Worlds Past

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<ul><li> 1. Worlds - Past Robert CrokerFaculty of Policy Studies, Nanzan University </li> <li> 2. HistoryDenition: The discovery, collection,organization, and presentation of informationabout past events.Purpose: To develop a deeper understandingof what occurred before, so as to betterunderstand the present and even the future. </li> <li> 3. HistoryAssumption: Humans everywhere at all timesdo the same things (give birth, bring upchildren, eat and drink, work, love, ght, die) but the ways we do these things, and themeanings that we give to them, are differentin different places, and at different times. </li> <li> 4. HistoryFirst steps: Discover and collect information:written: letters, diaries, newspapers, books, statisticsspoken: interviews, biographiesvisual: photos, cartoons, videos, movies, mapsartefacts: things like toys, clothes, buildings </li> <li> 5. 1930s 1950sSecond steps:Look for things that are the same and forthings that are different.How did children entertain themselves in the earlyShowa period and the later Showa period.How did that affect relationships between children,and between children and older people? </li> <li> 6. 1930s 1950sSecond steps:Look for things that are the same and forthings that are different.How did children entertain themselves in the earlyShowa period and the later Showa period.How did that affect relationships between children,and between children and older people? </li> <li> 7. 1950s ComicsSecond steps:Find connections between different parts ofpeoples experiences.What images are there in comics in the 1950s?How do those images reect what is happening inthe broader world.What did that mean for children growing up in the1950s? </li> <li> 8. 1950s ComicsSecond steps:Find connections between different parts ofpeoples experiences.What images are there in comics in the 1950s?How do those images reect what is happening inthe broader world.What did that mean for children growing up in the1950s? </li> <li> 9. 1960s Student LifeSecond steps:Look for things that are the same and forthings that are different.Find connections between different partsof peoples experiences. </li> <li> 10. 1960s Student Life </li> <li> 11. 1960s Student Life </li> <li> 12. 1960s Student LifeSecond steps:Look for things that are the same and forthings that are different.Find connections between different partsof peoples experiences. </li> <li> 13. HistoryBig questions:How is the present different to the past? How is one period different to another? How is one group different to another?Why have those changes occurred?Will those changes in the past predict changein the future? </li> <li> 14. HistoryBig questions:Does change primarily come from changes intechnology (eg the TV, computers) or does change primarily come fromchanges in ideas (democracy, freedom, freetrade, consumerism, feminism)? </li> <li> 15. HistoryFinal steps:To present your ideas: photo books stories biographies, novels documentaries YouTube local histories articles in newspapers and journals </li> <li> 16. HomeworkInterview: an older person who livedin the Showa Period.1. Make a time-line of their life2. Interview them about one or two topicsthat you are interested inLook for things that are the same and for things that are different.Find connections between different parts of peoples experiences.3. Summarize the information in a mind-map,in bullet-point form, or in an essay </li> </ul>