all you need to teach: history ages 10+
DESCRIPTION
This stimulating book provides a comprehensive toolkit for teaching Australian Curriculum: History. The activities can be used across different inquiry topics and will develop a wide variety of historical skills, language and research techniques set by the curriculum. The worksheets further integrate these skills with historical understandings, including the use of sources, empathy, perspectives and investigating continuity and change as students inquire into History. Special features: • mini-posters to introduce historical skills • annotated text models for common historical text types • worksheets to practice skills and develop understandings • task cards to further extend and reinforce the Australian Curriculum general capabilities • assessment checklists.TRANSCRIPT
Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3
All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5
All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2
All the tools a smart teacher needs!
All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.
The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.
History
Mini-posters – to introduce new historical skills
Annotated text models – for text structures needed in History
Worksheets – to practise historical skills and develop understandings
Task cards – for extension and to reinforce general capabilities
Assessment checklists
Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication
Key Concepts covered to develop Historical Understanding:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy
Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• Recount
About the Author
Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.
www.macmillan.com.au
AGES10+
DonnaGibbs
HistoryH
isto
r y
Skills, knowledge and understanding for historical inquiry
Cover AYNTT History 10+.indd 1 1/11/12 10:53 AM
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Donna Gibbs
Ages 10+
Skills, knowledge and understanding
for historical inquiry
History
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First published in 2011 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141
Reprinted 2012
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world.
Copyright © Donna Gibbs/Macmillan Education Australia 2011 All You Need to Teach History Ages 10+ ISBN 978 1 4202 8001 2
Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Laura JordanEditorial assistant: Haylie PretoriusProduction controller: Sunni CooperDesign: Trish HayesIllustrations: Stephen Michael King
Printed in Australia at On-Demand, Port Melbourne
Copying of this work by educational institutions or teachers
The purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.
For details of the CAL licence for educational institutions, contact: Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone (02) 9394 7600Facsimile (02) 9394 7601Email [email protected]
Reproduction and communication for other purposes
Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.
Please note
At the time of printing, the website/webpage addresses appearing in this book were correct. Owing to the dynamic nature of the internet, however, we cannot guarantee that all these addresses will remain correct.
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All the history teAching tips you need How to Teach History in Years 5 and 6 .................................................5
Hot History Topics ................................................................................5
How to Use this Book ...........................................................................7
Resources .............................................................................................8
Assessment Checklists ...........................................................................9
All the historicAl skills you need Chronology, terms and concepts
1. Sequencing .....................................................................................11
2. Talking About Communities ............................................................12
Historical questions and research
3. Asking Questions ............................................................................13
4. Comparing .....................................................................................14
5. Making Connections .......................................................................15
Analysis and use of sources
6. Gathering Information ....................................................................16
7. Checking Information .....................................................................17
8. Note Making ..................................................................................18
Perspectives and interpretations
9. Fact, Opinion and Bias ....................................................................19
10. Point of View ................................................................................20
Explanation and communication
11. Communicating Visually ...............................................................21
12. Creative Retelling .........................................................................22
13. Autobiography .............................................................................23
14. Biography .....................................................................................24
15. Description ...................................................................................25
16. Discussion .....................................................................................26
17. Explanation ...................................................................................27
18. Information Report .......................................................................28
19. Persuasion ....................................................................................29
20. Recount ........................................................................................30
All the Worksheets you need ...................................................31
All the tAsk cArds you need ....................................................72
Co n t e n t sCo n t e n t s
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History
teaCHing
tips
History
teaCHing
tips
You Need
All the
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hoW to teAch history in yeArs 5 And 6
In t r o d u c I n g HI sto ryHistory has its own methods, practices and procedures that are used to explore and make meaning of what has happened in the past. Teachers of history help students acquire history’s distinctive concepts and skills – the tools of the trade – and to use these in developing knowledge and understanding of their subject area.
Au st rAlI An cu r r I c u lu m f o r HI sto ry I n yeAr s 5 An d 6This book is designed to provide a comprehensive guide for teaching History in Years 5 and 6, typically students of 10 to 12 years of age. The Australian Curriculum prescribes areas of study for each school year and supports a skills and inquiry based teaching model. Teachers are encouraged to interpret the curriculum in ways that suit their own teaching context.
There are two main strands in the Australian Curriculum History: Historical skills, and Historical knowledge and understanding. They go hand in hand and need to be taught in an integrated manner. Historical skills include being able to select and use appropriate sources, to interpret and analyse texts, and to explain and communicate using different types of historical text. Students use these skills to learn about topic areas in Australian history within the context of world history.
hot history topics
The topics in the left-hand column in the table below provide links to historical knowledge for Years 5 and 6. The right-hand column suggests topics for historical inquiry by students.
Year 5: The Australian Colonies
Historical knowledge Topics for historical inquiry
(i) British colonies in Australia after 1800
Economic, political and social reasons for British settlements in Australia
(ii) Colonial lives
Life in a colonial settlement and ways it developed and changed over time
(iii) A key event in colonial history
The role of events in shaping colonial society
What were the main reasons for settling one of the British colonies in Australia after 1800?
Why did people settle in one local or regional area in Australia?
What was daily life like for convicts, free settlers, Europeans, Aboriginal and Torres Strait Islander people? (for example, food, clothing, housing, work practices, language, leisure)
How was the area expanded and developed? (for example, transport and road building, squatters, farmers, overland telegraph)
What were the main effects of one significant event in colonial history? (for example, crossing the Blue Mountains, Myall Creek Massacre, gold rushes, Eureka Stockade, Lambing Flat Riots)
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(iv) Migrating to Australia
Reasons for European and Asian migration to Australia with a focus on one group’s experiences and contributions
(v) Key individuals and groups in colonial history
Individuals and groups whose activities and beliefs helped shape colonial society
Why did people migrate from Europe and Asia to Australia in the 1800s?
What were the experiences of one migrant group and how did these people contribute to the life of their new ‘home’? (for example, Germans in SA, Japanese in Broome, WA)
What migration stories do families in your community have to tell?
In what ways did one person or group play a significant role in shaping colonial Australia and what motivated their behaviour? (for example, explorers, pastoralists, Elizabeth and John Macarthur, Caroline Chisholm)
Year 6: Australia as a Nation
Historical knowledge Topics for historical inquiry
(i) Moving to Federation
Events leading towards Federation; influences on Australia’s form of government
(ii) Australian democracy and citizenship
The evolving democratic rights of groups in society (for example, Aboriginal and Torres Strait Islander people, migrants, women)
(iii) Stories of migration
Stories of migration from Europe and Asia; changing migration policies
(iv) Contributions to Australian society over time
The role of individuals and diverse groups and the nature of their contributions to aspects of Australian society
Who opposed and supported Federation in the 1890s?
What attitudes did the Federation referendums reveal?
When and how did Federation occur?
What are the key elements of Australia’s system of government?
How did American and British systems influence Australia’s choice of system?
What rights did people have in the early 20th century?
How were improvements won for one disadvantaged group? (for example, Aboriginal and Torres Strait Islanders, migrants, women)
What sources provide evidence of migration stories?
What migration stories do one European and one Asian migrant have to tell?
How did migration policies in Australia change over time? (for example, ‘Populate or Perish’, end of White Australia policy, mandatory detention)
What contributions have individuals and cultural groups made to the development of Australia? (for example, the Snowy Mountains scheme, the cattle industry)
What contributions have individuals and cultural groups made across a variety of fields? (for example, science, the arts, sport)
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hoW to use this Book
usI n g t H e mI n I-Po st e r sEach of the 20 mini-posters in this book highlights a particular historical skill. These are grouped under the umbrellas of Chronology, terms and concepts; Historical questions and research; Analysis and use of sources; Perspectives and interpretations; and Explanation and communication. They build on many of the skills introduced in the previous books in the series and add the skills of note making and creative retelling.
