QHTA State Conference
Saturday 27 June 2015
Brisbane Girls Grammar School
Everything Old is New Again?
What is the role/impact of change and continuity in History classrooms in 2015?
To register go to www.qhta.com.au
Costs:
Members Registration up to 120km away from Brisbane
Member Registration over 120km from Brisbane
Non-member Registration
Primary School Teacher Registration
Student or Unwaged
Invited Presenters
$165.00
$132.00
$242.00
$110.00
$ 55.00
No charge
1
8am-8:30am
8:30-8:45am
8:45-9:55am
10am-11am
1a
Kathleen
Gordon
Get into
primary
History and
get your
students’ best
writing yet
11am11:30am
11:30AM12:25PM
2a
Jodie
Maymuru and
Gadj Maymuru
Australia's
trade with
Asia - an
Aboriginal
1b
Sally Lawrence
The Boys from
Barambah ANZAC 100
Cherbourg's
Black Diggers
2b
Ian Gray
Using
contentious
sources and
challenging
historical grand
narratives in the
QHTA Conference Program - 27th June 2015
Brisbane Girls Grammar School
REGISTRATON
(Tea and coffee)
GENERAL MATTERS
Introduction and Welcome
Welcome to Country - Uncle Joe Kirk
KEYNOTE ADDRESS
Associate Professor Martin Crotty
Politics, Pedagogy and ANZAC
1c
1d
1e
1f
Assoc Prof
Emeritus
Ryan Slavin
Michelle Brown
Andrew Bonnell
Professor
The Globalising
Using
Robert (Bob)
World: The
“Ordinary
Collaborative
Milns AM
History of the
Germans” and the
Technology to
Environment.
Nazi Persecution
Teach Pop
Change and
My personal
of the Jews:
Culture – a 'No
Continuity as
mission to make
Debates and
fail' Approach
seen by the
this unit make
Evidence
for Yr 10
Greeks and the
sense to me as
Romans
a History
teacher
MORNING TEA
2c
Lyn Sherington
Making
judgments about
student
achievement in
senior Ancient
and Modern
2d
Jo-Anne
Cameron
Herodotus,
Noah and
Richard III
(among
others!)
2
2e
Zoey Fellows
and Kristen
Young
Primary Target
– Acquire and
Engage
2f
Darlene Hill
Blooms,
Multiple
Intelligences
and ICT in the
History
classroom
1g
Sue Burvill-Shaw
Enhancing student
ability to select and
use sources in the
History Classroom
Years 7 to 12
2g
Joshua Duff
Higher order thinking
in the History
classroom
1h
Adrian Skerritt
Are we dumb,
drunk and
racist? The
history of
Australia’s
nervous
embrace of Asia
2h
McCaughey
Professor Clive
Moore
Australian South
Sea Islanders’
Narratives of
Belonging
Perspective
(Of use with
students in
Years 6-9)
12:301:15pm
1:15-2:10pm
3a
Karen Madden
4a
Paul Reitano
and Naomi
Barnes
The Eureka
Stockade and
Australian
Democracy
3:14-4pm
History
Welcome YOU
to Ancient
History
Lunch
Assessing
History in the
primary years
2:15-3:15pm
middle years
3b
Nick Howard and
Louise Morton
Where there’s a
skill there’s a way:
Year 7s Making
History at
The Gap SHS
4b
Zoey Fellows
How do we know
about the ancient
past?
3c
Dr Brian
Hoepper
‘Nudging the
apple cart’
3d
Michael Spurr
Introducing
Nelson
MODERN
HISTORY
Commercial
4c
Cancelled
3e
Antonios Apergis
and
Yael
Leibovitch
iLearning, iPads
and iTunes in the
History
classroom
4e
Peter Crooke
4d
RD Milns
Antiquities
Effectively using
Museum
the NEW
Hands on
ClickView in the
History –
History
Learning about
classroom
the ancient past
at UQ’s
RD Milns
Antiquities
Museum
Wine and Cheese
Facilitated by QHTA EXECUTIVE MEMBERS
3
3f
Michael Cocks
3g
Kay Bishop
3h
Dr Tom Stevenson
Mastering
source
criticism (and
enjoying it as
well)
Dicing with Death
-using the Black
Death to
investigate
contestability in
History
Change or
continuity? Fall or
transformation?
What happened
to the Roman
Republic?
4f
Emma
Diamond
(National
Archives of
Australia)
4g
Matthew
Cunnane
4h
Assoc Prof
Andrew Bonnell
History teaching in
Steiner schools – a
whole curriculum
perspective
What does it
mean to think
historically in the
21st Century?
