Namiac, Aboriginal art at Ubirr,
Kakadu, Northern Territory,
Australia. 8 August 2005
Historical inquiry in practice K-10
PUBLIC SCHOOLS NSW
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Historical inquiry
Stage 4: Depth Study 1: Investigating the Ancient Past
The first topic in Year 7 has been
chosen to explore how primary
and secondary teachers use the
historical inquiry process in
context.
PUBLIC SCHOOLS NSW
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Process: observing, questioning and planning
Step 1 – Plan the topic
Key inquiry question:
How do archaeologists and historians know about
the ancient past? (p.41 of printed syllabus)
The first thing we need to do is to ask three
fundamental questions:
1. WHY teach this topic? How to put into practice the
skills of inquiry used by historians?
2. HOW to teach the concept in WHY? Use the
ancient past of Australia to determine how sources
are analysed and conclusions drawn.
3. WHAT is the actual content needed to convey the
concept of the difference and similarities between
historians and archaeologists?
PUBLIC SCHOOLS NSW
Learning across
the curriculum:
Aboriginal and
Torres Strait
Islander histories
and cultures
Sustainability
Critical and
creative thinking
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Process: Research
Step 2: Contextualise the topic
Teachers research and contextualise the topic for
their students.
What can students learn about the ancient past by
looking at ancient Australian sources? What does
this tell them about the way resources were used?
Aboriginal Rock Art, Anbangbang Rock Shelter,
Kakadu National Park, Australia
PUBLIC SCHOOLS NSW
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Process: Interpreting and analysing
Step 3: Locate sources relevant to the topic
Interpret, analyse and form opinions through
locating sources that are relevant to the topic.
Students analyse the sources, through
observation, discussion and creatively thinking
about the artefacts using examples such as:
• Lake Mungo – human remains
• Animal remains
• Tools
• Art
• Dreamtime stories
• Middens
dfinnecy from Homeless via Sydney
http://www.flickr.com/photos/11567325@N00/53626345
PUBLIC SCHOOLS NSW
Aboriginal painting in Grampians National park in
Victoria, Australia
WWW.SCHOOLS.NSW.EDU.AU
Process: Interpreting and analysing
Step 4: Analyse the sources
Students analyse the sources by questioning each source:
• What type of source is it?
• Why was the source made?
• Who was it made for?
• What information can we get from the sources? What is
it made of?
• What is fact and what is opinion when
looking at sources?
• How might other people interpret the
source?
Outcome HT 4-5
identifies the
meaning,
purpose and
context of
historical sources
Historical concepts and skills –
perspectives, significance, analysis and
use of sources
Bungaree, Australian Aboriginal leader
PUBLIC SCHOOLS NSW
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Process: Concluding and communicating
Step 5: Develop a response to the key inquiry question
Students communicate their learning and develop a response to the
key inquiry question.
Students communicate verbally or physically what the sources reveal
of Australia’s ancient past, such as label text to accompany a museum
display.
Historical skills and concepts –
perspectives, significance, analysis
and use of sources, contestability,
explanation and communication
Outcomes HT4-9 – uses a range of historical
terms and concepts when communicating
an understanding of the past
Peugeot 404 camionette museum label from Sochaux
PUBLIC SCHOOLS NSW
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Process: Discussing and reviewing
Step 6: Reflecting and responding
Finally, students discuss, reflect and respond to the work achieved by
their peers.
Students carry out a peer assessment and discuss whether they agree
or disagree with what is created, with reference to perspectives and
interpretation.
Historical concepts and skills –
perspectives, significance, analysis and
use of sources, contestability,
explanation and communication
Outcomes HT4-10– selects and uses appropriate oral,
written, visual and digital forms to communicate about
the past
Students in a free art class at the Harlem Art Centre, 290 Knox Ave
PUBLIC SCHOOLS NSW
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