The last eight mini-posters (MP 13–20) provide examples of types of non-fiction text commonly used in history. The texts are annotated to indicate their structural features.
Each mini-poster has two worksheets that specifically draw on the skills highlighted on the poster. The worksheets are cross-referenced at the foot of each poster (for example, Worksheet 1 Time to Spare Worksheet 2 When Was That?).
You may choose to enlarge the mini-posters so they can be displayed. Alternatively, you may wish to photocopy them for students to have beside them while they work on research topics where the skill has particular relevance.
usI n g t H e Wo r ksH e etsThe 40 worksheets provide activities that develop students’ history skills and allow them to develop historical understanding. In Years 5 and 6, historical understanding is developed through the key concepts of Sources, Continuity and change, Cause and effect, Perspectives, Empathy and Significance.
The related mini-poster skill, as well as the key concept through which the worksheet aims to develop historical understanding, are indicated at the foot of the page (for example, MP 1 Chronology, terms and concepts Key concept Continuity and change).
The sequence in which you use the worksheets will depend on your program of study. Some worksheets are best suited to exploring particular topics related to the Year 5 or Year 6 curriculum. Others are more flexibly designed and can be used with any topic. These worksheets can be used and re-used with students in either year.
usI n g t H e tA s k cAr d sThe 16 task cards, while closely related to the skills, key concepts and topics of the Australian Curriculum History, are designed to enhance the further development of the general capabilities of literacy, numeracy, ICT, critical and creative thinking, intercultural understanding, ethical behaviour and personal and social competence. The general capabilities targeted by the task cards are indicated at the top of each card. Icons indicate on each card whether the task involves individual work, working in pairs, a group, or as a class.
The cards can be introduced to add variety, to extend particular students or groups of students, to build empathy and stretch imaginations. Some are ideal for extended project work.
lI n k I n g It All tog et H e rBegin by identifying the topics set for study with your class (see ‘Hot History Topics’ on page 5). Check which topics are set in the Australian Curriculum for history in earlier and later years as there is some content overlap. This will be helpful when deciding what depth to pursue with individual topics. The order and depth in which you teach these topics will depend on your teaching context. Having identified the topics for study, and making any necessary adjustments, you will be ready to plan your program.
By the end of the program students should have used a range of different skills, developed knowledge about, and understandings of, the topics set for study and experimented with activities designed to expand their general capabilities.
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resources
Books For teAchers
Focus On: Australian Topics Ages 10+, Garry Chapman, Macmillan Education Australia, 2005
Books For students
Macmillan Primary Atlas, Macmillan Education Australia, 2007
Significant People in Australia’s History: 1788–1850 Early Settlements (Vol 3); 1851–1900 Colonial Life (Vol 4); 1901–1919 New Nation (Vol 5), Rees Barrett, Macmillan Education Australia, 2009
Stories from Australia’s History: Peter Lalor and the Eureka Stockade, Melanie Guile, Macmillan Education Australia, 2010
We are Australian: Multicultural Australians; Nation Builders; Settlers and Explorers, Wendy Graham, Macmillan Education Australia, 2009
WAll chArts
Macmillan Atlas Wall Charts: Australia, Macmillan Education Australia, 2007
WeBsites
Australian Dictionary of Biography at www.adbonline.anu.edu.au/adbonline.htm Searchable database of biographies of persons significant in Australian history.
Australia’s Centenary of Federation at www.abc.net.au/federation/fedstory/ep2/ep2_overview.htm Provides a detailed account of immigration policies and nation building.
Australia Trove at www.trove.nla.gov.au/ National Library of Australia site, with access to vast newspaper, photo, picture, diary and journal collections.
Historic Houses Trust at www.hht.net.au/museums/elizabeth_farm Guidebook and tour of Elizabeth’s farm, an original Australian homestead.
Immigration Museum at www.museumvictoria.com.au/immigrationmuseum/ Go to ‘Origins’ to explore Victoria’s rich migration history.
Migration Heritage Centre, New South Wales at www.migrationheritage.nsw.gov.au/homepage/ Go to ‘Belongings’ and ‘Objects through time’ for images and history of objects with relevance to the time frame being studied.
National Museum of Australia at www.nma.gov.au/index.html Go to ‘Exhibitions’ and then ‘Australian Journeys’ for information about Australia’s connections to the world through migration.
NSW Board of Studies at www.boardofstudies.nsw.edu.au/archives/ Go to ‘Archives’ and then ‘Australian Federation 1901’. Made for secondary students but full of useful information and teaching ideas suitable for primary students.
Picture Australia at www.pictureaustralia.org/ National Library of Australia’s collection of images of Australia’s past and present
State Library of New South Wales at www.sl.nsw.gov.au Go to ‘Discover Collections’, then ‘History of our Nation’. Excellent educational resources with interactive activities using primary sources.©
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Assessment checklists
Achievement goal Date Comment
Uses appropriate historical terms and concepts
Able to place some key figures and events on a timeline and add annotations
Asks questions about the past and uses sources to find and compare relevant historical information
Examines sources to identify values and attitudes and understands that these change over time
Recognises cause and effect and the roles of people and events in change
Creates historical texts using some relevant sources and a variety of communication forms
Achievement goal Date Comment
Uses appropriate historical terms and concepts
Able to place key figures and events on a timeline and add relevant annotations
Able to develop inquiry questions and locate and compare relevant historical information from a variety of sources
Examines sources to identify how values, attitudes and perspectives are represented in people’s views
Analyses cause and effect and the ways in which people and events bring about change
Uses relevant sources to create different types of historical texts in a range of communication forms
Year 5 Student’s name Term
Year 6 Student’s name Term© M
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HistoriCal
skills
HistoriCal
skills
You Need
All the
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11All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 1 Time to Spare Worksheet 2 When Was That?
MP 1Mini-Poster
Chronology, terms and concepts
SequencingTimelines are a way of putting events in the order in which they happen.
Timelines can help you:
• recognise the order in which things happen• make judgements about how events relate to each other• gain an overview of a historical period or series of events• make comparisons with what was happening at different times or elsewhere.
Some timelines co
ver a large expanse of time and include an encyclopedic list of e
vents.
3000BC
2000BC
1000BC 0 1000AD 2000AD
Popular topics for timelineskings
queens
presidentsprime ministers
explorersbattles
discoveriesinventions
Other timelines deal with shorter periods and are limited to a particular subject.
1800 Janu
ary
Febr
uary
Mar
ch
Apr
il
May June July Aug
ust
Sept
embe
r
Oct
ober
Nov
embe
r
Dec
embe
r
The settlement of the colony
1788 First Fleet arrives.
1789 Smallpox epidemic, many Eora people die.
1790 Second Fleet arrives. Governor Phillip wounded by an Eora man.
1792 Governor Phillip returns to England.
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Worksheet 3 What Does This Mean? Worksheet 4 Name Placing
Talking About CommunitiesHere are some useful words for talking about the way a community is governed.
MP 2Mini-Poster
Chronology, terms and concepts
Parliament
Prim
e Min
ister
government
Governor
cons
titu
tion
repr
esen
tati
vede
moc
racy
ballo
t
fede
rati
on
Premier
mon
archy
resp
onsi
ble
nationca
binet
citi
zen
law
s
stat
e
colonial
electoratesuffrage
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13All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 5 Getting Started Worksheet 6 Tell Me More
MP 3Mini-Poster
Historical questions and research
Historians are like detectives. They are on the lookout for information. Asking questions is part of their toolkit.
Asking Questions
Closed questions
lead to very simple
answers such as
‘yes’ or ‘no’.