Finding
Connections –
World War I
Associate Professor Martin Crotty’s Keynote:
Politics, Pedagogy and ANZAC
Teachers of all levels have been under pressure to impart to the younger generation an “approved” version of Anzac ever since the First World War. This
paper will outline some of the ways in which pressure has been applied to teachers by the government, the RSL and media commentators, ranging from
education departments in wartime and the RSL in the immediate post-war years through to the DVA and Andrew Bolt currently. It will argue that teachers,
university academics and public intellectuals have a moral and professional responsibility to resist such pressure and present war history, including the history
of Australia’s experience of World War I, as it really was – messy, complicated and extraordinarily tragic.
Associate Professor Martin Crotty, is the Head of School, School of Historical and Philosophical Inquiry, The University of Queensland. Associate Professor
Martin Crotty’s research interests include war and Australian society, sports history, masculinity, and education. He studied in New Zealand before moving to
Australia to undertake postgraduate studies at Monash University and the University of Melbourne. After four years of teaching History at the University of
Newcastle in NSW, he took up his current position teaching History at the University of Queensland in early 2003. Associate Professor Crotty’s major
publications include Making the Australian Male: Middle-Class Masculinity, 1870-1920 and Australia to 1901: Selected Readings in the Making of a Nation
(co-edited with Erik Eklund).
1a
Get into History and get your students’ best writing yet
Kathleen Gordon
‘Explanation and communication’ is one of five historical skills in the Australian Curriculum: History. Focusing on the primary years, this workshop will
demonstrate how students can be engaged creatively and encouraged to express their learning through writing an historical narrative. We will also examine
ways to assess the students' narratives, which can address achievement standards in both History and English.
Kathleen is an experienced primary school teacher with curriculum expertise in social and environmental education in state and national contexts. She is
currently teaching at Peregian Springs State School, where she also co-manages the History and Geography programs. She has recently published a chapter
on curriculum integration in the primary school in Gilbert, R. and Hoepper, B. (eds.) (2014). Teaching Humanities and Social Sciences: History, Geography,
Economics and Citizenship in the National Curriculum. Melbourne: Cengage Learning.
1b
The Boys from Barambah - ANZAC 100 Cherbourg's Black Diggers
Sally Lawrence
4
Aligned to the Year 9 History Unit World War 1, the Boys from Barambah details the amazing journey and stories of local Aboriginal men fighting in the First
World War. Warriors for thousands of years, these men were denied citizenship, but were willing to serve. Explore the amazing story behind these 40 men
and how the community of Cherbourg has chosen to remember them in the Centenary of the Gallipoli landings. Be guided through the historical process of
research using the multi-media developed by the Ration Shed. This includes a full unit of work with sources, questions, classroom activities and assessment.
Learn how to navigate our interactive website that physically tracks the journey of the soldier from birth to war and home, if they survived. Learn how upon
their return, many things stayed the same even though they had not. View our short film that captures the oral histories of the relatives as they recount their
stories of their ancestors – The Boys from Barambah.
Sally Lawrence develops Educational experiences, resources, tours and excursions that highlight the history of Cherbourg and it’s Aboriginal community.
Through the Ration Shed she has written six educational resources and units of work that are aligned to the National Curriculum. Her award winning work
aims to embed a local Indigenous perspective into Queensland schools.
1c
“Ordinary Germans” and the Nazi Persecution of the Jews: Debates and Evidence
Associate Professor Andrew Bonnell
Historians continue to debate the controversial question of the attitudes of “ordinary Germans” to the Nazi persecution of the Jews and the Holocaust.
Questions revolve around the issue of how much people knew, the extent of popular anti-Semitism, and the degree to which Germans outside the Nazi
leadership and the SS participated in the Holocaust. This workshop will examine the state of the debate and consider some of the evidence, looking at topics
such as popular responses to the boycott of Jewish shops in April 1933, the Reichskristallnacht of November 1938, the sale and purchase of Jewish property,
and the involvement of the German army in the “Final Solution”.
Andrew Bonnell is Associate Professor in History at the University of Queensland. His publications include The People’s Stage in Imperial Germany (2005),
Shylock in Germany (2008) and An American Witness in Nazi Frankfurt: The Diaries of Robert W. Heingartner, 1928-1937 (ed. 2011), and numerous articles on
German history.
