History+Resources

[|Migration of displaced persons to Australia]
This SoSE resource contains a collction of 20 historical resources that focus on over 170,000 European refugees who came to Australia between 1947 and 1953. The collection includes video, audio, photographs, artefacts and documents. It is exceptionally useful, as it is organised into 4 distinguished categories, which are: 1. The displaced persons' program 2. Concentration camp survivors 3. What people brought with them; arriving in Ausralia 4. New lives in Australia
 * Grade level**: Yr 4,5,6

> > To learn about this history of immigration to Australia is essential when developing students understanding about Australia and Australians. We undoubtedly live in a multicultural society today; and it is of importance and value that students are aware not all migrating experiences have been pleasant for people coming to Australia. There are some raw emotions and issues involved with migration, historically. Emma Thomsons article [|'The importance of telling stories in History'], as well as my own article [|'Narrative teaching: An organic methodology'], in the SoSE Moodle History forum, both recognise the importance of immrsing children in historical events. Telling stories through vast media resurces, as well as through drama, roll play etc, allow students to gain deeper understanding and knowledge of historical events, and develop empathy strategies within themselves aswell. > > > > > > > **Story telling -** Madeleine Bulbeck (3016574) > > Taylor, T. (2005). I//s Cinderella history?// Early years education and learning about the past. Professional Digest, 4. Retrieved July 10, 2007, from The National Centre for History Education Web site. (Accessed through E-Reserve). > > Curtis, R. (2000). //The Importance of telling Stories in History// (An extract from the Journal of the History Teachers' Association of Australia). P. 54-55. The Australian History Teacher. 27. (Accessed through E-Reserve). > > Both articles discuss the benefits of using stories in the classroom. Whilst Curtis (2000) focuses on the relevance that story telling should hold, Taylor (2005) discusses the need for history to be brought into the Early Childhood curriculum. Although discussing related topics, there are a number of distinctions between the articles. > > Taylor (2005) has written a summary on Hilary Cooper's (2004) plight to bring history into the early years curriculum. Taylor mentions that students even from very young are learning about temporal concepts. She discusses a number of story types and activities that students are exposed to in early childhood (e.g. fairy stories, family stories, pretend play). Throughout the article, Taylor offers examples of stories that have historical elements suitable for young children. > > Curtis (2000) discusses the changes that have come about in the last decades in relation to the relevance that story telling holds in history. Although not specifically mentioned, Taylor appears to be basing this article on primary or secondary school students, as oppose to early childhood. The relevance of being able to be critical, yet constructive when it comes to stories, is also discussed. > > The articles share the following similarities: > - Support for the use of stories in the classroom (particularly in relation to history). > - Examples of stories or literacy that could be used in the classroom. > - The responsibility that educators or teachers hold in relation to history and story telling. > - Story telling creating opportunity for students to grasp certain concepts and skills (ability to compile, critical analysis, different representations and different narratives). > > These articles in conjunction with each other provide many good reasons why story telling is an important aspect of history. In addition they flow on well from each other, as Taylor (2005) focuses on story telling for younger children, whilst Curtis (2000) bases his article on older students. > > > History in the Primary Classroom (Catterall, 2007) > & > Photographs as primary documents in the social studies classroom (Kieff, 2007) > > The main points from Catterall and Kieff’s articles- > > l Through using primary and secondary sources can greatly impact students’ history learning. > l Students must understand the importance of authenticity and relevance when using these resources. > l Empathy should be developed in order to understand events from the point of view of the participants- and to give students an understanding of motives and reasoning behind past actions. > l Historical language needs to be developed because language itself has history. > l Using pictures to draw students into the historical time is very effective because it gives an insight into the history of a person, time or place. > > In these two articles, both the authors suggest that using primary sources such as photos to teach history to primary students can create positive and engaging lesson where all students learn something significant from of the time they are looking at. In Kieff’s article, she explains how using photographs can also bring meaningful learning and teaching in the classrooms of pre-service teachers. > > Teaching resource- Teaching and learning about Anzac Day > [] > > This site has photos and other resources that can engage students which will be great to use in the classroom. This site has many documents as well as stories that can be told by looking at photos from olden days. Through using primary sources such as photos from the times can engage and interest students deeper into learning about history. > > > By Youn-Ju You (u3017630) > > > __== > ==__
 * Eduational Value:**
 * Provides a selection of quality-assured resources about the migration of displaced persons to Australia between 1947 and 1953 to support history teaching and learning across various years of schooling, particularly years 4 and 10.
 * - Supplies primary and secondary source material useful for a case study of individual displaced people and their stories.
 * - Presents the resources in three ways - on a carousel, a 'View all' page and organised into expandable categories on individual resource pages.
 * Provides links to each of the resources included in the collection.
 * This resource can be accessed at by clicking the hyperlinked heading of this document.
 * Reference: [|The Le@rning Federation]