Open-ended
questions lead
to a wider range
of information.
Hypothetical
questions explore
what may be
possible or unlikely.
How questions
reveal in what way
something happened
or was done.What if
questions allow
you to speculate
or imagine.
When questions
allow you to work
out the time
frame.
Where
questions provide
information
about the place
of an event or
happening.
Which
questions help
you select
what is
important.
Who questions
help you find
out about the
people involved.
Why questions
are useful
for detecting
causes.
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Comparing sources of information about the past makes it possible to reach a more balanced view of places, people and events in our histories.
Comparing
Here are some questions to think about when comparing sources of information.
• What is the point of view of each author?
• What are the main points of the authors?
• Do the authors disagree?
• How well are the authors’ arguments or views supported with evidence?
• What assumptions and values do the authors make?
• Is there evidence of bias or exaggeration?
• Are the authors writing for similar audiences?
• Are there important contradictions between what is claimed by the authors? If so, can this be explained?
14All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 7 Hung for a Sheep or a Lamb? Worksheet 8 What’s the Difference?
MP 4Mini-Poster
Historical questions and research
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15All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 9 Connecting Worksheet 10 Cultural Connections
MP 5Mini-Poster
Historical questions and research
Making Connections
When I was a child, before our family came to Australia, I lived in Vietnam. One day, a bomb exploded close to where I was playing. Some of my friends were seriously injured. Now when I see the bombs falling in wars on television I know what terrible suffering the families of the injured will have to go through.
Before Federation in 1901 there was rivalry between Victoria and New South Wales. It has never quite disappeared. Recently, Tourism Australia figures showed Melbourne had overtaken Sydney as Australia’s most lucrative tourist destination. However, Sydney claims to have eclipsed Melbourne as the food capital. It never stops!
Different cultural groups celebrate in different ways. In multicultural Australia we might see people at a corroboree, people beneath a red dragon celebrating Chinese New Year, and people celebrating the end of fasting when Ramadan is over.
Personal – connections between what you know and have experienced with what has happened to others
Across time – connections between what has happened in the past and what is happening in the present
Across cultures – connections between what happens in different cultures
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16All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 11 Getting Personal Worksheet 12 Finding Out
MP 6Mini-Poster
Analysis and use of sources
A primary source of information is original, first-hand information about a person, event, time period and so on.
A secondary source offers opinions or interpretations of these things.
Whether a source is primary or secondary can depend on how it is used. For example, the film Mutiny on the Bounty would be a primary source for study of film, but a secondary source for study of the history of the mutiny.
Gathering Information
Primary sourcesautobiographiesdiaries and journalsofficial recordsnewspaper articles (for example, eyewitness reports)creative works (for example, poetry, photographs)objects
(for example, pottery, bones, buildings)letters, emailsspeeches, interviews and recordingssales receipts
original documents (for example, birth certificates)
Secondary sourcesbiographiescommentaries and criticismswebsites
encyclopediashistorical moviesmagazine articles newspaper articles that interpretreports of research studiesreviews
textbooks
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17All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 13 Using Primary Sources Worksheet 14 Using Secondary Sources
MP 7Mini-Poster
Analysis and use of sources
Checking InformationSecondary sources
Written
What is its purpose?
Is the author reliable?
Where and when was it written?
Who is the audience?
Who is the publisher?
What evidence is presented?
Are the arguments convincing?
Are there any factual errors?
Spoken
What is its purpose?
What do you know about the speaker?
Where and when was it spoken?
Who is the audience?
What evidence is presented?
Are the arguments convincing?
Are there any factual errors?
Visual
What is its purpose?
What do you know about the creator?
Where and when was it made?
Who is the audience?
What evidence is presented?
How trustworthy is the information it provides?
Primary sources
Written
What is its purpose?
What is its context?
What do you know about the author?
Where and when was it written?
Who is the audience?
Spoken
What is its purpose?
What is its context?
What do you know about the speaker?
Where and when was it spoken?
Who is the audience?
Visual
What is its purpose?
What is its context?
What do you know about the creator?
Where and when was it made?
Who is the audience?
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Note MakingDifferent forms of note making suit different purposes.
Brainstorming involves putting down thoughts that come to mind in relation to a subject or question. Any thoughts or associations you have are acceptable. The purpose is to get your ideas flowing.
Mind mapping involves organising your ideas about a topic into groups that draw out what is important.
• Begin with the main topic in the centre of the page and add a branch for each sub-topic.
• Name the sub-topics or use a symbol (for example, a smiley face for ‘people’ and footprints for ‘places’).
• Add further details by adding offshoots to the branches.
You can choose imaginative ways to indicate importance (size), types of connections (colour), relationships (add in arrows) and so on.
The purpose is to organise information in a way that helps you analyse, understand and remember it effectively.
Summarising involves selecting the main ideas from a text and presenting them in a shorter form.
• Look for important information in titles, headings, subheadings, openings, topic sentences and conclusions.
• You can use dot points to list supporting arguments.
18All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 15 Summarising Worksheet 16 Mind Mapping
MP 8Mini-Poster
Analysis and use of sources
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A fact is information that is known to be true, and which can be proven.
An opinion is what someone thinks or decides about something.
Bias is an unbalanced, one-sided, or prejudiced view of people or events that prevents you from seeing the other side of the argument.
Here are some clues to detect bias.
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Fact, Opinion and Bias
Worksheet 17 Contradictions Worksheet 18 Filling in the Picture
MP 9Mini-Poster
Perspectives and interpretations
Aussie Rules and Rugby are sports with long histories. The most successful is undoubtedly Aussie Rules. The game is healthy, stylish and free from injury and has a strong support base in all Australian states. Rugby is a rough, violent game that leads to injury. It should definitely be banned.
What is the context? An
earlier or different culture, for example, may have held views that are now thought
prejudiced.
Has the
speaker or writer used exaggerated praise
or high sounding sentiments?
Has the speaker
or writer used strongly worded criticism?
Is one side of an
argument given unfair attention?
A biased view
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20All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 19 My Dearest Grandchildren Worksheet 20 A Daughter’s Opinion
Point of ViewA point of view is the position from which a person sees something. It is related to a person’s values and attitudes and how they view the world.
You can find evidence of a person’s point of view in the language they use to express thoughts and feelings.
Many factors influence a person’s point of view.
MP 10Mini-Poster
Perspectives and interpretations
age
gender
personality
cultural background
family
friends
where you live
schoolingwork environmentreligion
values and attitudes of the time
Different points of view sometimes lead to conflict. Putting yourself in someone else’s shoes and seeing things from their point of view can help to create better understanding.
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Photographs are an important source of information about the past.
Photos can help our understanding, but some can also distort the truth!
Sometimes special techniques are used to change or add to the meaning of an image.
Here are some techniques that can be used to change the meaning of a photo.
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Communicating Visually
Worksheet 21 Reading Between the Lines Worksheet 22 Playing with Pictures
MP 11Mini-Poster
Explanation and communication
Choosing an angle
• close-ups
• l o n g s h o t s
• looking upwards• looking downwards
Choosing a focus
• soft focus
• sharp focus
• slightly out of focus
Playing with colour
• intensifying
• lightening
• making brighter
• making duller
Making a change
• cropping (that is, cutting out parts)
• superimposing a new image
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22All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Worksheet 23 Playing the Part Worksheet 24 Blogging
Creative RetellingCreative retellings of past events allow us to imagine what it was like to be there at the time and to deepen our understanding of history.
When authors and filmmakers tell stories about the past, they communicate their version of what happened.
From a historical point of view, creative retellings are more successful when the following are observed.
MP 12Mini-Poster
Explanation and communication
The behaviour of any real historical figures accurately reflects the available historical evidence about their life and times.
