise of imagination (we can only observe our subjects through surviving documents observe our subjects through surviving documents and images)and images)
Film captures the sweep and movement of history, Film captures the sweep and movement of history, by definition the story of people, their (and our) by definition the story of people, their (and our) failures and accomplishmentsfailures and accomplishments
Movement through time and no other medium can Movement through time and no other medium can manipulate time in as kinetic a fashion as filmmanipulate time in as kinetic a fashion as film
Popularity of film is itself of interest. Looking at an Popularity of film is itself of interest. Looking at an interpretation of history interpretation of history (Weinstein, 2001: 41-42)(Weinstein, 2001: 41-42)
What What elements of historical interpretationelements of historical interpretation are are presented? How does the film (if at all) relate the presented? How does the film (if at all) relate the past to the present? How do the inherent limits of past to the present? How do the inherent limits of the medium restrict the ways that a story can be the medium restrict the ways that a story can be told? Have the characters been unnecessarily told? Have the characters been unnecessarily simplified? Has time been collapsed or the order simplified? Has time been collapsed or the order of things changed and to what extent do the of things changed and to what extent do the fictional element intrude on the historical material? fictional element intrude on the historical material? How does the material conform with the available How does the material conform with the available historical literature?historical literature? (O’Connor(O’Connor, 1988:1208), 1988:1208)
Visual literacyVisual literacy: Media is also literature. : Media is also literature. The The filmmaker/author writes with his camera as a filmmaker/author writes with his camera as a writer writes with his pen” writer writes with his pen” (Weinstein, 2001: 41)(Weinstein, 2001: 41)
Unpredictable outcomes or unintended effectsUnpredictable outcomes or unintended effects on on audiencesaudiences::– Whatever final rationale was on the producers minds,, Whatever final rationale was on the producers minds,,
these images once released, became the property of these images once released, became the property of the viewers, who could do with them what they willed, the viewers, who could do with them what they willed, make of them what their lives and experiences prepared make of them what their lives and experiences prepared them to make of themthem to make of them
– In 1954, a group of young men saw the film In 1954, a group of young men saw the film The Wild The Wild oneone. One related later “. One related later “We could all see ourselves right We could all see ourselves right there on the screen. We were all Marlon Brando”there on the screen. We were all Marlon Brando”
– Shortly after, the Shortly after, the Hell’s Angels Motorcycle ClubHell’s Angels Motorcycle Club was was born – surely not the intention of the makers of the film! born – surely not the intention of the makers of the film! (Weinstein, 2001: 41)(Weinstein, 2001: 41)
““THE GOAL OF HISTORY TEACHING, LIKE JOURNALISM, THE GOAL OF HISTORY TEACHING, LIKE JOURNALISM, MUST BE TO MUST BE TO GO BEYOND SIMPLY INFORMING GO BEYOND SIMPLY INFORMING
PEOPLE (PEOPLE (CHRONICLING EVENTS OR PASSING ON CHRONICLING EVENTS OR PASSING ON THE TRADITIONS OF A CULTURE TO NEW THE TRADITIONS OF A CULTURE TO NEW GENERATIONS) TO GIVING PEOPLE THE GENERATIONS) TO GIVING PEOPLE THE
WHEREWITHAL TO THINK OUT IMPORTANT ISSUES. WHEREWITHAL TO THINK OUT IMPORTANT ISSUES. IT SHOULD BE GIVEN … THAT WE TEACH OUR IT SHOULD BE GIVEN … THAT WE TEACH OUR
