 Ja, ik ben Susan, eigenlijk werk ik op heritage leiden in het regionen, erfgoed leiden en omstrijken in het Dutch, dus het is het yellow. Ik ben de project manager van de educatie en als we geen ouderheidsofficier hebben, doe ik ook ouderheidsofficier voor ons, hoeveel ik kan doen. En ik ga je over de 18e eeuw judische archiefs in de educatie met 14-jarige studenten. Nou, laten we gewoon eens kijken naar een short film. Oké, en dan klik je dit. Nee, nee, nee, nee, nee, nee. Een melkjes kwart. Mijn melkjes, ik ben... Wat is jouw naam? Nou, jij hoort dat. Wat heeft u gedaan op 21 december 1751? Ik heb melkjes gestocht, ja. U weet dat hier een heetensvallig straf tegenover staat. U zei wat we opgehangen. Tegelen is in deze tijd het zwaar verboden. En daarmee uit. Ik hoop, na het einde van mijn presentatie, dat u weet waarom ik zo heel blij was met dit resultaat. Ik ga u door een short introductie van Heritage Leiden, want ik denk niet dat u weet wat het is. Ik zal u iets vertellen over de educatie van Heritage Leiden en onze begrijping. Dan, want ik weet niet of u weet wat historie- en secondaire schoenen in Nederland is. Ik zal u iets vertellen over dat. Ik ga naar de enthousiast tussen narratieve en competitie in historie- en educatie. Dan ga ik naar de Juditieke Archives en de Allure van die. Ik zal u iets vertellen over de vorige projecten. Ik ben gek. Ze zijn opgehouden met de Juditieke Archives, want ik vind het zo leuk. Ik zal u iets vertellen over CSI Leiden, mijn laatste project. Dus, Heritage Leiden in de regione... Ik heb een aantal karten! We hebben eigenlijk sinds 2013. Een heel jonge instituutie en we zijn de regionale archijf en we werden met monumenten en archiologie vermerkt van de municipale van Leiden en Leiden is een stad in de Nederland, ongeveer 40 kilometer van Amsterdam, met ongeveer 120.000 inhabitants. Dus, dit zijn twee gebouwen, want ik ben bijna voor God. We hebben ook een windmulmuseum, dat is heel Duits. Ik vermoed het soms, maar we hebben ook een windmulmuseum en ik heb dat ook geeducererd. Zoals je ziet, heb ik het Duits woord Erfgoed gegeven en het betekent heritage. Maar ik denk, ik heb veel over heritage geschreven, en speciaal David Lowenthal. Hij zegt, heritage heeft te doen met een communiteit, identiteit en narraties. Ik denk dat het dezelfde verhaal is om te shareen. We zouden dat echt willen doen bij Heritage Leiden, maar ik denk niet dat we nog steeds succeden. We zijn meer een instituutie voor historische onderzoek. We zijn een adviserende organisatie voor archiologische diggingen en verbinden je monumenten in monumentale huizen. Maar we kunnen niet echt met de publiek en dat communitie-identiteit met de publiek niet kunnen ontdekken. En ik denk dat de educatie een groot deel is. Dus het is voor mij om dat te doen. Education at Heritage Leiden, the most important thing that I think is what you really need to do is that you let people learn by doing their own research. And not just by answering questions that we have made before, but by creating their own questions and finding the answers for those questions. We have archaeological finds as well, so we use not just our archives, but also the archaeological finds and we really like to use authentic materials. So this is a real 14th century pot to pee in, actually. And using those primary sources, using authentic sources, the real thing, is what we do at CSI Leiden as well. So I'll come back to that later. Just a few numbers. We get about 2,500 primary school students from 6-year-olds to 12-year-olds and only 500 secondary school students a year. So those primary schools, they know how to find us. We have four different educational programs and they know how to find us. But the secondary schools, well, it's hard to reach them because it depends on the teachers and they don't have much time. So I thought, what can I do to make that more real and to keep them? At first I just, well, I developed things, educational programs while talking to the teachers, asking them what they wanted. But every teacher wants something else. So I decided to go a bit further up and have a look at what exactly is the purpose of history education in the Netherlands. What do we want children to learn? I think all over the world there has been quite some discussion about that. Do we want people to be able to create, to identify with the same history? Do we want to create communities? Do we want to have the same stories to know en to identify with? Do we want them to do historical research like academics do? And actually the last one, citizenship, I think has to do with both of them combining those. History at secondary schools has changed a lot in the last couple of years. In the year 2000 there were created ten time periods from hunters and farmers to television and computer. And actually students were not supposed to know anything about people or about events in those time periods. We had to know something about the flow of time and greater, well, not really, just about thinking. Actually, one of my colleagues asked why did you