The behaviour of imaginary historical characters is credible and relevant to the context of the time.
The details of clothing, setting and so on, are historically accurate. For example, Governor Phillip wouldn’t have worn jeans and sunglasses!
There is enough historical detail included to create the illusion of a different historical time and place.
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An autobiography is the story of your life, or part of it, written by you.
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Autobiography
Worksheet 25 Inventing Lives Worksheet 26 Letter Writing
MP 13Mini-Poster
Explanation and communication
Where you will find autobiographical writing journals, letters, diaries, books
Extract from Elizabeth Macquarie’s journal, 24 December 1809
SourceExtract reproduced with the kind permission of the Lachlan and Elizabeth Macquarie Archive (www.library.mq.edu.au/digital/lema/1809em).
date and time references
private information
first person
personal feelings revealed
Elizabeth Macquarie, and her husband, Governor Lachlan Macquarie, sailed on the Dromedary from England to Australia in 1809. During the journey, she kept a journal, and wrote about their seven-month-long voyage.
24th — at about 6 o’clock this morning the wind came fair, we have a fine breeze & are going on well, if this continues we shall be in all probability in Port Jackson tomorrow . . . indeed it is full time for our voyage to be over we have kill’d our last Mutton, & our last Pig . . .
Col. M. is rather unwell. [T]he motion of the Ship has given me a confused feel in my head, this is in addition to my uneasiness on his account makes me feel very much out of sorts; I can’t enjoy any thing, & feel very cross. —We are sailing along the Coast & can plainly perceive the smoke of the natives fires — at 12 o’clock we were only 12 miles from the Shore.
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Worksheet 27 Life Matters Worksheet 28 Mapping a Life
BiographyMP 14Mini-Poster
Explanation and communication
Where you will find biographies
books, television and radio programs, articles in newspapers and magazines, websites
A biography is the story of a person’s life written by somebody else.
important dates included
retells events of life in sequence
information about early life
narrated in third person
concluding statement sums up his achievements
BibliographyThe Governor: Lachlan Macquarie 1810–1821. Exhibition booklet from State Library of NSW, 2010Barrett, Rees, Significant Persons in Australia’s History: 1788–1850 Early Settlement, Macmillan Education Australia, 2009, pages 24–25
list of source material used
Lachlan Macquarie (1762 –1824) was born in Scotland, the third son of a poor tenant farmer. He joined the Army and served in different parts of the empire including Canada, America, Jamaica and India. In 1793 he married Jane Jarvis, but to his great grief she died aged 24, just three years later.
Macquarie continued to work steadily upwards through the ranks. In 1803 he was made a lieutenant colonel which enabled him to be presented to royalty. In 1807 he married Elizabeth Campbell of Airds. In 1809 Macquarie, his new wife and the 73rd regiment sailed to Sydney where he was made fifth governor of NSW.
He served as governor for over 10 years and achieved some remarkable improvements particularly in his building program and in commerce. He encouraged British settlers to be more accepting of emancipists and indigenous people. Complaints about his leadership led to an enquiry. In 1821 Macquarie resigned as governor and returned to Britain. He died three years later. The words ‘Father of Australia’ are written on his gravestone in Scotland.
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Description
Worksheet 29 Interesting Artefacts Worksheet 30 From There to Here
MP 15Mini-Poster
Explanation and communication
Where you will find descriptions
books, magazines, diaries, reports, legal records, autobiographies, biographies, guidebooks
A description gives a picture of someone or something, or gives details of its features.
Tony Onisto’s Tin Trunkintroduces subject in title
information about object’s features
descriptive language
account of where the object has been in sequence
concluding comment about importance of object
The trunk, typical of the equipment used by migrants to carry their worldly belongings, is a metal travel trunk with timber borders and slats, leather straps, locks and corner protectors, and a striped lining.
Bortolo Onisto bought this trunk in Italy, to use when travelling around Europe looking for work. In 1913 he migrated to California to work as a lumberjack and the trunk, of course, went with him. Eventually, he took the trunk back to Italy where he settled with his wife and three children.
When Bortolo’s son, Tony, migrated to Australia in 1949 he used his father’s trunk to bring his possessions with him. After working at many different jobs, he settled on a farm in Griffith with his Italian wife and children. The trunk, now a fragile, rusted museum piece, is a symbol of the many journeys made by migrants looking for a new life.list of
source material used
Bibliographywww.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/trunk/
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Worksheet 31 A Better Life? Worksheet 32 For or Against
DiscussionMP 16Mini-Poster
Explanation and communication
Where you will find discussions
reports, newspapers, conversations, talkback radio, television programs, magazines
A discussion gives more than one opinion about something and provides evidence to support those opinions. A conclusion may or may not be reached.
Should we keep Canberra as the national capital?
By Phillipa Blestoe, Year 5, Canberra
issue for discussion introduced
series of arguments for
series of arguments against
background information
concludes by reinforcing arguments for
The city of Canberra, in the Australian Capital Territory, is Australia’s capital. The Australian Capital Territory was declared in 1911.
So much work went into setting up Canberra. The site was selected from 40 different possibilities and an international competition was held to find a designer. It could be thought a terrible waste to have to start all over again.
The winner of the competition, Walter Burley Griffin, made great use of the area’s natural features. He added a magnificent artificial lake and surrounded it with conveniently arranged streets in a geometrical design. Over the years many splendid buildings have been added to house our national institutions, including our new, impressive, state-of-the-art Parliament House.
On the other hand, some people complain that Canberra lacks character and hasn’t any heart. They claim it is cold, flat and dreary, and they dislike the layout that has them going around in circles. Admittedly, it is quite far away from everywhere and politicians have to be in and out of planes all the time.
Yet where would you build a new national capital? Sydney? Melbourne? Just imagine the quarrels, not to mention the cost!
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Explanation
Worksheet 33 Looking for Causes Worksheet 34 Looking for Answers
MP 17Mini-Poster
Explanation and communication
Where you will find explanations
books, journals, diaries, conversations, television and radio programs, websites
An explanation tells how or why something happens.
By Samantha Nguyen, Grade 6
Why did Australian women get the vote before British women?event that
needs explanation
background information
cause
effect
cause
effect
cause
effect
final effect
topic terms
Australian women got the vote in 1902 (though not Indigenous Australian women) while British women had to wait until 1928. A combination of factors led to Australian women getting the vote ahead of British women.
Although Australia was not a classless society, there was a strong spirit of equality. In England, class distinctions and gender roles were rigidly defined. In addition, the Australian states were considering federation in the late 1800s. This led to people being alerted to the possibilities of political change.
Importantly, during this period, several influential and articulate women, such as Mary Lee (South Australia) and Vida Goldstein (Victoria), took the cause of women’s rights to their hearts. This led to more people being aware of women’s rights.
Eventually, a 260-metre-long ‘monster petition’ was delivered to the Victorian Parliament in 1891. It contained the signatures of almost 30 000 people. This put pressure on the government.
Finally, this peaceful but tireless campaign led to success. As a result of their efforts, women were able to vote in a federal election for the first time on 16 December 1903.
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Worksheet 35 Significant Women Worksheet 36 Getting Informed
Information ReportMP 18Mini-Poster
Explanation and communication
Where you will find information reports
reference books, encyclopedias, documentaries, television and radio programs, websites
An information report gives factual information about something, usually a class of things.
By Marco Soldati, Grade 5
Convict Pardons
series of paragraphs
topic sentences
opening statement defining the topic
some technical language
passive voice
There were several types of convict pardon in the colony. They were granted for good conduct by the governor of the time.