1d
Change and Continuity as seen by the Greeks and the Romans
Emeritus Professor Robert (Bob) Milns AM
5
The presentation will examine the concepts of change and continuity among the Greek and the Romans as seen in the poets (Greek especially) and how they
were regarded (i.e. with favour or the opposite); in the work of philosophers such as Epicurus, whose ethical ideas were based on his views of the physical
universe; and in the work of political theorists and thinkers such as Plato and Aristotle. These will be compared with modern attitudes towards change and
continuity.
Emeritus Professor Robert (Bob) Milns AM retired from the Chair of Classics & Ancient History in the University of Queensland in 2003, an appointment he
had held since 1970. He is currently an Honorary Research Consultant in the discipline, lecturing and supervising undergraduate and postgraduate students.
His academic interests and publications deal with the culture of both ancient Greece and Rome. He is involved with several cultural organisations concerned
with the Mediterranean world, having held or holding positions of President or Patron of several of these and also is Patron of the Brisbane Symphony
Orchestra. For the past 17 years he has acted as leader of tours to most of the countries bordering the Mediterranean Sea. In 1997 he was appointed a
Member of the Order of Australia in recognition of his services to education and to the community at large and in 2003 received a Centenary Medal. In the
same year he received a Niki award for Philhellenism from the Australian Hellenic Council. More recently, in December 2012, the University of Queensland
awarded him the degree of Honorary Doctor of Letters in recognition of his distinguished career.
1e
Using Collaborative Technology to Teach Pop Culture – a 'No fail' Approach for Yr 10
Ryan Slavin
Created in accordance with the Year 10 Australian Curriculum, this workshop will give teachers some practical tips and resources to teaching a unit on
popular culture with a focus on collaborative technologies. With a tried and tested approach using the collective capabilities of technology to both engage
and enhance student learning, teachers will walk away from this workshop with a complete online unit (with downloadable resources) and the ability to
replicate the pedagogy that will allow students to analyse, interpret and evaluate historical evidence collaboratively before communicating their historical
knowledge and understanding independently in a well supported framework, that will not allow students to fail!
Ryan Slavin is the Head of Social Sciences and Business at Unity College on the Sunshine Coast. Ryan has worked as eLearning Coordinator in Catholic
colleges in Brisbane over the past decade and has simultaneously taught History and other Humanities KLAs.
1f
The Globalising World: The History of the Environment. My personal mission to make this unit make sense to me as a History teacher
Michelle Brown
6
This was one of the units that was least effectively resourced as a C2C unit and initially Michelle struggled to make this unit work as a history unit, rather than
an overview of environmental events. The key skills focus she takes is moving kids to a level 4/5 understanding of change and continuity, a comparative
analysis of values and perspectives. Participants will receive resources and two assessment tasks.
Michelle Brown is a long time executive member of QHTA and a popular presenter at QHTA conferences. The work produced by her students is notable for
the depth of historical understanding demonstrated within it. Michelle’s workshops provide teachers with food for thought and ideas for practical activities to
further learning goals in the History classroom.
1g
Enhancing student ability to select and use Sources in the History Classroom Yrs 7 to 12
Sue Burvill-Shaw
This workshop will aim to share a range of strategies that can be taught to students from Years 7-12 in order to assist them to make meaningful and effective
selection and use of sources in History. Participants will receive print copies of appropriate scaffolds and work through ways to integrate them at different
levels.
Sue Burvill-Shaw has recently worked as Head of Department at St Aidan’s Anglican Girls’ School and a classroom teacher since 1982. She is the immediate
Past-President of QHTA and has tutored at QUT. Her workshops are characterised by an emphasis on practical, classroom tested strategies grounded in
relevant theory. Sue was co-ordinating author of the Jacaranda World History Atlas and is currently working with Nelson on a Modern History text. Sue has
presented workshops at state, national and international Teachers’ Conferences and is widely published.
Reserve session
Making mighty multi-modals
Ian Gray
Presenting in multi-modal formats is a Senior Syllabus requirement that is often applied at other levels of the school. But what is a multi-modal
presentation? In particular, how can eLearning contribute to multi-modal presentations in ways that are not too challenging for technologically challenged
teachers? This workshop explores answers to these questions.
Ian taught History in State and Independent schools for almost 40 years and contributed to Syllabus developments and several text books. He currently has
his own consultancy, @iangray9, specialising in History and eLearning.