put a guillotine next to this? Don't you like it? One of the icons for the 18th century which is called the time of wicks and revolutions. And as I'm talking about 18th century manuscript archival documents I thought it would be nice to put this next to it. So in the time periods they lacked people and events and to compensate for that in 2009 we got the historical canon with 50 windows into the past. It should be past somewhere behind the guillotine. And those 50 windows are really about people and events and very small things. So those 50 windows have to be put into the ten time periods. And well, it feels a bit strange, but well, that's the way it is. And recently we have switched to source based exams. So that's, well, it's quite a big change. I think it's been 2015 that students are just given sources they don't know anything about and have to place them in the context of the time period. Recently, more recently even, an advisory report has been published on Education 2032. It has to do with students who enter education, their secondary education in 2032. So they're starting now, or almost now. And in that history education will be part of a domain called people and society. Don't know much more specific about it yet because it's still being discussed. But one of the biggest things I got out of that that the purpose of history education should be to create critical thinking citizens who can take an active role in democratic society. Well, I thought, well, I can do something with that, I hope. While using archival documents. I'll go on for the sake of time. Oh, I really liked this matrix. So I needed to put it in my presentation. It's made by Peter Siekses and he is a researcher of historical teaching. Well, actually, it shows the red part is the emotional part of history. The narrative, actually, it's heritage. It's what you all can relate to in an emotional way. And the blue part is more the academic part. It's doing research, using documents to create a meaning and a history theory using your competences. Peter Siekses put that little purple band in and I really love purple. I was going to try to do my educational project in that purple band. You had to use the narrative and do research. Now we come to the fun part. The Allure of the Leiden Judicial Archives. I hadn't read Arlette Farsh's book yet. If you haven't read it, you should. You really should. When I read it, I thought, yes, that's it. The Leiden Judicial Archives from the 18th century, well, they're huge, but I only used the confession books and the verdicts. These are the confession books and they don't just smell good. They look good. I think there was a presentation on the smell of archives as well. I didn't attend it. But the good thing of the judicial archives is that they're about real people. Not about kings or politics or economics. They're just about very normal people. Well, I took one out here. It's about Marietti Martijn. It's the confession. The confession is actually built out of two things. That's the question that was posed and the answer that was given. This is the answer to who are you. She says she's called Marietti Martijn. She's 23 years old, born and living in Leiden and a doubler. That's someone who makes a lining in codes and things by trade. So this is a real person. The second thing that's quite important, these archives are very readable. Even students can read them without knowing any paleography or without having to work too hard. The answer was whether she, on Tuesday morning, 22 december, 1751, if you really paid attention with the film, you know I made a mistake transcribing the film. Hasn't been in a certain coffee store. Sorry, I'm from Amsterdam. I just write a coffee shop. In the clock, clocksteg, the clock alley. And she says yes. I thought I don't need to translate her answer. Another point that I think is very attractive about the archives is there about places. Places and details. They create a vivid narrative. You know where she was, when, with whom and what she did. So this is the center of Leiden. And that's a map in the 18th century. Well, what did she do? She was in a newer coffee shop at the clocksteg and she steals a pair of slippers. After that, she goes to the house opposite and steals some cotton. This is a very small confession, a very small criminal actually. But we have bigger ones as well. What I really like, I didn't know actually when I started this project, is that we had digitized all the confessions and all the verdicts. We can use them on the website as well. I really like the judicial archives and I've done quite a lot with them since I discovered them. I tried some different educational approaches and one of them was an exam assignment for students. I found a very difficult case with lots of testimonies and conflicting testimonies and I myself didn't really have time to figure everything out and do the research. So I thought, oh, four students, they were 17 years old, you can do it. You have all the information, all the documents, go on, go transcribing, ask me if you