Exploring Edinburgh!

Whilst Steph and I had Stephanie’s friend from America, Apshara, over for the week. We thought we should take a trip to the capital to show her a little more of Scotland. Perfect time for another Social Studies blog!

All ready for our trip to the capital with our tartan and irn bru, stereotypical Scots!

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When we arrived in Edinburgh, we decided to go to Princes’ Street Gardens and the Wallace Monument. What I had never realised until we were looking for things to do to show Apshara was that you can go up the Wallace Monument. This is something I had walked past numerous times and never even considered. It is however, now that I know it is an option, is something I would be very interested to do at a later day because we did not have long in Edinburgh.

The Wallace Monument

At the gardens, there was a World War II Remembrance Day memorial surrounding the Wallace Monument. The memorial was hundreds of poppies on little plaques to represent the fallen who had served our country during World War II. This, in my opinion, felt like a representation of Flanders Field. Although I had never studied the poem Flanders Field in school, the memorial gave a very apparent representation of the image I had in my mind of Flanders Field. It was, personally, a very touching memorial.

The World War II Remembrance Day Memorial in Edinburgh.

 

 

 

 

 

 

 

The memorial did not immediately seem relevant to a blog post or my assignment but as I have sat down to write this post, the relevance to my assignment is indisputable. The critical viewpoint of history’s place in the Curriculum for Excellence in short can be argued in two lights. One by the postmodernist views which state that history and some sources validity must be questions as accounts are in their view simply stories and the relevance of those stories must therefore be questioned. On the other hand, the relevance of understanding our heritage, how society was formed and understanding key world events such as World War II is critical to children’s understanding of the world but must be taught with relevance to the world and their lives today for example through Interdisciplinary Learning topics which also focus on issues in current society. This has all come into my social studies assignment. I felt the memorial did a spectacular job of capturing the importance of World War II in today’s society and it really moved me personally.

Part of the memorial was the ‘Tree of Thanks’. The Tree was to allow for people to thank someone or the fallen for the things they do/have done for them. This, to me, allowed for a personal element to the memorial and there were a lot of beautiful messages to both people’s chosen person and the fallen. This allowed for time to think and reflect on what the fallen have done for our country and what other people do for you every day. My Tartan Heart (Tartan, anything piece of our Scottish heritage I did not immediately think so) was of course dedicated to my mum. My mum (and dad) have done so much for me especially over the last few years I have been at university and I always think it is important to thank them.

The memorial really got me thinking as I had never seen any World War II Remembrance Memorial like this before. Although it has not really helped me understand the significance of teaching World War II as a standalone topic still, it has helped me to acknowledge that this is still an important issue in contemporary society.

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As a newfound big fan of the Scottish Museum, I thought this would be the perfect place to show Apshara a little bit more of Scotland and our heritage as a country. However, as a we got there quite late and they were closing from the top down, we never got to go to the ‘A Changing Nation’ section which I felt from my last trip here was the most relevant section to our lives and had the most information that would be interesting to Apshara.

However, this meant we went to a section of the Museum that Katie and I did not get to explore. Although we were only there for an hour and on top of the last trip, still did not feel like long enough. We went into the technology section on the ground and fifth floor which was purely for enjoyment and it was great fun. Stephanie had said previously ‘I am not sure I am going to enjoy a museum’ as I hyped up the place. This was the three of them after a great hour of fun!

Three clearly amused adults!

Stephanie’s parting words ‘this was great fun, we have to come back when it is fully open!’.

The clear enjoyment.

This comment alone only strengthened my opinion that although the museum is a huge place and there is a lot to do which makes it important, for the trip as a learning experience, to have a set area or task to focus on to keep control of the class and the experience. It is also important to allow children a chance to enjoy other sections that may interest them. These experiences, I feel from personal experience as a child on school trips, are what made me remember the trips and therefore the learning that took place. The fun and enjoyment as crucial parts to learning inside and out with the classroom but of course for risk assessments and health and safety especially outside need to be controlled by the teachers.

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The trip to Edinburgh as a whole was unexpectedly really worthwhile. It was a great stimulus for some serious thought into issues which are relevant to my current learning regarding social studies and an opportunity to broaden my own opinions and knowledge.

Embracing my Inner Child (and the wind)!

Ok, so all my friends from the Central Belt of Scotland talked of great trips of the Museum of Scotland in Edinburgh for class trips. Being a ‘Northern’, I had never been and was a little jealous. So, with the elective as a great excuse, Katie and I set off to Edinburgh for a day trip to the museum.