A well-behaved convict who had served part of his or her sentence (for example, four years of a seven-year sentence) could apply for a Ticket of Leave. If granted, the convict was allowed to live and work in a named district until the end of the sentence. Church attendance was compulsory. If the convict needed to travel to another district because of work, they had to apply for a ‘passport’.
Conditional pardons meant the convict gained their freedom within the colony, but had to promise never to return to England or Ireland. Absolute pardons allowed a convict to travel anywhere.
In 1810, Certificates of Freedom were introduced. They were given to convicts who had completed their sentences. Convicts who had earned their freedom were known as emancipists. Governor Macquarie wanted them to be treated as equals, but many people in society turned up their noses at the idea.
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Persuasion
Worksheet 37 Yes or No? Worksheet 38 Persuasive Techniques
MP 19Mini-Poster
Explanation and communication
Where you will find persuasive texts
political advertisements, proposals, editorials, letters, graffiti, debates, public speeches, lectures, pamphlets, posters
A persuasive text promotes something or tries to persuade people to act in a particular way.
Speech given in Supreme Court Gardens, Perth, by Ikebe Masato, 15 September 2010
opens with a position statement
implies fear is the motive for different viewpoint
forceful questioning
series of arguments justifying speaker’s position
high modality to reinforce viewpoint
call to action
In my view, voting should not be compulsory at elections in Australia. It was introduced after fewer than 60 per cent of people voted at the 1922 federal election. Politicians feared the figures might get worse. But isn’t choosing not to vote simply a way of making a different choice? Isn’t it our democratic right to make that choice?
Compulsory voting wastes funds and energy as it has to be policed. It increases the donkey vote. A donkey vote is one where the boxes are numbered sequentially from top to bottom of the ballot paper, rather than taking the time to number the candidates in a thought-out order. Donkey votes are a protest because people are being forced to do what they don’t want to do.
Compulsory voting also increases the number of ‘safe’ electorates. It shows up the marginal seats, allowing politicians to concentrate unfairly on people in those electorates in order to win their votes. This must not continue.
A referendum on this subject was considered back in 1915, but it didn’t go ahead.
Let’s have a referendum now and cast our final vote on the subject!
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Worksheet 39 Telling the Story Worksheet 40 Journeys
RecountMP 20Mini-Poster
Explanation and communication
Where you will find recounts
television and radio programs, diaries, letters, history textbooks, biographies, autobiographies
A recount tells the story of how things happened, usually in sequence.
first person
orientation gives time and setting
series of events in time order
George Fletcher Moore was a prominent early settler of the Swan River Colony in Western Australia. He explored the surrounding area of the colony and met many Indigenous Australians living there. In later life he published his diary, which is a record of his experiences in the colony.
past tense
SourceMoore, George Fletcher, Diary of ten years eventful life of an early settler in western Australia, February 1833, page 159
On the 10th [February 1833] I rode to Guildford; walked thence to Perth, which I did not leave until the 12th; at Mr Leake’s, and enjoyed the grand piano which Mrs Leake, who had recently arrived, had brought with her.
The two natives of King George’s Sound (who are on their return) were greatly delighted with the music; they danced the kangaroo dance, and did everything in their power to show that they were pleased and grateful “tank you mem, very pretty.” Their dance appeared to be in imitation of the chase of the kangaroo, the motions of the animal, and the panting and gestures of the person in chase. This dance was divided into different scenes or parts; the movements differing a little in each part: sometimes the dancers approached each other, then receded traversed and changed sides, with a corresponding variation in gesture and exclamation. At intervals they called out “get away, get away,” and at each pause, “beraway, beraway,” which latter word one of them explained in this way: white man say “hip, hip, hurra,” black man say, “beraway, beraway.” . . .
Afterwards they seated themselves in arm-chairs, with the greatest self-complacency, and drank tea.
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You Need
All the
WorksHeetsWorksHeets
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Look at a range of historical timelines in books or on the internet. Find three examples with different designs. Sketch them in the boxes.
MP 1 Chronology, terms and concepts Key concept Continuity and change
Worksheet 1
Time to Spare
Timeline designs
Subjects Time period covered
Write down the subject of each timeline. Also write the period of time covered by each one.
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Choose a topic. In the box, design a timeline. It must list the main events of your topic in sequence. Draw it in the box. You could draw or glue pictures, and use different colours and fonts to add meaning. You could use a straight or a curved line. It’s up to you!
MP 1 Chronology, terms and concepts Key concept Continuity and change
Worksheet 2
When Was That?
Topic
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Write definitions for the following words to test your understanding of the way communities are governed.
MP 2 Chronology, terms and concepts Key concept Significance
Worksheet 3
What Does This Mean?
Word Definition
ballot
citizen
democracy
electorate
Federation
Governor General
constitution
parliament
representative government
suffrage
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Communities often choose to name places, streets and buildings after the surnames of Australian political figures.
Find evidence of places named after the following people. Explore sources such as the internet, history texts, guidebooks and street directories.
MP 2 Chronology, terms and concepts Key concept Significance
Worksheet 4
Name Placing
Political figure Examples of places named in his or her honour
Arthur Phillip
John Hunter
Edith Cowan
Philip Gidley King
William Bligh
Lachlan Macquarie
Henry Parkes
Edmund Barton
Alfred Deakin
Vida Goldstein
Andrew Fisher
Billy Hughes
Report your list to the class. Extend your list by adding any places you missed.
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Use the table to help you think about a topic before you begin your research.
Getting Started
My topic
What do I know already?
What do I need to find out?
Who might help me find out more? Who could I ask or interview?
Which sources are likely to have useful information for my topic?
What are some other ways I could find more information?
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MP 3 Historical questions and research Key concept Sources
Worksheet 5
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MP 3 Historical questions and research Key concept Significance
Worksheet 6
Choose a history topic you would like to know more about. Write some research questions on your topic.
Tell Me More
Swap questions with a partner. Find answers to two of your partner’s questions. Write what you find out for your partner on a separate sheet of paper.
How?How
How
When?When
When
Where?Where
Where
Which?Which
Which
Who?Who
Who
Why?Why
Why
Other
Topic
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MP 4 Historical questions and research Key concept Perspectives
Worksheet 7
Hung for a Sheep or a Lamb?
Find two other texts that comment on John Macarthur.
How can these different views be explained?
Do you think John Macarthur deserved to be honoured as he was? Why?
Joseph Holt, Irish rebel, was highly critical of Captain John Macarthur. He said he was as far from behaving as a gentleman ‘as my nose is from silver’.
Source Memoirs of Joseph Holt, 1798, volume 2, page 96
Governor Bligh accused Macarthur of being ‘the leading Promoter and Instigator of mutinous Measures’ in the colony. As a result, Governor Macquarie was advised to ‘have him arrested thereupon and brought to Trial before the Criminal Court of the Settlement.’
Source John Macarthur (1767–1834), in the Australian Dictionary of Biography
Source
Source
On the centenary of John Macarthur’s death in 1934 an Australian stamp was issued in honour of his contribution to the wool industry. In 1966 his face appeared on the two dollar note.
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MP 4 Historical questions and research Key concept Perspectives
Worksheet 8
The texts below give different assessments of William ‘Billy’ Hughes, the seventh Prime Minister of Australia.
What’s the Difference?
Woodrow Wilson . . . dubbed Hughes a “pestiferous varmint” after his behaviour at the 1919 Versailles peace conference . . .
Source O’Malley, Brendan “Billy boils on – and on and on,” The Courier Mail, 2 December 2009
Grandpa: I remember my dad telling me about Billy Hughes. He thought he had courage and was a gifted leader. He really admired him and all he did to put Australia on the map.
Source Taped family conversation, 11 July 1940
Find another written source and a visual source about Hughes. A visual source could be a photograph, painting or cartoon. Draw or glue the picture in the box.