7
1h
Are we dumb, drunk and racist? The history of Australia’s nervous embrace of Asia
Adrian Skerritt
This seminar will explore the dual character of Australia’s relationship with Asia during the 19 th century. Many influential figures in the 1800s thought
Australia could become thoroughly integrated with Asian region. Indeed much of northern Australia had strong links with the Asian region. This close
relationship gave rise to the concept of “Australasia”. In contrast there were those who were deeply suspicious of this close relationship. As the 19th century
drew to a close the exclusionary policies associated with White Australia were imposed on the multi-ethnic communities of the north and closed off, for
almost half a century, the possibility of genuine engagement with Asia.
Adrian is the HOD of Humanities at Centenary SHS
2a
Australia's trade with Asia - an Aboriginal Perspective (Of use with students in Years 6-9)
Gadj Maymuru and Jodie Maymuru
Gadj and Jodie Maymuru present the Makassan Unit and share their in-depth knowledge of the Yolngu in NE Arnhemland. The Makassan Unit explores the
trade between Yolngu and how this interaction continues to influence Yolngu daily life and culture. The Makassan Unit is an authentic combination of
experiences and knowledge containing primary and secondary sources written from a Yolngu perspective. Teachers are provided with everything needed to
confidently deliver the unit including student worksheets, interactive activities, multi-media resources including songs, audio and video that allow students to
explore Yolngu culture through the Sharing Culture website. Students are taken on a journey that includes more than 800 years of living Yolngu history and
culture that has been passed down through paintings, song cycles, dances, language, storytelling and objects traded and continue to be immersed into daily
lives.
Gadj Maymuru is a Yolngu man from Yirrkala, NE Arnhemland. An artist, educator and sacred knowledge holder, Gadj shares his traditional knowledge of
Yolngu culture. Gadj's schooling incorporated 'Two Way Learning' under instruction of his Grandfather, the late Dr Yunupingu. All Sharing Culture resources
have been modelled on this method of education.
Jodie Maymuru is a curriculum writer, trainer and assessor, educator, graphic designer and interactive multi-media developer. Jodie combines her skills to
produce Sharing Culture resources. Jodie and her brother were ‘modern day trepangers’ in the 1990s and share their experiences and wealth of knowledge of
the industry in the Makassan Unit.
8
2b
Using contentious sources and challenging, historical grand narratives in the middle years
Ian Gray
This workshop clarifies the nature of Historical investigations, the place of grand narratives and ways of involving 13-15 year olds in using contentious
sources to challenge grand narratives; especially of the type where the teacher provides the information needed to answer a key question.
Ian taught History in State and Independent schools for almost 40 years and contributed to Syllabus developments and several text books. He currently has
his own consultancy, @iangray9, specialising in History and eLearning.
2c
Making judgments about student achievement in senior Ancient and Modern History
Lyn Sherington
In this session Lyn will discuss, in depth, the syllabus standards for the current senior Ancient and Modern History syllabuses. There will be a particular focus
on individual descriptors and the quality differences between the standards. This session will address making judgments about individual assessment tasks,
as well as making relative achievement decisions about folios of evidence.
Lyn Sherington is the Senior Education Officer at the Queensland Curriculum and Assessment Authority (QCAA) who supports schools in the implementation
of the senior Ancient and Modern History syllabuses. Before this Lyn taught history in Queensland state secondary schools for 22 years and was a District
Review Panel Chair.
2d
Herodotus, Noah and Richard III (among others!) Welcome YOU to Ancient History
Jo-Anne Cameron
As a living example of the ‘old dogs can learn new tricks’ phenomenon, Jo-Anne Cameron, who has been teaching Ancient History for a wee while, will share
with the workshop participants some of the lessons and strategies she used with her Year 11s in Term 1 2015. If anyone attended Jo-Anne’s session at the
National Conference last year, you will find that what is presented in this session has some small similarity to that (it was really hard NOT to feature
Herodotus!) but most are ideas, different from those, that were sooo 2014!
Jo-Anne Cameron has been at The Gap State High School in Brisbane for a long time. She has taught Ancient History for even longer. In every one of those
years, there has been some continuity and some change in the units and approaches she has adopted in her Ancient History and other classrooms.
9
2e
Primary Target – Acquire and Engage
Zoey Fellows and Kristen Young
With the transition of Year 7 to secondary school, a greater emphasis needs to be placed on preparing students in Year 5 and 6 for high school History. This
presentation provides hints and tips for primary educators on incorporating historical skills and processes into the primary setting, with a particular focus on
investigation and inquiry processes. Real world examples of collaboration between primary and secondary educators will be provided in this presentation, as
well as resources that can be used in the primary setting.