HYPERHISTORY ONLINE
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==[|Gold rushes in NSW]Websites:==

**Online Resource ** Suitable age range: **K-10 Full resource recommendations Lucy Munro
 * [|Australia you’re standing in it] ****
 * Curriculum links: **ELA 21: The student understands about Australia and Australians
 * Description: **Australia you’re standing in it is a website on the history of Australia. It provides information and links to resources, downloadable playkit, teacher manual and other support material.

[] The website contains three levels - the story, the link pages and the classroom activities. This website could be used on a smart board, or students could navigate it on their own or in small groups. The narrative is quite lengthy. It provides information, maps, photographs and a collection of photographed artefacts to illustrate what the area of Bathurst was like in the very early 1900’s. It explores a number of themes with activities designed to compliment these. If you were to use this in the classroom you would probably use it over a number of lessons. It contains in the ‘teachers notes’ section the background and information on how to use the website. A lot of the content is printable also. This could be a fun and interesting way to explore a part of Australian history. [] //**The Biggest Family Photo Album in Australia**//**//-// Compiled by****Museum Victoria****Suitable Age Range:** Full resource recommendation (for week 3 interest group) [] [] Melissa Dixon (3025265) The two articles shared the common idea of using resources that appeal to a variety of different learning styles. The resource I found that appeals to visual, auditory and kinaesthetic learners is the educational program given at the ‘Museum of Australian Democracy’ at Old Parliament House. This includes a number of different programs centred around different aspects of Australian history including democracy, conscription and the Frankin river debate. Each program is aimed at different year groups meaning that there is something available for Kindergarten through to year 12 and teachers can also get access to learning packages that can be used in the classroom to extend on what the students have learnt at the museum. Each program has a variety of hands on, written and verbal activities which allows for all of the learning styles to be catered for. To view all of the programs available visit the Museum of Australian Democracys website: [] - Sally Gore-Johnson ABRIDGED VERSION **National Museum of Australia: A Collection of Resources Within a Resource.**  The National Museum of Australia at Acton Peninsula holds a wealth of informative displays about Australia’s history, geography, culture and technological advances. Additional Resources: Elise Cummins and Natalie Edwards **National Curriculum ACARA** - [] review the draft for the history curriculum K-12. Emma Maugeri (318228) [] Resource Recommendation: [|The Second Step Educational Kit] Age **** Range ** : Year 5/6 and beyond The Second Step educational kit is an educational resource aimed to provide a stimulus for teachers to help teach aspects of the Stolen Generation. It is also designed to provide teachers with vast knowledge and understanding of a difficult subject so they can best teach it to their students. The resource was designed to be used with students from yr 5 through to upper high school. It is an Australian resource based in Victoria and was written to be used within Victorian schools however much if not all the information can be used by all Australian teachers when teaching history especially Aboriginal history. The subject has been divided into six topics: The Apology – the prime ministers