Source Analysis: The Atlantic Slave Trade

One can't roll their sleeves up to work as a History teacher without feeling comfortable with source analysis. Over my years as a teacher I've come across many scaffolds and acronyms designed to help students with this historical skill, and I think it's fair to say there's no hard and fast hierarchy to which one works the best. Whether it's AMOUR, COMBAT, TOMACPRU, OPVL, IOP CAM, TADPOLE or something else, it doesn't really matter which one is used so long as the student understands why it's used and can remember what each letter stands for. 

It's also important for the teacher to feel confident about which one they teach and that they're consistent so students don't get overwhelmed with multiple acronyms. Also, even if they're taught just one acronym, it's important for students to understand that there are other alternatives out there in the pedagogical world. If this isn't mentioned then some students may believe that the one they've been taught must be the best one (or, worse, the only one) and this can cause issues if they later find themselves in front of another teacher or in another school where a different approach is taught. 

Me, personally? I can never remember acronyms and I find them restrictive. I always prefer to try and think about sources in the way that a historian does, which means that not every source offers the same types of information. Acronyms seem a little limited in this sense. 

There's also a question of depth when looking at sources and the need to differentiate for students who may not be able to initially engage with sources at higher levels. What I want is to see students working from identifying basic information up to being able to use a source as evidence in response to a question. So this involves a levelled scaffold. I don't make any claim to inventing this - it's a synthesis of all those who come before me and is essentially just my attempt to reorganise various methods into a common approach that works for me. Anyway, here it is:

• Level 1: Basics - who wrote the source, what's it about, when was it written, where was the source found, how was the source delivered at the time of publication, and why was it written? 

This is about looking at the source in it's simplest terms and comprehending it. The student needs to locate answers to the who, what, when, where, how, and why of the source, however, it should be made clear to them that not all of the questions are applicable all of the time. These questions (like every other part of this scaffold) are simply a range of prompts to promote engagement.

• Level 2: Questioning - what's the point of this source? What makes it significant in terms of how we understand the past? That is to say, why might this be an important source for modern people to see?

This part is about 'zooming out' and looking at the source holistically to determine a central thesis or purpose behind it. It also essentially encourages students to think about the historical concept of significance. Again, just responding to one of the prompts above would be enough.

• Level 3: Closer Analysis - who was the intended audience for this source at the time of writing? Who is the audience for the source now? Do we think this source conveys information about the time authentically and, depending on the answer, why or why not? What sort of biases can be recognised? 

This is where we start looking at the reliability of the source and gauging the level of bias. I think it's important to teach students that all sources are biased in some way or another, it's just a matter of determining what that bias is or why some information has been left out. Politics and postmodernism aside, the practical problem with considering some sources as objective is that it leads to some students simply saying that a source is "biased" or "not biased" and leaving it at that. If we want students to provide detailed analysis about the nature of a source's bias then we may need to take away the option of considering sources from a binary biased/unbiased point of view. 

• Level 4: Evaluation - how useful is the source in answering a key question? How can it be used to answer a question? How would a historian use this source in the course of their own research?

This final stage is often the hardest for some students to grapple with as it involves historical thinking and some degree of higher order thinking. Students need to consider the usefulness of a source but, if they don't have a historian's purpose established, this can be really difficult. Students therefore need to have a question in mind when they answer this part of the scaffold. In the absence of a teacher-supplied question, more advanced students can be asked to consider how this source is useful in conveying a syllabus dot point, or how a historian might use it in the pursuit of a particular agenda.

Lesson Idea: The Atlantic Slave Trade

I would preface the use of this source by telegraphing the use of racist language reflective of historical context. This helps students maintain historical distance from potentially distressing content and sets the tone for how we look at this sort of language in the classroom.

The previous described scaffold has worked well for me with all stages of high school history - it's just a matter of adjusting how students engage with each level of the scaffold and pitching the language at their age group. The scaffold can be modified to connect to a specific source and students can then work their way through it by examining the source four times, moving up a level each time. 

Here is an example that would work well with examining the Atlantic Slave Trade with a Year 9 or Year 10 class. 