Do the sources you found give the same assessment of Hughes? How is the point of view of each author different?
Visual source Written source
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MP 5 Historical questions and research Key concept Continuity and change
Worksheet 9
Go to Trove (www.trove.nla.gov.au). Look at the digitised newspapers.
Choose a state’s newspaper. Search for today’s date from either 100 or 150 years ago. Select two news items and two advertisements from the newspaper.
Connecting
Name and date of newspaper
What was the news? What was being advertised?
Name and date of newspaper
What was the news? What was being advertised?
Now, look at a recent newspaper. Find two more news items and two advertisements.
What are some similarities between life now and in the period of time you have researched? List them here.
What are some differences?
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MP 5 Historical questions and research Key concept Significance
Worksheet 10
Use a dictionary to find out which cultures the following words have come from. They make English language a rich source of history!
Cultural Connections
Word Language of origin Word Language of origin
avatar cumquat
baklava gelato
banksia glockenspiel
bantam pyjamas
barramundi robot
basil slob
bikini sushi
billabong tornado
casuarinas visa
crepe wigwam
Find three more words that have been borrowed from other languages. Report them to the class.
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Bring something from home that is a ‘personal’ primary source, such as a comic, a cap, a CD or a photograph. Swap objects with a partner.
Now, imagine you are a historian living hundreds of years in the future. Write what you think the ‘primary source’ you have been given tells you about its owner and the society in which they lived. Don’t be afraid to make wild guesses!
Getting Personal
Primary source
Information about the owner Information about the society
1 1
2 2
3 3
4 4
5 5
Return the object to its owner. Ask your partner why he or she chose that particular ‘personal’ primary source. Then, tell them the thoughts you had as a future historian looking at their object.
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MP 6 Analysis and use of sources Key concept Sources
Worksheet 11
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Choose a topic. Find two pieces of information from two secondary sources about the topic. Write the name of your sources and record the information you have found.
Finding Out
Topic
Source 1
Information
Source 2
Information
Now share what you have discovered about your topic with a partner.
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MP 6 Analysis and use of sources Key concept Sources
Worksheet 12
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MP 7 Analysis and use of sources Key concept Sources
Worksheet 13
Find two different primary sources that provide information about a topic you are researching. For example, you could choose a photograph, poster, journal, speech or an autobiography.
Record the details of your sources. Explain briefly how they help you understand your topic.
Using Primary Sources
Topic
Research source:
How it helps you understand the topic
Research source:
How it helps you understand the topic
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Choose a topic. Find a secondary source that provides information on the topic. For example, you could use a book, magazine, movie or an online encyclopedia article.
Write details of your secondary source in the bubble in the middle of the page. Then, think of some questions you should ask to check its trustworthiness. Write your questions along the spokes coming out of the bubble.
Using Secondary Sources
Topic
Check the answers to your questions. Then, record your verdict on the trustworthiness of the information.
My verdict
Source
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MP 7 Analysis and use of sources Key concept Sources
Worksheet 14
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MP 8 Analysis and use of sources Key concept Significance
Worksheet 15
Choose a topic for inquiry. Find a text that provides information about the topic. Skim read the text. Then, read it more closely noting its main ideas.
Make a summary of your text. Remember to record the details of your source.
Summarising
Topic
Main point in your own words
Important supporting information
•
•
•
•
•
•
Source
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Use the space below to organise your thoughts in a visual format. It could be to prepare for a discussion, to plan how to research or to sort out information for a presentation.
Write your topic in the cloud. Create branches for sub-topics and add details to the branches. Use your own style to make it personal. For example, you could use different colours, symbols, icons, images and different-sized writing.
Mind Mapping
My topic
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MP 8 Analysis and use of sources Key concept Significance
Worksheet 16
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Look at the two sources of information about Governor William Bligh below.
MP 9 Perspectives and interpretations Key concept Perspectives
Worksheet 17
Contradictions
How do you interpret the two sources?
Is there any suggestion of bias in either?
What is your opinion of Governor Bligh’s behaviour?
1. Do an internet image search for ‘The arrest of Governor Bligh’. This is a watercolour painting by an unknown artist in 1808. It is sometimes described as Australia’s first political cartoon.
2. In HV Evatt’s book Rum Rebellion (1938), he concludes:
‘. . . despite the fierce and skilful propaganda which has lasted for over a century . . . Sooner or later, history will pronounce final judgment upon William Bligh. It will be in his favour.’SourceEvatt, HV, Rum Rebellion, 1938, page 353
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Choose an event or a personality from Australian history.
Collect three important facts about your subject. Record your findings.
MP 9 Perspectives and interpretations Key concept Perspectives
Worksheet 18
Filling in the Picture
Is either of the opinions you have selected biased? Explain how.
Subject
Facts Source
Opinions Source
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Imagine you are a person from the past who was involved in the Eureka Stockade. You could choose to be Governor Charles Hotham, Peter Lalor, Henry Seekamp (editor of the Ballarat Times), a rebel miner, a government trooper or another figure.
Plan and write a letter to leave for your grandchildren. In your letter, justify your actions and behaviour during the Stockade. Make notes in the boxes about how and why you behaved as you did. Then, write your letter on a separate sheet of paper.
MP 10 Perspectives and interpretations Key concept Empathy
Worksheet 19
My Dearest Grandchildren
Name and personal history
My actions during the Eureka Stockade
Why I acted as I did
Would I do it all again?
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What would it have been like to be Henry Parkes in the 1880s and 1890s in Australia? What would it have been like to be his wife, Lady Parkes, or his daughter?
Imagine what each member of the Parkes family in the cartoon below is thinking as they pose for a woodcut at their home in the Blue Mountains in New South Wales. Write each person’s thoughts in the bubbles.
MP 10 Perspectives and interpretations Key concept Empathy
Worksheet 20
A Daughter’s Opinion
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Go to www.belonging.org and view the online exhibition ‘Belonging – A Century Celebrated’.
Choose three images. Describe each image. Record something new that you have learnt about Australia’s history from each image.
MP 11 Explanation and communication Key concept Sources
Worksheet 21
Reading Between the Lines
Description of image What it tells me
1
2
3
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
With a partner, think of some techniques you could use to alter a picture in the following ways.
MP 11 Explanation and communication Key concept Cause and effect
Worksheet 22
Playing With Pictures
To make a person look very important and powerful
To make a person look unimportant and insignificant
To make a place look mysterious
To make a place look peaceful
To trick or deceive a viewer
Now, alter some pictures using computer software, or photocopies of photos, to create new meanings. You could cut up, colour, collage and use other effects to change the images.
Choose an example to present to the class. Explain the techniques you have used.
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Work in a small group. Choose an event from history. Research and find historical information. Think about how you can make your creative retelling historically accurate.
MP 12 Explanation and communication Key concept Empathy
Worksheet 23
Playing the Part
Event
Now, on a separate sheet of paper, plan a
two to three-minute play where you interpret
what happened. Decide on a role for each
person in the group (characters, a narrator).
Use the evidence you found to help you
write the dialogue. Think about props, setting
and costumes.
Rehearse your play and film your group
performing it. Hold a class film festival of
your performances.
Historical figures involved When and where it happened
What happened Clothing and other historical details
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Watch a television program or film that recreates a historical event or is set in a particular period of time in history.
Then, put on your critic’s hat to write a blog (or a review for a newspaper). Express your views of the historical accuracy and artistic qualities of the film or television program. Make notes about things to include.
MP 12 Explanation and communication Key concept Sources
Worksheet 24
Blogging
Name of television program or film
Some historical details that make it seem authentic or realistic
Some historical bloopers that make it seem unrealistic
Other thoughts
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Imagine you are a person who lived in either the 18th, 19th or early 20th century. Create two journal entries from the point of view of that person. You may choose a well-known historical figure or an invented character. Include details that convey your feelings and what life is like at that time.