Zoey Fellows graduated from the University of Queensland with a Bachelor of Arts majoring in Ancient History and then completed a Graduate Diploma of
Education. She has a Masters of Education (General) as well as a Masters of Theology (Religious Education). Zoey has been teaching History for 8 years and
have spent the past 6 years at St Anthony’s Catholic College, Deeragun (near Townsville), where she is Head of Department for Humanities.
Kristen Young originally studied Business majoring in Marketing, then worked in the media industry for two years. Teaching was always a passion, so she
returned to James Cook University where she completed a Diploma of Education (Primary) and specialised in English and History. This is Kirsten’s third year at
St Anthony’s Catholic College where she has worked with the staff and students to complete a smooth transition from Primary to Secondary schooling.
2f
Bloom's, Multiple Intelligences and ICT in the History classroom
Darlene Hill
“Pedagogy is the driver, technology is the accelerator.” Michael Fullan
Many teachers welcome bringing technology into the classroom. It is a way to engage learners, making connections between the curriculum and familiar
territory. However, it is important that technology does not get in the way of effective teaching and learning. This workshop looks at a variety of ICT tools,
that support the implementation of Bloom’s and Multiple Intelligences in the Middle and Senior School classroom, as well as for assessment.
Darlene Hill is a teacher at St Luke’s Anglican School, Bundaberg and the State Panel Chair for Ancient History. She is passionate about implementing and
integrating ICT into her teaching.
10
2g
Higher order thinking in the History classroom
Joshua Duff
The Australian Curriculum History has brought about a change in the nature of history as a discipline in Queensland schools. No longer about simply teaching
content, history is about teaching historical skills and developing students’ ability to apply higher order thinking skills. This interactive workshop provides a
range of strategies for teachers to apply to their classroom practice which develop these historical skills, while also promoting the use of higher order
thinking.
Joshua is Junior Secondary HOD at Yeppoon SHS, teaching Years 8-10 History with previous experience in Senior History. He is a member of the CQ Ancient
History Panel, was a CQ History Mentor for AC: History implementation and presented at the 2014 HTAA Conference. Joshua has developed his use of higher
order thinking in the History classroom as G&T Manager previously at Longreach SHS and currently in Junior Secondary at Yeppoon SHS.
2h
Australian South Sea Islanders’ Narratives of Belonging
McCaughey Professor Clive Moore
Australian South Sea Islanders (ASSI) are the Australian-born descendants of the original indentured labourers who were brought to Queensland between
1860 and 1904. This paper examines how the narratives of ASSI identity have developed. ASSI by-and-large interpret their history through a narrative of
kidnapping and slavery which is at odds with Pacific historians, who for the last fifty years have stressed Islander agency and voluntary participation in labour
migration, albeit with an early phase of illegal and often violent recruitment. This paper examines Islander origins, the difference of opinion with academic
historians, government and media attitudes, differences in the use of words, identity as both Australian and Pacific peoples, and contemporary political
agendas. ASSI feature in the Australian history curriculum and teachers have to navigate and interpret these different views.
Clive Moore CSI, FAHA is McCaughey Professor of Pacific and Australian History in the School of History, Philosophy, Religion and Classics at The University of
Queensland. His major publications have been on New Guinea, and the Solomon Islands, the Pacific labour reserve, Australia’s Pacific Island immigrants,
federation, masculinity and sexuality. In 2005 he received a Cross of Solomon Islands for his historical work on Malaita Island. Inaugural President of the
Australian Association for Pacific Studies (2006-2010) in 2011 he became a Fellow of the Australian Academy of the Humanities. He has written extensively on
this topic and his most recent work is Looking Beyond RAMSI: Solomon Islanders’ Perspectives on Their Future (2013).
11
3a
Assessing History in the primary years
Karen Madden
This interactive workshop looks at assessment tasks and marking rubrics used in Years 4, 5 & 6 at Ambrose Treacy College. During the workshop, participants
will work together to make judgements about the quality of the assessments against given criteria. The goal of this workshop is to provide a framework for
reflective practice on assessment practices. Participants will have the opportunity to share their thoughts on what constitutes quality when assessing History
in the primary years.
Karen Madden is the Dean of Learning at Ambrose Treacy College, Indooroopilly. She is passionate about providing the highest quality educational experience
for students. Karen believes this is achieved by developing collaborative teams of expert teachers and supporting them to innovate in the classroom.
3b
Where there’s a skill there’s a way: Year 7s Making History at The Gap SHS
Nick Howard and Louise Morton
Participants will be guided through the Year 7 History program at The Gap SHS, in which students – many of whom have very limited prior experience of the
subject - are provided with step-by-step skill development in areas including artefact analysis, note-taking and use of evidence.
