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Teaching/Learning Approach

The suggested learning approach is similar to the one used in social studies, for the activity "Inquire into a past phenomenon". The following table provides an overview of it. If you wish, you can adapt the suggested approach to a specific situational problem.

The suggested sequence of activities may begin after:

  • a presentation in class of the notions being targeted;
  • a reading by the students of certain History Texts found in EduWeb, such as excerpts from history books or a summary of main events in Canadian History for the period 1840-1945;
  • an initial familiarization by the students with the Museum's Web site, collections, games, thematic tours and virtual exhibitions.

A guide will help you demonstrate this Web site.

GENERAL TEACHING/LEARNING APPROACH
TEACHER STUDENT
FREE EXPLORATION AND OBSERVATION (approximately a half period)
  • On the computer
  • Use a catalyst (ex.: a printed Notman photograph).
  • Go to the McCord Web site.
  • Briefly present the tools available on the site.
  • Suggest that students familiarize themselves with the basics of the site and that they find (for example) the Notman photograph used earlier.
  • Point out that the instructions for the research project (found under the tab Web Activities.)
  • On the computer
  • Become familiar with the McCord site.
  • Consult the virtual exhibitions, the thematic tours; try the observation games, notably "Find errors" game in the exhibition "Urban Life Through Two Lenses," about Montreal past and present, etc.
  • Search the collection by using key words in the search engine, or browse it by using the network of concepts; or search the collection for the photograph presented by the teacher.
  • Become familiar with the approach proposed by the site and take note of the suggested ideas of inquiries (found under the tab Web Activities).
FORMULATING QUESTIONS AND A HYPOTHESIS (approximately a half period)
  • In class
  • Present the proposed approach, and if desired, go over the list of possible subjects based on the ideas for inquiries.
  • Ask the students to choose a specific subject and formulate the first question.
  • Have the students divide into teams of two, in accordance with the questions they chose.
  • Pick up a mission statement from each team. (see the proposed project contract under the tab Evaluation).
  • In class
  • Decide on the subject of the inquiry; take note of the proposed mission (if applicable); formulate or note the question to be answered.
  • Form a team (a maximum of two students).
  • Share ideas, knowledge and interests.
  • Draft a possible answer to the question raised For example: by using the project contract..
  • Take note of the proposed leads
  • Consult the history texts suggested.
COLLECTING DATA (one period)
  • On the computer
  • If necessary, help with the inquiry.
  • Recommend that the students consult various texts available in the EduWeb section:
  • images from the database, coming with a description (if any);
  • excerpts from books;
  • historians' texts;
  • written summary;
  • historical essays
  • other sites, etc.
  • On the computer: in school or at home
  • Search the collection for artifacts that provide information relevant to the question at hand
  • Choose from the site images of artifacts (objects, iconography, manuscripts) that bring elements of the answer to the question.
  • Record any comments about the selected images (that can be modified later).
  • Save the selection by creating a folder.
  • Once again consult the resources suggested
DATA PROCESSING AND SUMMARY OF RESULTS (one period)
  • On the computer
  • If necessary, guide the students in analyzing the information that they collect; help them develop the project based on the question they chose.
  • If necessary, suggest that the students some folders created by students (under the tab Examples from students' works.)
  • On the computer: in school or at home
  • Manage tour by choosing a dozen or so artifacts from those selected; arrange them in order and comment on them in a way that reflects the initial question.
  • If desired, supplement tour with images from other museums or elsewhere.
  • Complete documentation by consulting documents available on the McCord Web site or elsewhere.
  • Write a short introduction covering the subject, the question and the possible response proposed at the outset.
  • Write a conclusion, summarizing what has been discovered and mentioning any references to the resources consulted.
COMMUNICATION OF RESULTS (one period)
  • In class using a multimedia projector and a computer
  • Collect the names of the folders created.
  • Suggest evaluation keys (proposed by the site).
  • Have the students view the folders created:
  • EITHER directly on the computer
  • OR by using a multimedia projector.
  • Collect the assessments of the students' folders.
  • Organize a feedback session on the activity (approach, concepts covered, museological resources that helped in carrying out the inquiry).
  • In class using a multimedia projector and a computer
  • View the folders created.
  • Evaluate the works for the clarity of the argument and the seriousness and originality of the folders tours created (see the evaluation keys).
  • Share your comments with the members of your team.
  • Each team chooses a representative and they take turns giving oral presentations on their subject and listening to the evaluations made by the other students and the teacher.