Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Subject: History
Drawing on two topics:
Topic 1 Investigating History and
Topic 4 Optional Study: The Shaping
of the Modern World
Target group: Stage 4 (Year 7)
Key concepts:
The key concepts students explore are that:

Multiple histories can be written about any single person or
event because history can be recorded from a number of
perspectives – there is not one history.

When studying the past, it is important to notice which groups
were powerful and which groups were disempowered and why.

When analysing information from a website, it is important to
evaluate the expertise and perspective of the author, and to
discover its purpose, audience, context and bias.
Lessons: Multiple histories: The life and
times of Lachlan Macquarie
Estimated duration:
Approximately 10 hours.
Teachers select appropriate
activities. Teacher librarians will
welcome the opportunity to
collaborate.
Why does the learning matter?
The learning matters because:
 It assists students to develop a critical understanding of the past
including the fact that there are different perspectives and
interpretations of the past.

Critical literacy skills assist students to understand and appreciate
social, cultural, and historical contexts, and to participate as
active and informed citizens.

Critical literacy skills are crucial in allowing students to effectively
analyse, evaluate and use information from a variety of sources.
Quality Teaching: Substantive communication; Problematic knowledge
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Targeted outcomes
A student:
4.5 identifies the meaning, purpose and context of historical sources
4.7 identifies different contexts, perspectives and interpretations of the past
4.9 uses historical terms and concepts in appropriate contexts
4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past
Through their study of Governor Lachlan Macquarie, students
learn about:
 the process of historical inquiry
o
o
o
o
o
o
fact and opinion
the usefulness of sources as evidence including a
website
differing perspectives
the historical context of the person, group or event
the significance of the person, group or event
the impact of the person, group or event on the modern
world
Teachers can use relevant activities from the Multiple
histories Smart notebook and not attempt every task.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Through their study of Governor Lachlan
Macquarie,students learn to:

ask historical questions
o
o
o
o
o
o
distinguish between fact and opinion
draw some conclusions about the usefulness of
sources including a website
examine differing historical perspectives and
interpretations
identify significant people of the past
explain why the person, group or event was significant
within the context of the period studied
explain the impact of the person, group or event in
shaping the modern world.
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Content Overview







Lachlan Macquarie’s achievements and legacy as Governor of NSW – from the perspective of his admirers. These include having a vision for
a free settler colony, rehabilitation of emancipists, extensive building programs, opening up of pastoral land, use of the holey dollar etc
Lachlan Macquarie’s account of crossing the Blue Mountains
When Macquarie appointed emancipist lawyers as magistrates – the consequences of this action, Macquarie as a controversial figure in the
colony
Lachlan Macquarie’s encounters with Aboriginal people
Dispossession; Aboriginal resistance and resilience
Convicts and women: some stories from Macquarie’s period
Objects from Macquarie’s time as governor.
Skills Overview
Students will be investigating history and learning historical skills. They will:






identify the content, origin, purpose and context of historical sources, including ICT sources
draw conclusions about the usefulness of sources
distinguish between fact and opinion
identify perspectives and interpretations of the past
recognise that historians may interpret events differently
interpret history within the context of the actions, values, attitudes and motives of people from the past.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Explain to students that these lessons will look at
the life and times of Lachlan Macquarie from a
number of perspectives.
2. Explain that the class will complete some but not
all tasks.
3. Explain that selected tasks will be introduced,
discussed and modelled for the whole class [with
an IWB or data projector]. Students will then work
individually, in pairs or in groups to complete the
task.
Evidence of learning and
ongoing feedback for
students throughout unit of
work
Smart notebook page
 Class discussion about what
they already know about
Lachlan Macquarie.
 Class discussion and mind
map about places in NSW
with Macquarie in the name.
For each notebook page: Explain that students will
need to