Nick Howard began his History teaching life as a secondary teacher, during which time he taught Years 8-10. In 2014 he became a Year 7 teacher, as part of
TGSHS’s participation in the Year 7 trial. Like Nick, Louise Morton began her teaching life as a secondary teacher, though she did not have the opportunity
to teach History. She is teaching Year 7s for the first time in 2015. Nick and Louise each have two Year 7 classes for both English and History.
3c
‘Nudging the apple cart’
Dr Brian Hoepper
12
Inquiry, in particular the critical use of sources, has been central to History in schools for many years. Generally, teachers are familiar with key processes
(analysis, interpretation, evaluation) applied to historical sources, and with questions of authenticity, accuracy, representativeness and reliability of sources.
Questions such as ‘Which source is the most reliable …?’ appear in textbooks and echo in the classroom. In this workshop, Brian will use a selection of
historical sources to slightly unsettle this familiar situation, asking whether teachers and students could ask deeper and broader questions of sources to make
inquiry even more productive. The workshop proposes some valuable ‘tweaking’ of practice, particularly in the senior school. But the plan is to nudge the
apple cart, not overturn it.
Dr Brian Hoepper has taught history in secondary schools and history curriculum at university. He has also been involved in syllabus development, PD
presentation and textbook writing. Brian was contracted by ACARA to help develop the Australian Curriculum: History. His most recent publication is
‘Teaching Humanities and Social Sciences’ (Cengage 2014), a tertiary text co-edited with Professor Rob Gilbert.
3d
Introducing Nelson MODERN HISTORY
Michael Spurr
The Nelson Modern History is a series of nineteen history topic books developed for Australian senior students with titles including Germany, 1918-1945,
Russia and Soviet Union, The Changing World Order and Civil Rights in the USA,. Written by teachers, academics and historians and overseen by the Series
Editor, Professor Tony Taylor, the series features an array of visual and text sources and up-to-date scholarship. Join Michael as he introduces several of the
recently released titles in series and shares an advance peek at what is still to come. All participants will receive a complimentary book.
Michael is the Publisher of the Nelson Modern History series. Prior to joining Cengage he has worked with a range of other publishers, was Executive Director
of the HTAV and, in a past life, lectured in History at Monash University.
3e
iLearning, iPads and iTunes in the History Classroom
Antonios Apergis and Yael Leibovitch
Brisbane State High School has been implementing a 1-to-1 iPad program since 2013. Antonios, in his capacity as the school’s iLearning Mentor and a
Humanities classroom teacher, will share his experiences and lessons learnt during this time by maintaining his focus on pedagogical considerations
pertaining to challenges faced by staff and students. Yael, as a beginning teacher, has keenly embraced the opportunities iPads offer and has been using them
in the classroom with her junior Humanities classes since early 2014. She will be offering her insights from a classroom teacher’s perspective. Emphasis will be
placed on iTunes U and two other core apps.
Antonios has been teaching at BSHS since 2009. In 2011 he was awarded the BSHS Beginning Teacher’s Award in 2011 and in 2014 he was nominated for the
BSHS Curriculum Design and Innovation Award. He teaches senior Modern History, senior Philosophy and Big History. In his free time he frequents the UQ
where he is working his way through a Master in International Relations.
13
Yael has been teaching as BSHS since 2014. In 2014 she was awarded the BSHS Beginning Teacher’s Award. She teaches junior History, senior Modern History,
senior Philosophy and Big History. Yael completed her Master of Teaching (Secondary) at the University of Toronto.
3f
Mastering source criticism and enjoying it as well!
Michael Cocks
Do you feel that you should do more source analysis and evaluation in class but not sure how to? Are you unsure about what source criticism actually entails
and don’t know how to find out? Do you feel that teaching content often gets in the way of incorporating source work into your lesson planning? This seminar
will explain each source criticism skill, show you how to easily build lesson experiences around them, and will provide you with ready-to-use activities. Turn
source work into one of the most exciting parts of your History classes.
Michael Cocks is a Senior History teacher at Toowoomba Grammar School. He specialises in Ancient History and enjoys the challenge of creating engaging
digital resources for his classes. Michael runs his own educational History website, and has over 5000 subscribers to his digital Flipboard magazines.