1. Start by giving students a question. Here's the example:

Imagine you are a historian studying the question, "What was life like for slaves in America in the 19th century?"

2. This comes with a scaffold - Source Analysis Activity.

3. Work with students through a PowerPoint that guides their response to the Slave Trade source using the four different levels of questions. This can be found here - Source Analysis PowerPoint.

The source included is a primary source related to the sale of slaves. As teacher, you might want to work through responding to the source first so that you have a good idea of the range of answers that might be possible. Students are to complete their scaffold level by level while you work through the PowerPoint as a class.

As mentioned there are more than a handful of different approaches to source analysis. This is just one that works for me and you're welcome to try it too! 

Disclaimer: The above activity was compiled specifically for this blog. 

History and Film

Before I was a teacher, and certainly before I had this blog, I did some work as a film reviewer for a now-defunct online blogging network. It mostly involved getting sent screeners for small-release films that no one cared about but in-between these obligations I still managed to watch and review over a thousand films of my own choice. 

My cinematic self-education is by no means complete, I still have quite a list of 'canon' films that I'm working my way through, but I do have a fairly confident awareness of what the history of cinema looks like. Here are some posts I've previously made about how the history of cinema can be utilised as a resource for the classroom:

• The Close-Up
• The 180 Degree Rule
• Early Editing
  

Today, however, I want to move away from looking at the history of cinema and look instead at how the medium of film is used to represent history itself. The previous blog posts are intended for use in an English or Film Studies classroom, whereas the following will be more relevant for the subject of History.

It's fair to say that the average History teacher has little curriculum-based used for a discussion on the history of cinema (a subject that focuses as much on storytelling techniques as it does on context) so this blog post will inevitably be focused on content and perspective instead. Here we will look at a few examples of history-focused films that I've specifically liked as a History teacher, and I'll highlight how they fit with our current secondary school History syllabuses in NSW. There are, of course, some things to be aware of:

• Some of these films are appropriate for students to watch.
• Some of these films are not appropriate for students to watch.
• Some of these films may be useful in other KLAs because the content connects to a relevant area of study.

Where a film fits in regard to the above will be up to a teacher's professional and informed judgment. The films that are not appropriate for students to watch have been included for a couple of reasons:

1. They are useful in broadening or deepening the teacher's understanding of a topic, and this in itself can be a powerful tool as it helps us look in particular directions with our lesson planning or research.
2. It may be negotiated to watch one of these films with some senior cohorts through the use of principal, head teacher, and parental permission. This can depend on classification and community context.
   
3. The teacher might select appropriate scenes for use rather than showing the entire film.

So, with all that out of the way, here are ten great History-based films that I think are useful:

Haxan (directed by Benjamin Christensen, Denmark, 1922)

Haxan is an unusual history of witchcraft that defies our modern view of what a documentary should look like. A 100 minute documentary in 7 parts, Haxan provides a narrative overview of witchcraft through the ages - presenting pagan rituals (with dramatised appearances from the Devil!) alongside more rational sequences that suggest medieval torture and mental illness explain why innocent people would have confessed to being witches in the face of superstition. As such, Haxan exists as a fascinating piece of historiography that charts changing beliefs while blurring the lines between reality and fantasy. The film itself perhaps demonstrates the conflicted beliefs of the 1920s in the way that it confidently places the rational and irrational side by side. The body of critical literature analysing Haxan is perhaps just as valuable as the film itself. 

Would work well for: 

• History 7-10 - Stage 4 Medieval Europe (Teacher)
  
• Year 12 History Extension - Witch Hunts and Witch Trials (Teacher, Students)

Battleship Potemkin (directed by Sergei Eisenstein, Soviet Union, 1925)

This innovative film (the infamous Odessa steps montage remains highly influential for many great directors) is an invaluable historical resource in the sense that it was made under the Soviet regime in its pre-Stalin days. Focusing on the Potemkin mutiny that formed part of the fabric of the 1905 Russian Revolution under Tsar Nicholas Romanov II, Eisenstein's meticulous drama reconstructs historical events in a fairly truthful manner despite its function as 1920s Soviet propaganda. From a teacher's point of view, the film works as either a way of examining developing rebellion against the Romanovs or as an exercise in looking at the film's use as propaganda (the textual history of Battleship Potemkin is just as historically fascinating as the film itself - pre-, during, and post-Stalin versions all serve to demonstrate the changing political landscape of Russia over time).