Move the images or boxes to see the writing
underneath.
Read each task and click on the text access any
linked sites.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Ask students to identify the various groups living in
the NSW colony in Macquarie’s time (soldiers,
convicts, women, Aboriginal people, servants, free
settlers, emancipists).
2. Explicitly teach students the fact that each group
would had a different view of Macquarie and there
would have been varying opinions within each
group.
3. Create graphic overview posters for the wall,
containing the groups. As students learn about
different perspectives on Macquarie, they will add
information to the posters.
Evidence of learning and
ongoing feedback for
students
Many histories
 Students create graphic
overview posters – they
add information to these
throughout the unit.
 Students record definitions
and practical, contemporary
examples of multiple
histories and the need for
critical literacy.
4. Explain and discuss the concepts of multiple
histories and critical literacy, using contemporary
or historical examples that students may connect
with - for example was Ned Kelly a hero or a
villain?
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Timeline task: Students learn about and timeline
the life and achievements of Macquarie.
2. Persuasive wordle: Students read Nathan Rees’
praise of Macquarie in M2009-08 Governor
Lachlan Macquarie and Mrs Elizabeth Macquarie
Bicentenary Celebrations in 2010. In pairs, they
record the persuasive language used to describe
his achievements, and create a word cloud.
Evidence of learning and
ongoing feedback
 Students summarise
then create their own
Macquarie timelines at
www.timetoast.com
3. Perspective: Macquarie the visionary – man
ahead of his time.
 Students create a
wordle in praise of
Macquarie, using
Nathan Rees’s
persuasive language
key words, at
www.wordle.net
4. A colonial city: Macquarie organised major
building programs. Teach students how to analyse
the Panorama painting primary source.
 Students analyse and
describe a primary
source.
5. Preview LEMA: Teach students how to evaluate a
website for expertise, purpose and bias. Teach
students how to preview the sections of a website
BEFORE selecting information.
 Students evaluate a
website and learn how
to navigate it.
Optional extra: Student speech:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
My vision for the country’s future
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
Evidence of learning and
activities:
ongoing feedback
1. Review with students how to evaluate websites.
The teacher librarian would welcome the
 Students contribute to a
opportunity to work with you in teaching
discussion, showing
information/research skills. These may include
how to evaluate the
evaluating information, comparing and contrasting
website.
ideas, selecting main ideas OR teaching skills
such as individualised note making, summarising
 Students make notes
or synthesising skills when transforming
using the key word
information from a variety of sources into deep
method.
knowledge and understanding.
2. Preview the LEMA Sites2See before students
 Students report back
explore it.
after exploring the
3. Key word note making: Teach students how to
LEMA Sites2See.
make notes, using part of the LEMA Sites2See
resource. Use the key word note making method.
Instruct students to have a go at writing their own
key words down for a few sentences. Students
share with the class which key words they selected
4. Allocate different sections of the LEMA Sites2See
for student groups to report back orally about,
explaining what they have learned. They will
record key words to assist with their report back.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1.
2.
3.
4.
5.
Evidence of learning and
ongoing feedback
 Students plot
Macquarie’s journal: Read and discuss the
Macquarie’s journey on
accounts from Macquarie’s journal of his crossing
a map (Or create a
of the Blue Mountains. Plot the journey on a map.
visual diagram of his
Students record the places Macquarie named
journey).
enroute.
 Students identify and
Discuss the idea that history is often written from
record the names given
the conqueror’s perspective. Explain that critical
to places by Macquarie.
Title: Victors have
literacy allows us to see what other, less powerful
groups may have experienced. Who was ignored
naming rights
or disempowered by Macquarie in this account?
 Students discuss whose
Discuss what the journey may have been like for
history?
the servants accompanying Macquarie. Research
 Students empathise
with what the servants’
on the life of convict servants may be undertaken.
may have experienced.
Macquarie’s sword: Describe this primary source.
Optional: Hypothesise about Lachlan Macquarie’s
 Students describe the
sword – source
tastes, interests and family background, using the
analysis.
sword as a starting point.
 Students hypothesise
about Macquarie’s
tastes, interests etc.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Optional extra: Student speech
Symbolic object:
The object that I would commission to be made, to