need any help. En, well, they didn't fill their exams to be exactly, but the project was a failure because it was too much. Too much of documents and they just, well, they couldn't cope with that much information. So I thought, okay, I need smaller, smaller criminals, smaller cases, not too long integration. En dan was actually a contact at my school and they wanted to do a project. I thought, no, I don't like that, it's too old and I don't think children will learn everything, anything from it. So I convinced the teacher to do a CSI project with the judicial archives. Oh, I have to go on. They had to write a newspaper article about the crime. But actually the problem was they just visited us once. I gave them their confession and then they left for school and I didn't have any contact with the students or the teacher and I never saw anything of any results. So I don't think it was a success. Then actually a program, a project which wasn't really education, but which was a success. So I'll share it anyway. It was Who Killed Leuntje Bol. We had a case of a murder, murdered girl of 19 and a lot of women being robbed in the streets in the years after and it took all those years to find the killer. And actually the killer was found by a city guard who put on a dress. So I turned that case into a murder mystery play for our museum night. It was a play of about ten minutes and I put all the documents in print next to the play so people could say who done it. It was a huge success. Much better than the educational projects I worked with before. So then I thought, well I learned a lot about it. What can I do to make this work? Because those archive resources the judicial archives are really a treasure. So I wanted to do something with them. I've had about three classes. Not very many, but it worked. So I'll tell you what we did. Actually they got a little card with the name of the criminal and they went into the repository with my colleague to get the right volume with the confession. They transcribed the confession and after that they fill in a table who, where, what, when and they go to the crime scene the location in the city which usually is the crime scene to make a movie with their smartphone in which they reenact or tell about the crime en they are supposed to think about what would be the verdict and I really want them to reflect as well on the difference between them and now in social and judicial ways. So what do we get then? Then we get the film. Just watch it again and now you'll know I'm so happy about it. Can we play the film, please? Prost. Well, you already read Subtitling. Wat is uw naam? Wat heeft u gedaan? Op 21 december 1751. Ik heb mailtjes en stuff. U weet dat hier een wetensvader straf tegenover staat. U zei wat we opgehaven. Dat dachten ze wel even. Steelen is in deze tijd het zwaar verboden en daarmee uit. Obviously, those students knew you won't be hanged for stealing a pair of slippers on some cotton and we talked about it afterwards. We viewed all the films and talked about the crime, the verdict and I told them what the real verdict was. Marietti was flogged and banished for 12 years. No, not hanged. And we have a very diverse set of crimes. So, I come to my conclusions. This project enables students to work with authentic sources to have that historical experience. It zooms in on the individuals while usually at school you get economic and political history and not just individuals. What I think is very important, it connects to their smartphone based life. Most of you are holding your smartphones and students are much worse. You need to do something with that. It stimulates their creativity because they don't have slippers or cotton so they use their trainers and socks. Quite importantly, it triggers them to think about social and judicial similarities and differences between the 18th century and now. For me, it connects the narrative, the highly narrative side of the judicial archives with that doing of historical research and connecting those, I already said that. So, I still have some dreams, of course. I would like to be able to have a fully web based project as well. This project just takes three hours. So, it's manageable for most schools. But if they're further off, they have to ride a bicycle for a longer time and they won't be able to make it. So, I want to be able to present it web based as well with an uploading module for movies so we can create all those crimes en all those movies and have them together. But I think we should always keep the possibility of a visit because being in the repository and really touching the volumes with the confessions in them is, well, it's an experience. And I've had already some teachers from all over the Netherlands, aren't that big, all over the Netherlands wanting to do this project and I want them to be able to do that with their own archives if they're readable and accessible. So, that's what I would like to do as well. Well, if you have any questions, I think I should go sit there. Well, thanks Susan for that very much.