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Time, Continuity and Change: History Education :check: (Why should the…
Time, Continuity and Change: History Education :check:
Why should the concept of change be taught?
Change
Children need to know that change is inevitable
Children need to be able to adapt to and accept change
Through experiences of change children learn that
change is continuous and ever present
change can affect their lives in various ways
change can be recorded
Change In School
Decor and plants and paintings change continuously in schools
children can record changes in school through a timeline
Change In Environment
children can observe changes in community
new buildings
road repairs
Change In Nature
change in nature can be observed all year
children can record and observe nature changing
Record the leaves on the trees and plants changing with the seasons
Record changes in an insect or animal (metamorphosis)
Change In Children
Make timelines
birthdays
current weight and height compared to birth weight and height
food they ate at birth and current food eaten
clothing worn now and when they were babies
baby photos and current photos
Standards Applicable and Concepts Taught in Anthropology Education :star:
Standard II and VIII of the National Council of Social Studies are applicable to History Education
Related to Time, Continuity and Change and Science, Technology and Society
Key Concepts are: tie, change, continuity of life and the past and the methods of a historian
Why teach the concept of time?
Time
children's sense of time is more intuitive than conceptual
organisational, sequential and subjective
Routine that teaches time
help children develop concept of time based on daily routines
give children responsibility of organising own schedule
use specific words related to time
read stories related to time
Measuring time
conventional measurement of time begins around 8 or 9 years old
structure experiences by random measurements to scaffold child's time measuring
get children to use stopwatches,hourglasses, cooking timers and alarm clocks to help scaffold learning
Passage of Time
learning about history allows children to learn about time passing
use child's egocentricity to help learn about passage of time
child can make a book of own life
ask children questions based on previous experiences
What did you have for dinner last night?
What was your favourite part of school today?
Why should the concept of continuity of human life be taught? :recycle:
The Family
children's idea of history should be centered around people and the family and their history
analyses of the children's personal history comes from asking their family questions
parents must also share their history
it is important that the teacher shares their personal history
Inter-generational Contacts
history relies on generational knowledge of at least three generations
grandparents and great-grandparents form the intergenerational part of the school and non school programs
establishes concept of caring and continuity of life
Celebrating Holidays and Traditions
children see rich historical past of their culture and beliefs through enjoyable traditions and holidays
routines of the school day remain the same
children's culture is preserved by the parents and community members
activities are low key
a few concepts are developed
children are involved in planning
Cultural Universals
food, clothing, health, transport and shelter
Why should the concept of the past be taught?
Artefacts
concrete learning opportunity for children to learn about past
stimulate language and thinking
stimulate play and discussion
look for resources in community: churches, libaries
Photographs and Visuals
spark curiosity and empathy
can be using for contrast and comparison
show different places and traditions of past
can be using to teaching sorting and sequencing
People
tell stories and teach skills from the past
family tree can teach children about their family
children can develop sense of themselves as "living history" through activities
Narratives and the Arts
allows accessibility of history
capture imagination and immerse children in past
allows children to understand history better
foster children's understanding of past
Why should the methods of the historian be taught?
Generate questions and identify problems
recording children's questions give more opportunities for questioning
children begin to identify own problems
problems that spontaneously arise are based in reality
Gather information
to solve problems children must gather own information
can interview, research, examine books and documents etc.
Observe data
foster children's ability to observe data by asking them to describe the data
Analyze information
once information is gathered children can draw conclusions
creating graphs and charts children can draw conclusions and make sense ofinformation
Draw conclusions
may be incomplete
opportunity to assess children's historical knowledge and critical thinking