3g
Dicing with Death - using the Black Death to investigate contestability in History
Kay Bishop
In this session, participants will be involved in a workshop activity in which they explore a range of sources about interpretations of the Black Death which
have challenged traditional understandings about the event. They will use sources that reflect different interpretations and come to a conclusion about the
strength of each side of the argument. Participants will also evaluate the nature of the sources, the strengths and weaknesses of the sources and how well
they contribute to an understanding of the issues involved. Other opportunities to explore the concept of contestability in the Australian Curriculum History
will also be provided. Materials from the workshop will be available to all participants.
Kay Bishop is an experienced History teacher and was Head of Social Sciences and Head of Curriculum at Frawley College and then Head of Social Sciences
at John Paul College. After a very temporary retirement in 2007, Kay became Project Officer for a national curriculum project and worked on several other
projects before taking up teaching contracts at Somerville House from 2009 to 2011. She has been President and an Executive Member of QHTA for many
years and was President of HTAA and then Executive Officer of HTAA for several years. Kay was a member of the History Sub-Committee for the Board of
Secondary School Studies, later QSA and now QCAA for several decades and was Chairperson for a number of years. She is currently the Assistant Manager
for History for Curriculum into the Classroom (C2C) with the Department of Education and Training.
3h
Change or continuity? Fall or transformation? What happened to the Roman Republic?
14
Dr Tom Stevenson
The ‘fall’ of the Roman Republic is one of the great topics of Ancient History, and indeed of modern historiography. The narrative seems so familiar: rogue
generals used client armies against one another in a series of civil wars during the first century BC; the generals were consumed by lust for power, their
soldiers were motivated by self-interest and desire for riches; the result was that the Roman Republic came crashing down in a smoking ruin; a completely
new system of government arose in the guise of the ‘Empire’ ruled by emperors; the traditional leadership of the Senate and political power of the citizen
assemblies was no more. In recent years, however, it has become obvious that this picture of decisive social and political change during the first century BC is
heavily flawed. For some scholars, the continuities stand out far more clearly than the changes, so that reassessment is sorely needed. The Republic did not
so much ‘change’ as ‘transform’. Remarkably, this development in scholarship has been seen as a challenge to some modern governments which have a
great stake in the traditional interpretation of the ‘fall’, e.g. Italy wants Julius Caesar to be a popular democrat who was forced to lead his downtrodden
people against a corrupt aristocracy and thereby forge a popular monarchy; the USA likewise wants the ‘Republic’ to be clearly demarcated from the ‘Empire’,
so that the powers of the President can be limited and imperial expansion can be reined in. There are, as so often, important modern consequences attached
to changes in Ancient History.
Tom Stevenson is a Senior Lecturer in Classics and Ancient History at the University of Queensland and a member of the QHTA Executive.
4a
The Eureka Stockade and Australian Democracy
Paul Reitano and Naomi Barnes
The Eureka Stockade uprising was a critical step towards democracy for Australia. It came about as a result of the build-up of grievances on the gold field
related to the licensing of mining permits and lack of political representation. Although the battle was lost, and 22 lives with it, the war for greater equality
for the miners was won. The miners' demands for the removal of the licence and political freedom were met. This workshop will demonstrate several
activities for engaging primary students in the history of the Eureka Stockade using readily available resources.
Paul Reitano lectures in primary and secondary History and Geography Education at the School of Education and Professional Studies at Griffith University,
Brisbane, Queensland. He has taught in secondary schools in Australia, Indonesia and Canada.
Naomi Barnes is a History teacher who has worked as a History curriculum coordinator, curriculum resource developer and teacher educator at Griffith
University and UQ. Her teaching and research align with Humanities curriculum and pedagogy, education transitions, professional practice, and the use of
social network sites in education research.
4b
How do we know about the ancient past?
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Zoey Fellows
This presentation will demonstrate how the Australian Curriculum Year 7 unit ‘Investigating the Ancient Past’ can be linked with the ‘Overview of the Ancient
World’ to create an interesting and dynamic unit that attempts to facilitate the National Curriculum within the minimum time advised by ACARA. Within this
unit attempts have been made to develop inquiry processes, understand the problematic nature of sources and make the lessons appealing to disengaged
students. Attendees will receive the unit overview, scope and sequence, assessment task and activity ideas. Also presented will be literature on behaviour
management techniques incorporated for the learners.
Zoey graduated from the University of Queensland with a Bachelor of Arts majoring in Ancient History. She then completed a Graduate Diploma of Education.
Zoey has a Masters of Education (General) as well as a Masters of Theology (Religious Education). She has been teaching History for eight years and has spent
the past six years at St Anthony’s Catholic College, Deeragun (near Townsville), where she is Head of Department for Humanities.