MP 13 Explanation and communication: Autobiography Key concept Empathy
Worksheet 25
Inventing Lives
Date
This journal belongs to
Date
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Read the following extract from a letter written by Mary Reibey to her aunt. Mary wrote the letter on board ship, when being transported to Botany Bay in 1792.
MP 13 Explanation and communication: Autobiography Key concept Significance
Worksheet 26
Letter Writing
My Dear aunt Oct 8th 1792 botany baywe arrivd here on the 7th and I hope it will answer better than we expected for I write this on Board of ship but it looks a pleasant place—
. . . [they] tell me I am for life wich The Governor told me I was but for 7 years wich greves me very much to think of it but I will watch every opportunity to get away in too or 3 years
But I will make my self as happy as I can In my Present and unhappy situation I will Give you Further satisfaction when I Get there and is settled . . .
What makes this letter a precious historical document?
Find out more about Mary Reibey’s life. Choose three things she could have included in an autobiography.
1
2
3
Source Irvine, Nance; Reibey, Mary, Dear cousin the Reibey letters: twenty-two letters of Mary Reibey, her children and their descendants, Hale and Iremonger, 1995, page 13
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Choose a figure from Australian history. You could choose, for example, Pemulwuy, Elizabeth Macarthur, Bungaree, Trugernanner, Henry Parkes, Robert O’Hara Burke, Edmund Barton, Billy Hughes or someone else.
Find out as much as you can about your subject’s life. Select four pieces of information you think should be included in any biography written about them. Remember to list your sources in a bibliography.
MP 14 Explanation and communication: Biography Key concept Significance
Worksheet 27
Life Matters
Subject
Born
Died
Information to include in the biography
1
3
2
4
Bibliography
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Imagine that a short biography of a well-known personality is going to be printed in a booklet. The booklet will present the story of the person’s life in six sections and include illustrations.
1 Suggest a subject for the biography.
2 Write a heading and one or two subheadings for each section of the biography.
3 Draw or paste two illustrations to include in the booklet.
MP 14 Explanation and communication: Biography Key concept Significance
Worksheet 28
Mapping a Life
Biography of
Headings and subheadings Illustrations
1
2
3
4
5
6
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
An artefact could be an object, painting or photograph.
Search for an artefact that gives you a better understanding of a history topic you are studying. You could look in books or use websites of galleries, libraries or heritage centres.
Draw or paste a copy of your artefact. Describe the artefact and also write what it reveals to you about the past.
MP 15 Explanation and communication: Description Key concept Sources
Worksheet 29
Interesting Artefacts
My artefact
Description and what it reveals about the past©
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Many thousands of children migrated with, or sometimes without, their families to live in Australia in the mid-20th century.
MP 15 Explanation and communication: Description Key concept Empathy
Worksheet 30
From There to Here
Choose two locations. First, the location from which this child migrated. Secondly, the location where the child settled in Australia.
Find pictures of both areas. Then, write a description of these places in the child’s own words.
‘Home’ before migrating
‘Home’ in Australia
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Consider the following statement.
Convicts transported to the colony in Australia found they had a better quality of life than they had left behind in England.
Find arguments for and arguments against this point of view.
MP 16 Explanation and communication: Discussion Key concept Perspectives
Worksheet 31
A Better Life?
Work in a small group. Discuss whether you agree or disagree with the statement and the reasons for your point of view. Reach consensus as a group. Then, report the group’s view to the class.
For
Against
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
With your teacher, write a statement that conveys a strong point of view about a historical topic.
Find arguments for and arguments against this point of view.
MP 16 Explanation and communication: Discussion Key concept Cause and effect
Worksheet 32
For or Against
Work in a small group. Discuss whether you agree or disagree with the statement and the reasons for your point of view. Reach consensus as a group. Then, report the group’s view to the class.
For
Against
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
MP 17 Explanation and communication: Explanation Key concept Cause and effect
Worksheet 33
Looking for CausesFind three events in history where there was a clear cause and effect.
Event 1
Cause Effect
Event 2
Cause Effect
Event 3
Cause Effect
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Many things in history need an explanation. It could be to explain the cause and effect of something happening. It could be to explain why things are the way they are.
Choose a history question of this kind that interests you. Do some research to find an explanation for your question. Record your findings.
Looking for Answers
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
MP 17 Explanation and communication: Explanation Key concept Cause and effect
Worksheet 34
My history question
Background information
Series of statements (ordered according to cause and effect)
Conclusion
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Think about the significant women of colonial times.
Plan a slide show presentation about the life of one woman who made a difference to colonial society in Australia.
Draw or paste the images in the boxes. Underneath the images, write an information report to be read as a ‘voice-over’ commentary.
MP 18 Explanation and communication: Information Report Key concept Significance
Worksheet 35
Significant Women
Now, create your slide show and then present it to the class.
Subject
Opening statement
Factual information
Factual information
Factual information
Factual information
Concluding statement
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Choose a history topic. Write an information report on your topic suitable to read aloud to students in a younger class. Use the scaffold to help you construct your report.
MP 18 Explanation and communication: Information Report Key concept Significance
Worksheet 36
Getting Informed
Information report about
Opening (what your report is about, background information)
Factual information about your topic (present facts in a series of paragraphs)
Conclusion (other interesting things about the topic)
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
In the late 1890s, it was uncertain whether the separate states of Australia would give up some of their powers to the Commonwealth to become a Federation. There was a lot of campaigning for and against Federation by politicians. Several referendums were held.
Use several sources to explore this topic. You could look at posters and pamphlets from the period. What persuasive techniques did they use? Find examples of each of the following.
MP 19 Explanation and communication: Persuasion Key concept Sources
Worksheet 37
Yes or No?
Appeal to logic
Appeal to senses
Appeal to emotions
Commands
Calls to action
Other techniques
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Work in a small group. Analyse the techniques used in these posters to persuade people to migrate to Australia.
Would they be effective today? Give reasons for your opinion.
MP 19 Explanation and communication: Persuasion Key concept Continuity and change
Worksheet 38
Persuasive Techniques
Photographs courtesy of: National Archives of Australia: A434, 1949/3/21685
PostersPersuasive techniques used
Effective today? Why or why not?
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Imagine you left another country to come to Victoria, Australia, to try your luck in the gold rushes of the late 1850s.
Retell your experiences of life in the goldfields. Remember to use
the pronoun ‘I’. Bring your story to life with accurate historical detail.
MP 20 Explanation and communication: Recount Key concept Sources
Worksheet 39
Telling the Story
Series of events (in the order they happened; consider location, dates, daily tasks, working conditions, environmental conditions, working with others and so on)
Conclusion (sum up what happened, how you feel about it)
Orientation (who you are, where you came from)
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Name Date
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
Write a recount about the life of a historical figure or an event from history.
Retell the series of events. You can add personal comments and evaluate the significance of the events.
MP 20 Explanation and communication: Recount Key concept Significance
Worksheet 40
Journeys
Series of events (put them in the order they happened, tell why each event is significant)
Conclusion (sum up what happened, tell what you think and feel about the person or event)
Orientation (who or what this recount is about, also tell where and when)
Title
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task
Cards
task
Cards
All the
You Need
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
tAsk cArd 1 V Critical and creative thinking V ICT
V ICT V Critical and creative thinking
Create a portrait of a historical figure. Look at images of your chosen person. You could do an internet image search or look at the National Portrait Gallery’s website at www.portrait.gov.au for inspiration.