Would work well for:

• Year 11 Modern History - The Decline and Fall of the Romanovs (Teacher, Students)
• Year 12 Modern History - Russia and the Soviet Union (Teacher, Students)
  

Burn! (directed by Gillo Pontecorvo, Italy, 1969)

At first glance Burn! (or Quemada) might seem a murky choice owing to its generalised nature. Whilst its focus is on a fictional Caribbean island in the 19th century, the themes and main beats of Burn! are still very much in keeping with a common pattern of imperialism, colonialism, slavery, and commercial exploitation. Made at the height of the decolonisation period, the film also stands out (alongside Pontecorvo's more famous film The Battle of Algiers) as one of the more authentic cinematic depictions of modern historical forces. From a curriculum standpoint, it helps to visually illuminate the motivations behind European colonialism and the significance of imperialism and its impact on the modern world.

Would work well for:

• Year 12 Modern History - The Shaping of the Modern World: The Age of Imperialism (Teacher)
  

Newsfront (directed by Phillip Noyce, Australia, 1978)

Newsfront is such a broad yet rich text for any History teacher. A classic of Australian cinema, it focuses on the era of 1948-1956, a period in which the advent of television was shaping the way in which news was collected and delivered. Noyce's script mixes archival footage with a wrap-around narrative to insert its newsreel cameramen characters into Australian history. If your knowledge of this period in our history is a little shaky, this film provides a relatively quick overview of the key events (the referendum to ban the Communist Party in Australia, Robert Menzies' big comeback as Prime Minister, postwar migration to Australia, and the arrival of television). For senior students, it provides a chance to examine the role of cinema in representing our history in a certain way.

Would work well for:

• History 7-10 - Stage 5 The Globalising World: Popular Culture (Teacher)
• History 7-10 - Stage 5 The Globalising World: Migration Experiences (Teacher)
• History 7-10 - Stage 5 School Developed Topic: The Cold War (Teacher) 
• Year 11 Modern History - The Representation and Commemoration of the Past (Teacher, Students)
• Year 11 Modern History - Case Study: Australia and the Rise of Communism (Teacher)
• Year 12 History Extension - An Australian Primer Minister: Robert Menzies (Teacher, Students)

Cry Freedom (directed by Richard Attenborough, United Kingdom, 1987)

A politically-charged depiction of Apartheid South Africa made while Apartheid was still happening. As a British film made in the 1980s, it's no surprise that Cry Freedom functions as a perfect example of the 'white saviour' narrative. It's a little disappointing that the focus shifts from Steve Biko around the halfway mark but, that said, it's a fairly accessible and engaging piece of cinema and the Biko half features a fantastic performance from a young Denzel Washington. If you're looking for something that your students will be able to easily follow (perhaps it might even make a few things clearer for them - some students benefit immensely from perceiving history through the lens of a cinematic narrative) then Cry Freedom will definitely do the job.

Would work well for:

• Year 12 Modern History - Change in the Modern World: Apartheid in South Africa. (Teacher, Students)
  

Kundun (directed by Martin Scorsese, USA, 1997)

Scorsese's biopic of the Dalai Lama is a high quality production that goes some way towards realistically depicting the Chinese occupation of Tibet in 1950 and the ideological/religious tensions surrounding it. I've personally used this one with a Modern History class but I did cut it down to about half its length so that we could focus on the sections relevant to our topic. Kundun as a film in its own right is probably a little too slow for the average teenager, however, the scenes in which the Dalai Lama meets with Chairman Mao are an essential window into the relations between Communist China and bordering territories. Scorsese's film is generally quite historically accurate - albeit quite toned down in terms of the violence that came alongside the Invasion of Tibet (no doubt owing to Hollywood's sensitivity to potential commercial markets in Asia). 