apology to the Stolen Generations The History – overview of the history of Aboriginal removal What Was Lost – explores Aboriginal life and culture pre-invasion/colonisation Victorian Stories – students hear personal removal stories and it is hoped that the students will gain empathy Lasting effects – the affects of the removal policies on people, their families and the community The International Context – examining similarities and differences between indigenous histories to those worldwide. Each of these topics works together to provide and overview of Aboriginal history over time (including pre-colonisation)It also aims to educate about issues and current debates involving the Stolen Generations and Aboriginal history as a whole. It topic contains discussion themes, suggested activities and recommended outcomes for the students however these can be simply used as a springboard for the teacher. The educational kit also includes additional information for teachers including a glossary, correct use of language suggestions and tips for teaching Aboriginal history. This resource is an example of how to teach Australian Aboriginal history in schools and how this approach has changed in recent years. This resource supports the opinions voiced in my précis based on the work of Bourke et al. It urges teachers to think about the way history is taught and change it. In the past, they argue that Australian Aboriginal history has been taught from an Anglo-Saxon point of view however, there needs to be a change so that all points of view much be taken into consideration. This involves teaching history from pre-invasion/ coloisation which is what this resource is doing. The national curriculum, written about in Brielle Riley’s précis based on the work of McKeich, also seeks to do this with more focus being put on pre-coloisation history than in the past. It also seeks to teach students the importance of Aboriginal and Torres Strait history and the influences they have on our present day. This resource uses expert knowledge from people who lived through the Stolen Generations. It is written from an Aboriginal perspective and aims to give teachers more confidence when teaching Aboriginal history. Resources Bourke, C., Bourke, E., Edwards, B. & Edwards, E.H. (1994). Aboriginal Australia: an introductory reader in Aboriginal Studies – Chapter 2: New Images of Aboriginal [|History]. Pp 16-37 McKeich, A. (2009). National [|History] Curriculum and the Stolen Generations: Where do Indigenous and Stolen Generations histories fit in the national curriculum? //Agora,// 51 – 54. Retrieved June 23, 2010, from EBSCOhost database.
 * Ida’s Quest**
 * Curriculum Links:**
 * Description:**//The Biggest Family Photo Album in Australia//
 * Canberra District Historical Society**
 * Canberra City Life**
 * Museum of Australian Democracy Education Programs**
 * An A-Z list of classroom resources available at www.nma.gov.au/education.
 * Educational games can be found at [|www.nma.gov.au/play].
 * History** is a disciplined inquiry into the past that develops students' curiosity and imagination. It develops understanding of cultural, social and political events, processes and issues that have shaped humanity from earliest times. It enriches our appreciation of how the world and its people have changed, and the significant continuities that exist into the present. In this way, the study of history enables students to contribute more effectively to creating the future [].
 * The Australian War Memorial website**[|http://www.awm.gov.au]
 * My Ancestry website**[]
 * Discipline:** History **
 * Link to Curriculum**: Every Chance to Learn ELA 21: The student understands about Australia and Australians

