PARCEL FROM MY SISTER, KATEProject-Based Learning Through Film & Visual Literacy

Write your name hereA Film by…Digital Workbook for Stage 5

Completed and submitted on (Date)Watch Parcel from my Sister, Kate

Stage 5 outcomes

HISTORY

HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia

HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia

HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia

HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia

HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process

HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia

HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia

HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry

ENGLISH

EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN5-2A effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

EN5-6C investigates the relationships between and among texts

EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds

EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

1A Film by… Resource

PARCEL FROM MY SISTER, KATE

2A Film by… Resource

Parcel from my Sister, Kate is based a number of historical events and is the *equel to the film Jack and Tom. Jack and Tom tells the story of two friends who grew up together in the southern suburbs of Sydney at the beginning of the 20th Century. They enlist together and go off to fight at Gallipoli. The short film, Jack and Tom, was created for primary students to explain the connection Australians have to ANZAC Day and the concept of ‘mateship’. Jack and Tom’s story is deeply embedded in the Sutherland Shire of Sydney’s southern suburbs and reflects many of the events occurring in the early 1900s and reflects the lifestyle of the area.

*Not a sequel or a prequel but occurs concurrently

Write a Banner here

Heading for MaudArticle about Maud Butler

Parcel from my Sister Kate was created to tell a woman’s version of events. Kate is Tom’s sister and has always been envious of the relationship between her brother and Jack, his childhood friend. The story of Kate was loosely based on the story of Maud Butler, a young woman from the Hunter Valley in NSW.

Research Maud Butler and create a newspaper with an article in the vernacular of newspapers at the time. Insert a picture of Maud Butler in the space designated. The newspaper has been created for you and requires 450-500 word report to replace the Latin place holder words. There is also a space for a ‘Banner Headline’ to grab attention. Look up old newspaper articles to see the vocabulary and style of writing

The book cover, on the left was the inspiration for Jack and Tom1915 tram that took the Diggers to board the ships in Sydney

The ‘Duke” KAHANAMOKU in Cronulla 1914-15

TIMELINE OF AUSTRALIAN EVENTS

19101:2:3:4:

19111:2:3:4:

19121:2:3:4:

19131:2:3:4:

3A Film by… Resource

List 3 major events in Australia’s timeline for each year. Try to identify one event pertaining to women in each year and use the different coloured font for women. related events.

Heading for MaudArticle about Maud Butler

19141:2:3:4:

19151:2:3:4:

19161:2:3:4:

19171:2:3:4:

19181:2:3:4:

19191:2:3:4:

AUSTRALIAN WOMEN’S LIVES CIRCA 1910

4A Film by… Resource

Choose 10 images that portray the lives of women in Australia from 1900 -1920. Choose a variety of subjects from urban and rural images.

W1 MEMORIALS

5A Film by… Resource

The war memorial movement was underway before the First World War had ended. With almost two-fifths of men aged between 18 and 44 enlisting in the Australian Imperial Force, every community was touched by the war. Committees were established to create memorials in recognition of the service and sacrifice of members of the local community who had served their country.

Forms for memorialsCommittees most often erected a cenotaph, obelisk, or statue (especially of an Australian Imperial Force soldier). Other communities chose pillars, cairns, windows, flagpoles, gates, ornamental structures, parks, gardens, or buildings as memorials.

Surrogate gravesIn Australia war memorials held a special significance, as they often represented “surrogate graves” for soldiers whose bodies were buried in overseas war cemeteries or could not be located. Usually erected in prominent civic areas such as town squares, parks, central intersections, or near public schools, these local monuments continue to be a focus for community Anzac Day services.

Honouring their service

6A Film by… Resource

The war memorial movement was underway before the First World War had ended. With almost two-fifths of men aged between 18 and 44 enlisting in the Australian Imperial Force, every community was touched by the war. Committees were established to create memorials in recognition of the service and sacrifice of members of the local community who had served their country.

Forms for memorialsCommittees most often erected a cenotaph, obelisk, or statue (especially of an Australian Imperial Force soldier). Other communities chose pillars, cairns, windows, flagpoles, gates, ornamental structures, parks, gardens, or buildings as memorials.

Surrogate gravesIn Australia war memorials held a special significance, as they often represented “surrogate graves” for soldiers whose bodies were buried in overseas war cemeteries or could not be located. Usually erected in prominent civic areas such as town squares, parks, central intersections, or near public schools, these local monuments continue to be a focus for community Anzac Day services.

Honouring their service

Locate a war memorial near where you live (alternatively, you can research an Australian memorial of a relative) Take a photo of the memorial and identify the form of the memorial. See if you can research when the memorial was erected and who instigated its design and construction.

Identify a name or names on the memorial and research them through the Australian War Memorial. Research their serving Unit the service history and Commanding Officers.

Present your research on the following pages, including links and references where appropriate.

7A Film by… Resource

8A Film by… Resource

9A Film by… Resource

10A Film by… Resource