2. Presentation & Resources…
Find out more…
Contact…
@The_History_Man
@UKNatArchives

3. Uncovering the past, not covering the curriculum Andrew Payne
Head of Education & Outreach
The National Archives

4. Engaging Student Curiosity
You are about to look at a picture.
Concentrate hard because you will only have 1 second to look.
Get ready to share anything that you saw with the rest of the class.
You will be amazed how much you can see in just 1 second!
Ready?
Really ready?

6. What Did You See?

7. What Did You Miss?

8. What Questions Do You Want To Ask?

10. The World’s Greatest Archive

13. 12,000,000 boxes

14. 1 quadrillion bytes – 1 Petabyte of storage

15. Domesday
But accessibility is more than just about physical location
Issues of language, visibility, conservation, imagery, symbolism, context
The role of the Education team – be they online or onsite is the same – to make the unique collection of sources which make up the National Archives accessible to students and teachers

16. Magna Carta

17. Declaration of Independence - 1776

18. William Hole Map of Virginia - 1612

19. George Stephenson’s Steam Engine - 1825

20. Global Photographic Archive – Seoul 1935

21. Government Cabinet Papers – Korea 1950

22. UK Government Web Archive

23. Archives have the power to make us think!

24. 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

25. Archives force us to re-think!

26. Challenge preconceptions about the past
“Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information…”
Suzanne Donovan & John Brandsford How Students Learn p.1 National Academies Press 2005

27. Enquiry
History
ἱστορ-ία

28. Is History something to be ‘covered’ or ‘uncovered’?

30. The power of documents As source of information
As identifier for knowledge
As insight into opinion or motive
As evidence to substiate an interpretation
As means of stimulating curiosity
As illustration or example
As confounder of preconceptions
As context to a period
As artifact
As a means to promote enquiry

31. Developing Evidential Enquiry Does Thomas Tweed deserve his honorary rank?

32. TNA Cat Ref: WO 339/21553

33. 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?

34. Quick Guide to British Army in First World War
Unit
Rank
Size
Name
School Equivalent
British Army
4 million
Haig
Education Secretary
Army (2 x corps)
General
100000
Corps
(3 x divisions)
Lieutenant General
50000
Division
(3 x brigades)
Major General
15000
Shute
Local Authority
Brigade
(4 x battalions)
Brigadier General / Colonel
4500
Blackstock
Chair of Governors
Battalion
(4 x companies)
Lieutenant Colonel / Major
1000
Tweed
Headteacher of School / Deputies
Company
(4 x platoons)
Captain / Lieutenant
200
Blackadder
Head of Year / Department
Platoon
(4 x sections)
2nd Lieutenant 50
Colthurst
Class teacher
Section
(4 x squads)
Corporal / Lance Corporal 13
Baldrick
Class prefect
Squad
Private 4
student
Serjeant

35. 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?

36. 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?

37. Step 5: What are your top 5 questions for Lt-Col Tweed?
???

38. Step 6: What does Lt-Col Tweed say?
TNA Cat Ref: WO 339/21553

39. Step 7: What other questions do you want to investigate about World War 1?
???

40. Presentation & Resources…
Find out more…
Contact…
@The_History_Man
@UKNatArchives