symbolise my interests and/or family background...
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
Evidence of learning and
activities:
ongoing feedback
1. A convict’s life: In groups, students explore
 Students research and
conditions and report back to contribute to a class
report back on convict
mindmap poster about the lives of the convicts.
conditions, for a class
2. Discovering democracy: the law rules - Walk
mind map.
through this learning object with the students.
 Students make notes
Explain about the legal status of convicts in
after looking the
colonial times. Explain the gains that emancipists
learning object slide
made in Macquarie’s time as governor.
show.
3. Discuss the legal controversy that ultimately led to
 Students hold a debate
the Bigge report and to Macquarie’s resignation.
about, or discuss a
Multiple histories describe every era or famous
controversial topic of
person – it would be simplistic to simply recount
their own choice (to
Macquarie’s achievements. He was a controversial
consolidate their
figure. Discuss some of the criticisms levelled at
understanding of
Macquarie.
multiple viewpoints and
4. Francis Greenway: Discuss the different views
multiple histories).
that Greenway held about Macquarie.
 Students write a
complaint letter from
NB The Resources list has a background briefing website
Greenway’s point of
on Francis Greenway which shows he was extraordinarily
view, claiming extra
extravagant and his bills were a huge part of Macquarie’s
pay.
downfall.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities
1. 1816/Dispossession and resistance: As a
whole class, select key events from the timelines
provided, to summarise the encounters that
Macquarie had with Aboriginal people. Evaluate
the impact Macquarie had on Aboriginal people.
There were, and are, varying views.
2. The Native Institution: Students consider and
discuss the implications of this initiative of
Macquarie’s.
3. Windradyne: Watch the First Australians video
extract about Windradyne. Discuss the saying
‘One person’s terrorist is another person’s freedom
fighter’.
4. Maria Lock: Read and discuss information about
Maria Lock. Why is she significant?
5. What’s in a name?: Students discuss and record
the changed meanings of “squatter” over time.
Explain the crucial importance of power, money,
violence and territory in understanding history and
emphasises the importance of critical literacy.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Evidence of learning and
ongoing feedback
 Students contribute to
class discussions and
record notes about the
impact of Macquarie on
Aboriginal people.
(Activities 1&2)
 Students explain the
saying ‘One person’s
terrorist is another
person’s freedom
fighter’.
 Students create a
timeline of important
events in Maria Lock’s
life. www.timetoast.com
 Students identify and
record the various
meanings of “squatter”.
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Servants: Discuss with students how many
servants wealthy people typically had in colonial
times. (Include information about the more rugged,
informal lifestyle for wealthy people in Australia,
compared with England.) As an extension,
students may research the daily lives and tasks of
colonial servants.
2. Aristocratic women + Mary Rouse + Molly
Morgan: Teach about the life of women in the
colony, including the high mortality rates of infants
and lack of full access to an intellectual and
professional life and to legal rights. Students
complete some research about one of the women
identified above. Georgiana McCrae is the
aristocratic woman whose life is described.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Evidence of learning and
ongoing feedback
 Students discuss the
likely roles of the
servants present on
Macquarie’s seat trip in
July 1818, based on
research about the daily
lives of colonial
servants.
 Students create
headlines about the
main events in the
woman’s life they
investigated.
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Spin the holey dollar: Teach students that the
holey dollar and the dump were ingenious
solutions proposed and used by Macquarie for a
currency shortage. Students use their own
ingenuity in suggesting unusual uses for objects.
2. Open the collector’s chest: Discuss the fact that
there was a scientific fascination with collecting
dead animals – to show different species to friends
back in England. This may seem to be a wanton
waste of life to our eyes. Critical literacy involves a
capacity for us to identify certain events or
behaviours as controversial. It means not always
accepting an historical account as “normal” and
“neutral” – students need to look for the
motivations underlying the event and to consider
the prevailing points of view of the times and the
author’s POV. (Time traveller task)
3. The panorama: Students analyse and describe
this source.
4. Macquarie’s gothic revival armchair: Students
analyse and describe this source.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Evidence of learning and
ongoing feedback
 Students suggest
ingenious uses of
objects currently
used for other