STUDENTS … AS STUDENTS … AS STIMULI TO THOUGHTSTIMULI TO THOUGHT. … BUT TO . … BUT TO UNDERSTAND (IT) FOR WHAT IT IS, AS ONE OF MANY UNDERSTAND (IT) FOR WHAT IT IS, AS ONE OF MANY AVALAIBLE SOURCES OF INFORMATION, A SOURCE AVALAIBLE SOURCES OF INFORMATION, A SOURCE WITH INEVITABLE PERSONAL, INSTITUTIONAL AND WITH INEVITABLE PERSONAL, INSTITUTIONAL AND TECHNOLOGICAL LIMITATIONS ON WHAT IT TELLS TECHNOLOGICAL LIMITATIONS ON WHAT IT TELLS AND HOW IT TELLS IT, A SOURCE THAT REQUIRES AND HOW IT TELLS IT, A SOURCE THAT REQUIRES
THE INTELLIGENT VIEWER TO HAVE SOME FACILITY THE INTELLIGENT VIEWER TO HAVE SOME FACILITY WITH VISUAL LANGUAGE” WITH VISUAL LANGUAGE” (1209)(1209)
ALL HISTORY CLASSROOMS SHOULD BE ALL HISTORY CLASSROOMS SHOULD BE LESSONS IN CRITICAL THINKINGLESSONS IN CRITICAL THINKING (1209)(1209)
BIBLIOGRAPHYBIBLIOGRAPHY Carl, AE. September 1991. Die moontlike waarde van Geskiedenis as skoolvak Carl, AE. September 1991. Die moontlike waarde van Geskiedenis as skoolvak
binne ‘n multikulturele Suid-Afrikaanse samelewing (binne ‘n multikulturele Suid-Afrikaanse samelewing (English translationEnglish translation: The : The possible value of History as a school subject in a multicultural South African possible value of History as a school subject in a multicultural South African society). society). Yesterday and Today: Journal for History Teaching. 22: 1-5.Yesterday and Today: Journal for History Teaching. 22: 1-5.
Deapartment of Education. 2003. National Curriculum Statement Grade 10-12 Deapartment of Education. 2003. National Curriculum Statement Grade 10-12 (General) History. Pretoria: Seriti Printing.(General) History. Pretoria: Seriti Printing.
Kapp, PH. 1986. Enkele gedagtes oor die onderrig van Geskiedenis (Kapp, PH. 1986. Enkele gedagtes oor die onderrig van Geskiedenis (English English translationtranslation: A few thoughts on the teaching of History). Presentation at ELOS-in-: A few thoughts on the teaching of History). Presentation at ELOS-in-service training of History teachers.service training of History teachers.
Maxwell, A. November 2007. Ban the Bullet-Point! Content-Based PowerPoint for Maxwell, A. November 2007. Ban the Bullet-Point! Content-Based PowerPoint for Historians. Historians. The History Teacher. 41(1): 55-62.The History Teacher. 41(1): 55-62.
O’Connor, JE. December 1988. History in Images/ Images in History: Reflections O’Connor, JE. December 1988. History in Images/ Images in History: Reflections on the importance of film and television study for an understanding of the past. on the importance of film and television study for an understanding of the past. The American Historical Review. The American Historical Review. 93(4): 1200-1209.93(4): 1200-1209.
Pachler, N, Daly, C & Turvey, A. 2010. Pachler, N, Daly, C & Turvey, A. 2010. Teacher professional development practices. Teacher professional development practices. The case of the Haringey Transformation Teachers programme. The case of the Haringey Transformation Teachers programme.
Schoeman, S. December 2006. In defence of History as a school subject. Schoeman, S. December 2006. In defence of History as a school subject. Acta Acta AcademicaAcademica. 38(3): 22-47.. 38(3): 22-47.
Weinstein, PB. November 2001. Movies as the gateway to History: The History and Weinstein, PB. November 2001. Movies as the gateway to History: The History and Film Project. Film Project. The History Teacher.The History Teacher. 35(1):27-48. 35(1):27-48.
Woelders, A. March 2007. Using film to conduct Historical inquiry with Middle Woelders, A. March 2007. Using film to conduct Historical inquiry with Middle School Students. School Students. The History Teacher. 40(3): 363-396).The History Teacher. 40(3): 363-396).