Would work well for:

• Year 11 Modern History - Case Study: Tibet in the Modern World. (Teacher, Students)
• Year 12 Modern History - Change in the Modern World: The Cultural Revolution to Tiananmen Square. (Teacher, Students)
  

Five Broken Cameras (directed by Emad Burnat and Guy Davidi, Palestine, 2011)

A story of non-violent resistance to the Israeli settlement of the last pockets of Palestinian territory, as recorded by Palestinian documentarian Emad Burnat on five cameras that got destroyed by Israelis one-by-one. In a topic that's so politically fraught and volatile, Burnat is able to provide an irrefutable record that helps to illuminate what's currently happening in Israel and the methods currently being used to eradicate Palestinians from their territory. In terms of the history syllabus, the parameters for the Arab-Israeli Conflict option might be 1948-1996 but the dot point that pertains to the rise and significance of the Israeli settler movement echoes through to the modern day. This documentary does an excellent job of bringing clarity to motivations, actions, and impacts of this movement that don't need to necessarily be tethered directly to any particular time period - the situation remains unresolved and this film still assists in coming to an understanding of the complexities involved.

Would work well for:

• Year 12 Modern History - Peace and Conflict: The Arab-Israeli Conflict. (Teacher)
  

The Act of Killing and The Look of Silence (directed by Joshua Oppenheimer, joint international production, 2012 and 2014)

The Act of Killing is an astounding and unusual documentary in which the director asks surviving Indonesian death squad members to re-enact the murders they committed in the 1960s. The Look of Silence is an electrifying and intense companion piece in which the surviving relative of one of the victims confronts his brother's killer. These documentaries unpack and go some way toward explaining why the tragedy of Indonesia's recent history is unlikely to ever find a true sense of closure. When the government allowed and encouraged such widespread civil murder yet also distanced itself officially, thus making it a 'people's issue', what can be done? When thousands killed millions, and the resultant regime remains in power 50 years later, what can be done? It essentially means the killers have no problem speaking openly about the violence they wreaked upon so many because the issue is too widely embedded in Indonesia's society and recent history. Anyway, I would not recommend showing these films to students - the frank discussion of the acts committed by these men is too disturbing. I would, however, recommend them to any teacher looking to teach Indonesia for the National Study in Modern History.

Would work well for:

• Year 12 Modern History - National Study: Indonesia (Teacher)

Bridge of Spies (directed by Steven Spielberg, USA, 2015)

There have been lots of films made about the Cold War but most of these were made during the Cold War itself. As such they often fall into the category of spy-fantasies that existed as a pressure valve for the anxieties of the time. In this film, Spielberg gives the Cold War the same grand treatment he gave WWI, WWII and 19th century America in some of his earlier 'serious' films. It struck me while watching Bridge of Spies just how perfectly tailor-made this film was as an entry-point for younger generations with no experience of this unique and protracted conflict. Spielberg crams in as many aspects of the 'war' as possible to create a highly visual narrative, finding success in illuminating a difficult slice of history that often resists direct engagement. 

Would work well for:

• History 7-10 - Stage 5 School-Developed Topic: The Cold War (Teacher, Students)
  
• Year 12 Modern History - Peace and Conflict: The Cold War (Teacher, Students)

 

The Woman King (directed by Gina Prince-Bythewood, USA, 2022)

Contrary to the wave of Americentric online trolls who sought to challenge The Woman King's value, the historical accuracy of this film holds up just as much as most of the other entries on this list. It only takes minimal online searching to find some reliable discussions of how this films deals with an under-represented area of history and, as such, The Woman King will remain highly useful as an educational resource until further directors and writers begin to visit early modern African history from an African perspective. Some elements might push the boundaries of what can be shown in a classroom (it's rated M in Australia but screening it will always be a matter of context and school discretion) but, this said, I think some excerpts could still be used and teachers looking to broaden their personal understanding will find it useful too.

Would work well for:

• Year 11 Modern History - The Construction of Modern Histories (Teacher)
• Year 11 Modern History - Case Study: The Trans-Atlantic Slave Trade (Teacher)
• Year 11 Modern History - The Shaping of the Modern World: The Age of Imperialism (Teacher)