Presentation on theme: "Editorial November 14, 2012 “Assassin’s Creed III is just a video game. But, given the dearth of history instruction in our schools, it might be the only."— Presentation transcript:
Editorial November 14, 2012 “Assassin’s Creed III is just a video game. But, given the dearth of history instruction in our schools, it might be the only place Canadian young people are learning about the Revolutionary War. At the very least, they need to be equipped to separate the Ameriphilia with the facts.”
World War II Unit Summary After using a number of traditional and non-traditional sources in the early stages of the unit, as a class we co- create criteria we will use to analyze and evaluate historical sources Throughout the remainder of the unit, students use a variety of traditional and non-traditional historical sources and assesse their usefulness, educational value and ease of use In the end, students develop their own historical sources that are intended to be used by future grade 10 classes and that reflect the criteria we established
Role (Select One) Comic Book Author Children’s Book Author Video Game Designer Film Writer/Director Song Writer Audience A Grade 10 student enrolled in “Canadian History Since World War One” Format (Select the appropriate form based on the role you have selected) 18 Panel or 3 Page “Historical” Comic 10 Page Children’s Book Written Description of Video Game Objective + 6 Panel “Intro” Storyboard Summary of Film Plot + 6 Panel Storyboard of Significant Scene 2 Verse Song with Chorus + 6 Panel Storyboard for Video Another Appropriate Product (Based on the ROLE you selected) Topic (Select One) A Significant Canadian WWII Battle: Canadians in Hong Kong The Battle of Britain The Italian Campaign or a Related Battle The Dieppe Raid D-Day The War at Sea
History Beyond the Textbook: Traditional vs. Non-Traditional Sources Students are encountering and enjoying history in their “real life.” Many “non-traditional” sources appeal to students. Some mediums are more easily accessible to the “digital natives” we are teaching.
Textbooks Source Books Documentaries Teacher Developed Lectures/Notes Graphic Novels Comics Video Games Children’s Books Feature Films Websites Music Oral Histories Primary Sources Traditional Historical Sources Non - Traditional Historical Sources
History Beyond the Textbook Recognize that students are encountering and enjoying history in their “real life.” Use this to your advantage.
History Beyond the Textbook Many non-traditional sources appeal to students, but also have significant educational value.
4:29 hours – Television 2:31 hours – Music 1:35 hours - Texting 1:29 hours – Computer 1:13 hours – Video Games 0:38 hours – Print 0:25 hours – Movies Kaiser Family Foundation, Generation M2: Media in the Lives of 8 to 18 Years Old, 2010.
Be critical of the sources you introduce to your students Use all types of sources in moderation and in places where they make sense. Too much of anything is overkill. Teach students how to critically analyze the sources, so they understand they are not just filler or fluff.
History Beyond the Textbook Be critical of the sources you introduce to your students. In the 2009 game, The Saboteur, the beginning of WWII is re- written. There is no invasion of Poland, and the invasion of France is completely misrepresented.
History Beyond the Textbook Use all types of sources thoughtfully and in places where they make sense. Too much of anything is overkill. Saving Private Ryan Medal of Honor: Frontline
History Beyond the Textbook Teach students how to critically analyze the sources, so they understand they are not just filler or fluff.
Survey your students about the “history” they encounter in their life outside of school Co-create the criteria your students use to evaluate the sources they encounter Use stations/centres to incorporate multiple sources into a lesson/unit History Beyond the Textbook: Tips