 

I walked into the museum and was overwhelmed by the size of the place, there isn’t anything up north quite as big. In the museum, there are sections for Scotland, Science and Technology, World Cultures, Art, Design and Fasion and the Natural World as well as the special exhibit section. There is so much in the Museum of Scotland, I as a 21-year-old adult, found it hard to focus at first. There was just so much to play with in the Technology section which we just so happened to walk into first. Another considerable difference, was the amount of children who were in the museum. Whenever I have been on any other of my trips, the children have been scarce. In the museum, there was a plethora of children in the technology section. This showed to me, this maybe a very good trip as the children would choose to come here but on the other hand, it may not be such a good trip if you worked in the local area as the children may have already been and therefore, may not be as interested in the museum.

 

This made me think as a teacher, there would have to a thorough plan in place for a trip to the Museum of Scotland as it would be quite easy to derail from the purpose of the trip. However, I would also not be opposed to timetabling in free time for the children to explore a section such as the technology section as it was highly interesting and I feel a class of primary 6’s or 7’s could be trusted to enjoy the free time sensible and come back to a designated point at a given time. This could be done with a younger class as well but I suppose it goes on how well you know and can trust your own class rather than a set age.

After spending probably a little too much time having fun, we only had two hours in the museum, Katie and I ventured up to the top of the museum for the section “Scotland: A Changing Nation”. This section I found really interesting as well. The majority of the exhibits in this section I could personally relate to. Although the exhibition was dated from 1900 to the present day, I felt like I knew most of the exhibits on show. This section really made me think about how much of Scottish History I have been a part of, from the best parts such as Glasgow 2014 to the worst drop in oil Aberdeen has ever seen, to exciting changes in history such as the voting aged being dropped for the Scottish Referendum to 16 years old.

 

A Changing Nation, I felt did really well at including the whole of Scotland in the exhibit which isn’t always the case in other museums, they tend to be focussed a particularly era or part of Scotland. In this section, Katie learnt I wasn’t lying when I asked Foos your doos? or fit like I’day? And told her these were real words when she watched a video from the people of Scotland. Both of us, were very fond of this video, it really encapsulated Scotland and our heritage. This section took us from more recent history straight through to the modern day. It helped me personally to understand where we had come from in perspective to where we are currently and how we as a nation have evolved over time. I feel to fully understand where we are, we must understand our heritage which in my own opinion is key in the rationale for teaching history.

As we ventured down the stairs into Industry and Empire, the 19th century section, we began to quickly get bored.

 

Whilst in the Industry and Empire section and even further down the Scottish history timeline and sections, although we did still feel there was a lot of information to take in and we did not see the significance to our lives as learners and questioned the relevance to children in our potential classes. We felt if we ourselves as learners were bored, we would struggle to engage children in a lesson in this section. Therefore, personally, if I were to take a class, unless it was specific to the topic they were learning about at the time, I would perhaps limit the Scotland section to only Scotland: A Changing Nation and the more modern history which children could relate to.

As I stated at the beginning, there were a variety of different sections and we unfortunately did not get to visit them all. However, we did have a quick look at the Art, Design and Fashion section. Katie had a class who were designing hats as part of a project with the V&A Dundee in her placement school last year and she felt they would have thoroughly enjoyed looking at the exhibits in this section. Katie felt this would have inspired their designs and inspired the children to be as creative as they liked with their hats. On the other hand, to myself, I wouldn’t have thought to take a class to this section as a teacher as although I thought the dresses and hats were pretty to look at, I did not feel myself gaining anything as a learner. Therefore, it shows, given the right topic this could be a great stimulus for learning and thus we must remain open minded to different sections of the museums for different topics and not just continue to use the same section or exhibits.

We also had brief look at the Age of Oil special exhibit. The Age of Oil exhibit was looking at the Oil industry mainly with the focus on Aberdeen. The Oil industry is a significant part of my life. I grew up spending my weekends playing at the Harbour with my grandparents. Both my dad, sister and at least one of my best friends, Findlay, currently work in the oil industry. It is hugely significant in Aberdeen. It is a big employer and has many jobs, to the point my dad, sister and Findlay all work in oil but neither work in the same company and neither of them even have similar jobs. However, neither of them work off shore either. Baring this in mind, here are my thoughts of the exhibit.

So far, I feel I enjoyed this trip the most out of all of the previous trips. There is so much that can be done in the museum and we couldn’t have possibly looked in depth at everything in the short amount of time we went so we did focus on Technology and Science and Scotland: A Changing Nation. We chose to do that as we felt those sections were most relevant to ourselves as learners and felt they would be most relevant to the children in our future classes.

 

Overall, here are our thoughts from the trip:

 

It was a very educational but fun day out! I had a great time embracing my inner child. Definitely recommend a visit!