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|Additional Physical Format:||Print version:
Bringing History Alive through Local People and Places : A guide for primary school teachers.
Hoboken : Taylor and Francis, ©2013
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
Lynne Dixon; Alison Hales
|Notes:||Local studies centres and libraries.|
|Description:||1 online resource (420 pages)|
|Contents:||Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of figures, tables and teachers' toolkits; Acknowledgements; Introduction; Lynne's story; Alison's story; Coming together; Moving on throughout the book ... ; 1. The 'what?' and the 'why?' of the local in history: what's it all about?; Introduction; Why history matters; The role of history: social or political?; Whose history?; Why the local in primary history?; How?; Local history and 'the local' in history: a discernible difference; Other local history definitions; Children and the local; The child as the local. The local and heritageThe local and identities; Concepts and skills in the local in history; Summary; Further reading; Useful websites and resources; And now to the 'how' ... ; 2. Resources and how to use them --
place and maps: putting in place; Introduction; Place; Importance of place to us as individuals; Importance of place in geography; Importance of place in learning; Place, geography and history; Place and maps; Teaching and learning with maps; Using an historic map: what was this place like?; Using a modern day map: what has our area been like in the past? Comparing maps: how has this place changed? How was it similar to and different from the place today?Building plans; Using place names; Maps as a form of recording and communicating; Next steps; Appendix 2.1 Types of map: an introduction for non-specialists; 1. Everyday maps; 2. Ordnance Survey (OS) maps (old and new); 3. Other old maps; Sources of maps; Useful websites and sources; Maps; Place names; 3. Resources and how to use them --
the physical environment: walking the area; Introduction; Learning about and from the local landscape; Out of doors learning and fieldwork. Planning and organising local fieldwork: a summary of guidanceDesigning fieldwork experiences; Starting points for teaching and learning in the environment; 1. Fieldwork techniques; 2. Fieldwork: starting points, focuses and techniques; 3. Using a history trail; 4. Other teaching and learning walks; Archaeology; Time capsules; Next steps; Useful websites and resources; Ideas for built environment; Ideas for archaeology; 4. Resources and how to use them --
family and community: talking to someone; Introduction; A clarification; Family; Community; Teaching and learning; 1. Personal history. 2. Personal and family history3. Developing concepts through personal and family history: understanding of time, change and historical situations; 4. Community history; 5. Oral history; Developing the skills of children as oral historians; Some practicalities; Recordings and transcripts; The oral tradition; Next steps; Useful websites and resources; Oral history; Family history; 5. Resources and how to use them --
local history resource centres: having a rummage; Introduction; Why investigate local history resource centres?; How?; Local studies and archive centres; Archives.