Teaching History

1. Teaching History By: Araceli Drury Casey Bermudez Genevieve Cayetano Marlise Leslie Shenell Flowers

2. History of Barbados

3. Starting Point • Arawak Indians were the first inhabitants of Barbados .T in 1200 AD they were driven off the island by the invading Carib Indians from Venezuela. The Caribs abandoned Barbados by the time the first European sailed in to the region. • In 1536 Portuguese explorer Pedro a Campos discovered the island en route to Brazil. • He named the island Los Barbados, meaning the 'Bearded One' after the islands Fig Tree's. • In 1625 Captain John Powell landed and claimed the uninhabited island for England. His brother Captain Henry Powell landed with a party of 80 settlers and 10 slaves. 1628 more settlers came the population was around 2000. • The colonists originally planted the fields with tobacco and cotton, but in 1640 had discover the potential of Sugar Cane. The first large sugar cane plantations in the Caribbean became immensely profitable. • In 1663 Barbados was made into a British Crown Possession, by the mid 17th century the planters and merchants were thriving.

4. In 1816, the slaves staged a revoltbecause of their poor living conditions and treatment . • In 1834 Slavery was abolished. But becaues the slaves had no where else to go they decided to stay on the land with those of large .Those who left ended up in Shanty Towns. • 1930 An economic Depression hit in thewhich led to street riots. As a consequence the British Colonial Welfare was established providing large amounts of cash to improve living conditions and quality of life. One of the key reformers, Grantley Adams became the first Prime minister and was knighted by the queen. • Barbados gained internal self government in 1961 and in 1966 gained full independence and retained its status as a Commonwealth country. • 30th Novemberis celebrated Independence Day is celebrated annually on the In 1967 Barbados joined the United Nations. After World War Two the sugar Cane industry went into decline and the tourism industry started to take off to supplement the islands economy.

5. Barbados is now a peaceful democratic society without major incident. • The current Prime Minister, Freundel Stuart, took office after the sudden death of the late Prime Minister David Thompson, on October 23rd 2010. • Prime Minister Stuart represents the DLP (Democratic Labour Party) who came in to power in 2008. • The previous government BLP (Barbados Labour Party) was led by Owen Arthur who had been in power since 1994.

6. Location and Geography • Barbados is a coral limestone of the South American continental shelf that lies in the Western Atlantic Ocean. • Barbados is a coral limestone of the South American continental shelf that lies in the Western Atlantic Ocean. • Has low, rolling hills, and microclimate variations from rainforest to semi-desert.

7. Demography and Language • More than 260,000 people live on this island • As early as 1680, the island was home to 70,000 people. • Barbadians speak a dialect of English with tonal quality reflecting the West African hertitage • Also speaks an English-West African pidgin called Bajan.

8. About 80% of all Barbadians are descendants of former African slaves. • Also has a high proportion of citizens with large European history. • Barbados is generally free from ethnic tension. Ethic relations

9. Coocoo (a creamy blend of cornmeal and okra) and flying fish is the national dish. • Bread and fried flying fish is a popular snack or meal. • Popular fruits include papaya, mangoes, bananas, oranges and pineapple Food

10. Religious Beliefs • More than 80% of the population is Christian and more than half belong to the Church of England. • Small East Indian community includes some people who practice Hinduism. • A small number of people of diverse background practice Islam. • A growing number of people practice Rastafarianism.

11. Introduction • Because of the question what is an adequate quantity and quality of teaching in primary Schools, historians form the Bradley Commission on history in schools in 1987. • The Bradley commission stated that the study of history is "vital for all citizens in a democracy, because it provides the only avenue we have to reach an understanding of ourselves and of our society, in relation to the human condition over time, and how • some things change and others continue" (Bradley Commission, 1989, p. 5).

12. History • There is no single definition of History. History is known to be the past the present and the future in continuence. Types of Historians: • Social Historian • Military Historian • Oral Historian • Archivist • Public Historian • Interpreter • Re-enactor • Genealogist • Archaeologist

13. History argues 3 important Aspects • History in a Chronological Study That interprets and give meaning to events and applies systematic methods to discover the truth. • History has only what has been left behind and preserved to provide hints. Hints like what have taken place e.g. Mayan Ruins. • Historians interprets the evidence, deciding on the degree of its importance and accuracy.