4c
Cancelled
4d
Hands on History: Learning about the ancient past at UQ’s RD Milns Antiquities Museum
James Donaldson - RD Milns Antiquities Museum
The RD Milns Antiquities Museum at the University of Queensland provides a structured, in gallery experience for Brisbane Primary and Secondary School
students. with hands-on workshops presented by our experienced and knowledgeable guides. Each workshop option is aligned to the Australian National
Curriculum (Foundation to Year 10) and the current Queensland Senior Ancient History Syllabus (Years 11 and 12). This session provides teachers with some
information about these programs, and also some free and practical material to apply immediately in the classroom to engage their students with the ancient
past.
James Donaldson is the Senior Museum Officer at the RD Milns Antiquities Museum. He holds and Honour’s degree in Archaeology from the University of
Queensland and a Masters by Research in Ancient History, also from UQ. James has worked with the Museum in various roles over the past 6 years and is an
advocate for the vital role that small and university museums play in providing high quality and direct engagement with audiences.
4e
Using the NEW ClickView effectively in the History classroom
Peter Crooke
Are you always looking for that perfect film clip to show a class to demonstrate a particular idea or to engage their interest? Have you spent hours searching
and finding nothing that is just right? Then this session could solve all your problems! The NEW ClickView Online system provides access to thousands of
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copyright educational video titles, and over 23000 TV and Foxtel recordings: and all of this video content is searchable using the ACARA Australian Curriculum
Codes, helping teachers locate and use digital resources quickly and effectively (and to save hours when planning your units). ClickView Online, and its
accompanying ClickView 247Cloud service, facilitate the creation of customised video recordings by teachers. Today’s ClickView presentation will showcase
all of ClickView's capabilities, and show in the context of a History classroom how teachers can become proactive creators and facilitators of digital video
based learning.
Peter Crooke is the ClickView Learning Advisor and Regional Manager for both QLD and the NT. Previously a teacher of History, English and IT for 20 years
within Education Queensland, Peter not only presents the ClickView system for schools, but also discusses its relevance and realistic application to both the at
school and at home learning environments. Having worked in this role since 2005, Peter has directly assisted over 400 schools across Australia in their
implementation and ongoing use of the ClickView system. Away from ClickView, Peter somehow finds time for a variety of interests, not the least of which is
a lifelong love and passion for History.
4f
Finding Connections – World War I
Emma Diamond (National Archives of Australia)
In World War I, people born in over 60 countries enlisted in the Australian Imperial Force. Their service records are part of the National Archives of Australia’s
collection and are featured in a new website: Discovering Anzacs. Discovering Anzacs provides students with a range of tools for searching, interpreting and
crowd-sourcing knowledge around service records. In this workshop we will explore how these tools can be used to connect students with the experiences of
people who served in World War I.
Emma Diamond works at the National Archives of Australia as the Educator Officer on Centenary of Anzac projects. Emma has previous experience as a
museums educator and special education teacher. She holds a Bachelor of Education (Secondary) and a Masters of Special Education.
4g
History teaching in Steiner schools – a whole curriculum perspective
Matthew Cunnane
This talk will explore the scope and sequence of the History curriculum (Years 1 - 10) within Australian Steiner schools and how it forms the basis of
curriculum content within other subjects including: English, Geography, Maths, Science, Art and design Technology. This session will explore the
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multidisciplinary elements contained within the program and how it leverages on the narrative elements of history to improve long-term
information/knowledge retention.
Matthew Cunnane has worked in Steiner Schools as a primary and high school teacher for twenty years. He has taught in the UK, Victoria and currently in
Queensland. Matthew was elected to the board of Steiner Education Australia in 2011 and was appointed chairperson in 2014.
4h
What does it mean to think historically in the 21st Century?
Associate Professor Andrew Bonnell
Technology keeps changing the way historians conduct research, with ever greater quantities of resources becoming digitized by the week. Technology may
also be changing the way we read. In the light of these developments, it may be timely to take stock of what it means to ‘think historically’. What are the
specific skills and practices that historical work develop? Areas to be explored include thinking in deep historical perspective, dealing with complexity, asking
significant questions and synthesising large amounts of information.
Andrew Bonnell is Associate Professor in History at the University of Queensland. His publications include The People’s Stage in Imperial Germany (2005);
Shylock in Germany (2008); An American Witness in Nazi Frankfurt: The Diaries of Robert W. Heingartner, 1928-1937 (ed. 2011) and numerous articles on
German history.
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