why such an approach? to develop students sense of observation to encourage students to ask...
TRANSCRIPT
![Page 1: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/1.jpg)
![Page 2: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/2.jpg)
Why such an approach?
To develop students’ sense of observation To encourage students to ask questions and make
interpretations To sharpen students’ critical faculties
![Page 3: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/3.jpg)
Joy in Cerro Blanco
CREMwww.reseau-crem.qc.ca/projet/banque.htm
![Page 4: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/4.jpg)
Misery in Cerro Blanco
![Page 5: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/5.jpg)
Hitler Historical Museum (www.hitler.org)
![Page 6: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/6.jpg)
Why such an approach?
To develop students’ sense of observation To encourage students to ask questions and make
interpretations To sharpen students’ critical faculties To allow students to work directly with primary sources To give students the opportunity to establish, modify and
validate their own perceptions and understanding of history To allow students to draw a diagram identifying key elements To provide students with an activity that does not involve
traditional reading tasks
![Page 7: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/7.jpg)
Merchants
Clergy
Peasants
Noble?
![Page 8: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/8.jpg)
Activity overview
1. General observations Context, type of photo, photographer, source
2. Photo description What is represented? A hypothesis
3. Identification of photo elements Where, when, who, what (objects, buildings, etc.)
4. Analysis of photo elements How does the presence of certain clues provide information
about the photographed event? Verification of the hypothesis
![Page 9: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/9.jpg)
5 key elements
1. Form and function (what?): material, size, shape, colour, manufacture, use, etc.
2. Location (where?): town, house, climate, factory, etc.3. Time (when?): century, year, time of day, season, before,
after, event, wedding, childhood, old age, short, long, etc.4. People (who?): man, woman, child, politician, soldier,
peasant, rich, poor, etc.5. Meaning (why?): emotion, sentiment, beautiful, funny,
useful, precious, significant, etc.
![Page 10: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/10.jpg)
Fortifications: burg
Energy: windmill
Trade: merchants (bourgeoisie)
Use of money
Means of transportation: boat
![Page 11: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/11.jpg)
Project idea
Historical narratives
Students can write a historical narrative by imagining dialogues between characters while using a history lexicon. They must understand the roles of the various people and main interest groups involved. They must also remember to include significant events and place them in the appropriate context and period.
![Page 12: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/12.jpg)
Online images
http://www.recitus.qc.caunder “Outils/Images”
http://images.google.ca/
http://www.learnquebec.ca/en/content/pedagogy/cil/student/studentcr.html
![Page 13: Why such an approach? To develop students sense of observation To encourage students to ask questions and make interpretations To sharpen students critical](https://reader036.vdocuments.site/reader036/viewer/2022062619/55181eb05503469d318b492e/html5/thumbnails/13.jpg)