**Making A Time line**
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First Australians (Series on SBS)
[] The McKeich article discusses the opportunity to include a stronger focus on Indigenous Australian’s while the National Curriculum is being reviewed. This curriculum will see the indigenous Australian’s history being taught from year three, through to year ten. One of the main points from this article is to teach the concept as a whole. That is, start from the beginning before settlement occurred so the learners will fully appreciate the effects of white settlement. The other main point is for the teaching to be emotive and tell the stories in a personal way, as this will be more rewarding and memorable for the students. The Bourke et al book emphasises the need for indigenous history to be taught from the correct perspectives. An example of this includes how the bicentenary in 1988 was celebrated by white Australians, however the indigenous people saw this as their day of mourning (p. 14) as it was then their inequitable treatment began. This is important as varying perspectives learned breaks down the stereotypes that can be common in this area of the curriculum. The book also focuses on how students must learn about what happened in their past, so that they can understand their future. The First Australians series is available on the SBS website and provides a very emotive view of Australia’s history. The producer, Rachel Perkins brings a personal element to the series as it was her father who played a key role in the Freedom Ride in 1965, ultimately leading to the referendum in 1967 resulting in indigenous Australians being included in the census. Many aboriginals tell their personal stories, outlining the many challenges and few triumphs they encountered. This personal element relates directly to McKeich’s approach of telling the stories to students in an emotional way. It receives rave reviews and feedback and is used in universities to educate Preservice teachers in regards to indigenous education. It is important to note here, this series should be used for 5/6 students and into high-school. McKeich, A. (2009). National History Curriculum and the Stolen Generations: Where do Indigenous and Stolen Generations histories fit in the national curriculum? //Agora,// 51 – 54. Retrieved June 23, 2010, from EBSCOhost database. Bourke, C., Bourke, E., Edwards, B. & Edwards, E.H. (1994). Aboriginal Australia: an introductory reader in Aboriginal Studies – Chapter 2: New Images of Aboriginal [|History]. Pp 16-37. Can be found on Google Books.
 * References: **

full recommendation
 * Books:**
 * Horrible Histories by Terry Deary, illustrated by Martin Brown**

A Night At the Museum - Along with the supporting resource of The website Awesome Stories
Alyssa Whalan - 3031763 According to the articles of M. Catterall, //History in the primary classroom// (2007) and R. Curtis, //The importance of telling stories in history// (2000), there is a strong need to engage students in history education that is interesting and self directed, rather then just the typical rote learning styles of dates and events. Following the suggestions of these two articles I was lead to an engaging resource that combines visual literacies – through watching a movie, but then also extending on the truth of the stories told within. //A Night at the Museum////Awesome Stories,// provide a virtual trip to reliable places where primary sources are maintained”. The front page of each topic provides details on each character, but it are these links which lead to deeper knowledge and understanding. These links have been previously researched and verified for accuracy to provide children with the highest quality information There are many other based on true event films on this website that are suitable for a ranging age of students such as The Aviator, Charlottes Web and Slumdog Millionaire. It is not only films included within this site but also biographies, history and sport. [|http://www.awesomestories.com] Catterall, M. (2007). History in the primary classroom. Agora, 42, 1, pp. 35-37. Retrieved July 21, 2009 from Informit database. Curtis, R. (2000). The importance of telling stories in history. (Extract from The Journal of the History Teachers' Association of Australia) pp. 54-55. The Australian History Teacher. 27.

[|Gold Rush Lvl 2] [|Luke Vearing's][|Pathway to gold] [|The learning federation] >> [|Gold Rush Lvl 2] >> >> Kirby Watts.
 * story**
 * Values**
 * Concepts**

>> >> **The Learning Federation - Gold Rushes in New South Wales**

[|Kirby Watts'] [|Learning federation] [|Gold rushes in The New South Wales] >> >> To access the resources follow the link below; >> [|Gold rushes in New South Wales] >> >> >> >> Ellie Duckett - U3024907 >>> >>>
 * - Provides a selection of quality-assured resources to support history teaching and learning across various years of schooling, particularly years 4 and 9.
 * - Supplies primary source material useful for a case study of Australia's first goldfield.
 * - Presents the resources in four ways - on a carousel, on a 'View all' page, and organised into categories on individual resource pages and on a 'Print view' page.
 * - Provides links to each of the resources included in the collection.

=<span style="display: block; font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; text-align: center;">SoSE Online Teaching Resource - //An Inquiry based Self-discovery website// (Jillian Hosking) = = =

//Brain Hoepper, National Centre for//__[|//History//]__//Education, August 2008, Accessed//__[|//E-Reserve//]__//June 2010__// 2)Catterall, M. (2007). //History in the primary classroom//. Agora, 42, 1, pp. 35-37. Available from: [|e-reserve] Identified skills that students develop in studying History are historical knowledge & understanding, thinking, interpreting, analysing, presenting and performance skills. Essentially these skills relate directly to 'inquiry' learning which is the teaching method that faciliates the opportunity for student's engagement in learning by promoting student-centred self-exploration. These skills and the method of inquiry mentioned are necessity for students to understand the key concepts and continue to achieve success in their learning. [|National Geographic for Kids] Catterall, M. (2007). //History in the primary classroom//. Agora, 42, 1, pp. 35-37.