Choose one image as a basis for your own work. You can use any medium (for example, charcoal, watercolour, pencil, pastels or pen and ink) to create your likeness.
Create a label for your portrait. Display it on your classroom wall, or another wall in the school.
Portraits
tAsk cArd 2
Hidden TreasuresVisit the Macquarie Collector’s Chest at www.sl.nsw.gov.au/discover_collections/history_nation/macquarie/chest/index.html
Click on it to view its hidden treasures. These chests were popular as a way of displaying nature’s creativity.
Make a small set of boxes out of cardboard or similar material to store some natural ‘treasures’ of your own. You could include a beautifully coloured feather, a leaf, a shell, an image of a place that is special to you or anything else that captures your imagination.
INDIVIDUAL
INDIVIDUAL
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tAsk cArd 3
Headline News
tAsk cArd 4
Primed Up
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
V Literacy V Critical and creative thinking V ICT
V Literacy V Ethical behaviour V Personal and social competence
Work with a partner. Choose a period of history that you have been studying. Then, create a newspaper to report some of the events that happened at that time.
You can look at old newspapers on Trove to get ideas (www.trove.nla.gov.au). You could create your newspaper on a computer and print it on A3 paper, or staple some pieces of A3 paper together and write it by hand.
Give your paper a name. Write some articles about the events of the time. Use catchy headlines, subheadings, images and captions. Include advertisements from around that time.
INDIVIDUAL
Imagine you are Prime Minister for a day. What will you do? What changes will you make? Which new laws will you introduce?
Think about what leaders have done in the past and what needs to be done for the future.
Plan and then make a two-minute speech to your class. Talk about what you are going to do. Justify your decisions.
PAIRS
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
tAsk cArd 5 V Intercultural understanding V Personal and social competence
V Critical and creative thinking V ICT V Literacy
Prepare a short presentation to the class about the culture of another country. You could choose American, British, Chinese, French, Indian, German, Japanese, Spanish or any other culture.
For your presentation, you could create a slide show, perform a traditional dance or some traditional music, recite a poem, do a comedy skit in the language of your chosen culture or something else. The sky is the limit!
Multicultural Festival
tAsk cArd 6
Messaging from a Time Machine
Imagine you are travelling in a time machine. It has just landed in Australia in the 19th century! Suddenly, your mobile phone rings. It’s your friend. “Where are you?” she asks. Then, the signal drops out.
Send your friend a text message instead. Plan your text on a piece of paper. Tell your friend about where you are and what you can see. You can use up to 75 letters.
INDIVIDUAL
INDIVIDUAL
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tAsk cArd 7
Who Am I?
tAsk cArd 8
Crosswording
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
V Critical and creative thinking V Literacy
V Literacy V ICT V Numeracy
Use the format below to create eight Who Am I? cards for well-known figures from history.
Swap cards with a partner. You have five minutes to answer your partner’s cards. When the time is up, check each other’s answers. The person with the most correct answers wins.
Create a crossword with a history theme. Use a computer to make yourself a grid of 10 by 20 squares. Make a list of words relating to your theme. Circle some letters they have in common, this is where your words can intersect in your crossword.
Write your words on your grid, across and down. Black out the spaces you aren’t using. Add in the numbers for ‘Across’ and ‘Down’. Now, make up the clues.
Do your crossword to make sure it works. Then, make a final copy to contribute to a class collection.
INDIVIDUAL
INDIVIDUAL
PAIRS
I was born in (country) in (year).
I am remembered because
and I also
Who Am I?
WHOLECLASS
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
tAsk cArd 9 V Numeracy V Personal and social competence
V Critical and creative thinking V ICT
Capital City
tAsk cArd 10
InterviewInterview someone who has migrated to Australia. With their permission record an oral history of their migration story. You could use a sound recording device or video camera.
You could interview a relative, a family friend, a teacher or someone else. Prepare some questions to ask them about their experiences. One person can ask the questions, the other can record the interview.
Present your interview to the class or the whole school.
SMALLGROUP
PAIRS
Design a new Parliament House for the year 3030. In which city should it be? Should it stay in Canberra or move somewhere else? What vision do you have for the building? What features could make the building Australian? How could you make all Australians feel welcome?
Now, make a model of your design. You could use modelling clay, string, toothpicks, straws and other art materials. Include labels.
Point out the features of your design to the class.
INDIVIDUAL or
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tAsk cArd 11
Making Money
tAsk cArd 12
Twin Towns
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
V Critical and creative thinking V Literacy V Numeracy
V Literacy V Intercultural understanding
‘Sister city,’ describes an agreement between towns and cities, in geographically different areas. Sister cities promote cultural connections.
Many towns in Australia have ‘sister cities’ in other countries of the world. Find the sister city of a town or city in Australia. There could be more than one! You could choose to look for the sister city to your own location, or to somewhere else.
Find out two facts about the history of each place that you didn’t know before. Use a range of sources such as encyclopedias, guidebooks and the internet.
Create a brochure or wiki presenting the new facts you have learnt about the sister cities.
INDIVIDUAL
INDIVIDUAL
Do some research into the history of Australia’s currency. Look at the native animals and people from history on our coins and notes.
Now, design a new five dollar note and a new 50 cent piece. Think about what your new note and coin will look like. Choose some images to include. Also choose a historical figure to honour.
Create replicas of your note and coin using paper or cardboard. Add a label to say who is honoured on your currency and why. Display them in the classroom or school library.
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All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
tAsk cArd 13 V Critical and creative thinking V Intercultural understanding V ICT
V Literacy V Personal and social competence
Choose three fields that interest you and your partner. For example, you could choose sport, science, exploration, inventions, the arts, medicine, education, politics or something else.
Find information about people who have made a significant contribution to each of these fields in Australia. Identify three people from different cultural backgrounds for each field.
Design a web page on art paper to display all the information you have gathered. Include a name for your web page and labels.
Make a Web Page
tAsk cArd 14
A Thousand Words
Is a picture worth a thousand words? Choose a picture from a history book or website that ‘speaks’ to you. It could be Aboriginal rock art, a CD cover, a photograph, drawing, painting or some other image.
In 100 words, explain what your picture ‘says’. How does it make you feel? What does it make you think about?
PAIRS
INDIVIDUAL
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tAsk cArd 15
Letter Writing
tAsk cArd 16
Lines of Time
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2
V Literacy V Intercultural understanding
V ICT V Numeracy V Literacy V Personal and social competence
PAIRSINDIVIDUAL
Choose a year from the last 200 years. Look at a timeline of Australian history to find out what was happening then.
Now, look at a world history timeline to find out what was happening in countries outside Australia during that period.
Was there any connection between events in Australia and world events? Create a radio broadcast or podcast to report your findings to the class.
SMALLGROUP
Imagine it is the year 1860 and you have recently migrated to Australia as an Afghan cameleer. Write a letter to a relative or friend in Afghanistan telling them about your new life. You could look at www.cultureandrecreation.gov.au/articles/cameleers/ for some background information. Include dates, locations and information to make the letter historically accurate. Put your letter in an envelope and add the address.
Exchange letters with a partner. Take on the role of the relative or friend to write a letter in reply.
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Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3
All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5
All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2
All the tools a smart teacher needs!
All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.
The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.
History
Mini-posters – to introduce new historical skills
Annotated text models – for text structures needed in History
Worksheets – to practise historical skills and develop understandings
Task cards – for extension and to reinforce general capabilities
Assessment checklists
Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication
Key Concepts covered to develop Historical Understanding:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy
Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• Recount
About the Author
Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.
www.macmillan.com.au
AGES10+
DonnaGibbs
History
His
tor y
Skills, knowledge and understanding for historical inquiry
Cover AYNTT History 10+.indd 1 1/11/12 10:53 AM
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