purposes [recycling
as a heroic action].
 Students draw up a
list of what a time
traveller from the
colonial past would
be likely to find
extremely disturbing
in our current lifestyle
in Australia.
 Students analyse
sources (3&4).
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Suggested teaching, learning and assessment
activities:
1. Review the concept of multiple histories with
students. Students discuss multiple histories in the
context of a hot topic which interests them. Explain
that the views and events of today will be
tomorrow’s history. History is made daily...
2. Students discuss the findings they have recorded
on their graphic overview wall posters, about the
perspectives of different groups during
Macquarie’s time as governor.
3. Students synthesise their understandings by
writing about varying perspectives on Lachlan
Macquarie, and concluding with their own
judgement of his time as Governor.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Evidence of learning and
ongoing feedback
 Students record current
news headlines that will
be history in the future
 Students now finalise
their notations on the
graphic overview wall
posters, (on different
perspectives) and then
discuss these multiple
histories they have
identified
 Students write a 4
paragraph piece,
summarising varying
perspectives on
Macquarie and
concluding with their
own opinion
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Optional task: Student speech or Student debate
Lachlan Macquarie: Hero or villain?
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Resources
Convict life
http://www.sl.nsw.gov.au/discover_collections/history_nation/justice/convict/convict.html
Discovering democracy: The law rules
Within the DET portal, access through TaLe at http://www.tale.edu.au or through Firefox at http://tiny.cc/bjMaA
First Australians series podcasts
http://www.sbs.com.au/podcasts/documentary/first-australians/
Francis Greenway
http://www.sl.nsw.gov.au/discover_collections/history_nation/macquarie/greenway/index.html
Governor Macquarie’s gothic revival armchair, c. 1821
Within the DET portal, access through TaLe at http://www.tale.edu.au or through Firefox at http://tiny.cc/kcJme
Greenway, Francis (1777-1837) Background reading for teachers
http://adbonline.anu.edu.au/biogs/A010434b.htm
Impact on Aboriginal peoples
http://www.ltscotland.org.uk/scotsandaustralia/impact/index.asp
Incidents between the Aboriginal people in NSW and the British colonisers 1810-1822
http://k6.boardofstudies.nsw.edu.au/go/hsie/background-sheets/british-colonisers-1810-1822
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Lachlan and Elizabeth Macquarie Archive - www.lib.mq.edu.au/digital/lema/
Lachlan and Elizabeth Macquarie Archive Sites2See – Sign into DET Portal, access at URL below or through Firefox at http://tiny.cc/WrgBr
https://portalsrvs.det.nsw.edu.au/f5-w-687474703a2f2f6c72722e646c722e6465742e6e73772e6564752e6175$$/LRRView/9280/9280_00.htm
Lachlan Macquarie’s sword and scabbard, 1808
http://www.nma.gov.au/collections-search/display?app=tlf&irn=52566
Lock, Maria (c.1805-1878)
http://adbonline.anu.edu.au/biogs/AS10292b.htm
M2009-8 Governor Lachlan Macquarie and Mrs Elizabeth Macquarie Bicentenary Celebrations in 2010 – NSW Premier’s Memorandum
http://www.dpc.nsw.gov.au/publications/memos_and_circulars/ministerial_memoranda/2009/m2009-08
Macquarie era: Australia’s first unique coins: Holey dollar and the dump
http://www.sl.nsw.gov.au/discover_collections/history_nation/macquarie/coins/index.html
Macquarie Era: A colonial city
http://www.sl.nsw.gov.au/discover_collections/history_nation/macquarie/governor/city.html
Macquarie’s journeys – Two particular journeys have been used in this learning sequence
http://www.library.mq.edu.au/all/journeys/1815/
http://www.library.mq.edu.au/all/journeys/1818/1818a/july27.html
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.
Multiple histories: the life and times of Lachlan Macquarie – Teaching ideas
Major General Lachlan Macquarie 1: Jan, 1810 to 1 Dec, 1821 – Background briefing
http://www.curriculumsupport.education.nsw.gov.au/nswconstitution/html/3rd/bgr/gov/macquarie.html
Mary Rouse
http://www.library.mq.edu.au/all/journeys/people/profiles/rouse.html
Morgan, Molly (1762-1835)
http://adbonline.anu.edu.au/biogs/A020223b.htm
Panorama of Sydney Harbour with Government House and Fort Macquarie from Mrs Macquarie's Chair, c1845
Within the DET portal, access this through www.tale.edu.au or through Firefox at http://tiny.cc/E4bxu
Squatting (pastoral)
http://en.wikipedia.org/wiki/Squatting_(pastoral)
Tracing the history of citizenship and rights for Indigenous people
http://k6.boardofstudies.nsw.edu.au/go/hsie/background-sheets/tracing
Windradyne – First Australians video extract – 5 minutes 42 seconds
http://www.youtube.com/watch?v=wm57Un8bsW0
Women in colonial times
http://www.cultureandrecreation.gov.au/articles/colonialwomen/
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
© 2010 School Libraries and Information Literacy Unit and HSIE Unit. Curriculum K–12 Directorate. NSW Department of Education and Training.