**Department of Veterans Affairs (2006). //Australians on the Western Front: Investigating the experiences of Australians on the Western Front 1916-18.// Canberra, Australia: Commonwealth of Australia.** //Australians on the Western Front////Saluting Their Service//

Ask anybody who the Australian explorers were and most people will be able to mention some of these expedition leaders. That’s unfair, because explorers always took others with them, hundreds of followers who are forgotten today, even if their names were sometimes attached to a hill, bay or headland. Who’s heard of John Murphy, Euranabie, John Harris, Rose de Freycinet or Tommy Winditj? <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">(p.2) **Taylor & Young. (2003) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">//Making History; a guide for the teaching and learning of history in Australian Schools.// Retrieved July 10, 2010 from the National Centre for History Education Web site. Written by Cherie Dryburgh.** As described in my first précis posting, Dr Walta made suggestions of successful ways in which to teach history to primary students. I then furthered my understanding of history within the SOSE curriculum by reading the article //The place of history in the school curriculum// (Taylor & Young, 2003) and précis posted by Dannielle Fisher. The reading by Taylor and Young discussed the subject of history and how it ‘fits’ within the SOSE curriculum; there was a brief history on the subject of history as well as a discussion on the concern by historians of falling levels of interest by students in the subject with greater importance placed on numeracy and literacy. Walta outlined the importance of teaching history from early childhood as it teaches students life-long learning skills and promotes higher order thinking. The concern for history by historians within the document by Taylor and Young is that history is typically seen as a high school subject, taught by specialised teachers and that for the promotion and quality teaching of history in primary schools through the subject of SOSE requires teachers who have a deep knowledge of what should be taught as well as enthusiasm. Walta discusses that primary can become more knowledgeable of the subject of history with teacher support and professional development. With a greater emphasis placed on numeracy and literacy, history and SOSE need to be integrated across primary school disciplines. The subject of history is of great value for students to make connections with their past and as well as informing their futures and future decision making (Taylor & Young, 2003). The quality teaching examples described by Dr Walta aim to achieve the important skills (Walta, 2002) outlined by Taylor and Young, such as; creativity, oral communication, problem solving, research, reason, imagination and promotes the life-long learning of student’s personal history, Australian Identity and Indigenous perspectives (Taylor & Young, 2003). As previously mentioned the reading taken from Taylor and Young’s comes from a Government document called //Making History; a guide for the teaching and learning of history in Australian Schools.// This 186 page document was developed as part of the Commonwealth’s history project and is used to strengthen and support the study of history in Australian Schools. There are eight chapters and are titled as follows; · Engaging the past · The nature of historical learning · Historical literacy · Constructing Learning and practice · History and civics education · History education and ICT · The teacher of history at work · The place of history in the school curriculum (read to inform this précis posting). Each chapter provides an introduction, definitions, background research on teaching and learning eg. Piaget as well as suggestions for classroom practice. I have attached the link below [] I also found a website through the Google search engine with a Teacher plan for a unit of work over a 10 week period. The unit of work is titled ‘Through their eyes’ works as an integrated SOSE unit of both History (with focus in Indigenous perspectives) and Civics and Citizenship. There are links to student work sheets as well as student work samples that were completed at Aranda Primary School. I thought that this would be a great resource to share with you all, as it is a working example of a successful unit of work from a Canberra primary school. I have attached the link below. []
 * Macinnis, P. (2009) Australian Backyard Explorer. Canberra, Australia: National Library of Australia. **