14. Working in History requires logic and persistence • When studying history the more students know the better they can learn. As teachers we need to keep in mind that the level of children will determined how best they will be able to understand. Due to increase of technology and more findings by arachnology and having a museum that shows actual artefacts have enhance their knowlegde of history.

15. Teachers need to find more innovative ways of teaching students history. • How can this be achieve? Teachers can start by asking themselves: Questions (373)

16. History in Schools • History inn schools is very important because it prepares students to be responsible citizens further leaners and productive employment. • Two important dimensions of citizenship education in a democracy (Engle and Ochoa, 1988). - Socialization - the process whereby a child comes to accept and support his or her culture. - Forces of Counter socialization – such forces require people to examine their personal and social beliefs and analyze the problems of their nation and world.

17. Standard for History • Three key concepts for studying of history are time, continuality and change. • Developing a historical perspective helps individuals and groups answer the following question: • Who am I? • What happen in the past? • How am I connected with those in the past? • How has the world change and how might the change in the future? • How do our personal stories reflect varying points of view and inform contemporary ideas and actions?

18. The five common historical thinkingstandards (skills) for Infant 1 – Std. 6 • Chronological thinking • Historical Comprehension • Historical Analysis and Interpretation • Historical research and capabilities • Historical issues Analysis and decision making.

19. Benefits of Studying History

20. Benefits are group in three categories: • Personal benefits which help individuals attain their identity by finding their own place in the history of the world. • The study of history which help individuals better understand and study other subjects in the humanities. • Studying history which helps unify citizens into communities by creating a national identity.

21. The Intellectual skills used and promoted by the systematic study of history help people develop cognitively. • Commission principal aim of the study of history is the development of perspective s and modes of thoughtful judgment (social studies skills) associated with its study • The modes of thoughtful Judgment are similar to the task of critical thinking required to make decisions. • Perspective is similar to conclusions about the world from study of history. Examples:

22. How historian and curriculum creators see the benefit of history: • Historian sees the benefits of studying history primarily from a personal perspective. • Creators of the school curriculum see the benefits of studying history deriving from its contribution to a sense of community and national unity.

23. Students and Learning of History • In recent years, Researchers have shifted their focus from understanding time to broader concerns about how children learn history. • They are now able to make research base recommendation for activities that help children construct more meaningful understanding of history. • Students are able to address some aspect of history. • Children know more about some historical topics than others. • They often know a lot about the content and interpersonal relations of social history but very little about the nature and purpose of government, politics, and economics (Barton, 1997a).

24. Continuation • History is critical part of our nation’s school curriculum. It is through history that we understand our past and contemplate our future.

25. Using Timelines to Develop Chronology • Timelines are concrete devices used to assist students in understanding time-related concepts. • Complete timelines does not only identify dates or time period for which the events occurred, but also order them over the uniform passage of time. • Recording changes in the weather and seasons, holidays and birthdays are beginning points for the study of time in history. By acknowledging these events, teachers help students to recognize important ideas related to history. • Calendar helps to mark the passage of time and important changes that occur over time. • The first timeline that students are assign to make are concern only with the correct ordering of events. • Questions and exercises using timeline are essential if students are to discover the meaning and relationships embedded within the time line.

26. Continuation • Activities children can do with timeline: • Answer questions linking the passage of time to generations to assist them in their understanding. • Thinking about cause-and-effect relationships and hypothetical predictions can be stimulated by activities involving removing and/or moving events along the timeline. • Teachers can also rearrange the events on the time line, asking students whether the new arrangement is a possibility.

27. Continuation • Timelines are a part of most history chapters in textbooks, and they are often illustrated with words, colors, and pictures. • Teachers need to encourage students to read and interpret the timelines.

28. Resources for teaching History • Locating and using Historical Resources • People as resource • Artifacts and Museums • The community as a resources

29. Documents as resource • Lesson Plan • Visual literacy and history • Re-enactments and drama • Biographies and historical literature