National Conference - Queensland History Teachers' Association
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History Teachers’ Association of Australia National Conference Brisbane Grammar School September 30th to October 2nd 2014 History Teachers’ Association of Australia National Conference- DAY ONE – Tuesday 30th September 2014 8:00 to 8.45 am 8.45 am 9:15 Registration and Coffee Welcome and organisation 10:15 10:45 (90 minutes) Morning Tea 1a Dr Brian Hoepper Interrogating ‘The Anzac Book’ 1b Prof Colin Mackerras Australia-China Relations in the Twenty-first Century: Problems and Prospects 1c Tom Morton Celebration, Commemoration and Contestation: Teaching the Ethical Dimension 12:15 pm 1:00 pm (60 minutes) Indigenous Welcome - Joe Kirk, Turrbul Elder Key note and Q & A Tom Morton Making History Meaningful 1d Michelle Brown Australian History Now 1e Margaret Fleming Develop historical enquiry skills using powerful primary sources 1f Maree Whiteley ESA Resources: AC History units developed by HTAA 1g Ann Parry History what a drama! 2f Jo Clyne Teaching Federation with Historical Literature 2G Ryan Slavin Foreign Policy Perspective s - Iraq: in the national interest? 2H Lunch 2a Jo-Anne Cameron Welcome to Ancient History! 2b Denis Mootz Taxonomy and Pedagogy for Doing History and Teaching 2c Dr Jill Margerison Designing History online 2d Assoc Prof Andrew Bonnell The German Elites and the Nazi Takeover of Power in 1933 2e Bernie Howitt Why Popular Culture? Excursion Helen Hennessy Commissariat Store (2 Hours) History 2:05 pm (60 minutes) 3a Kay Bishop Unwrapping Asian Perspective s in the Australian Curriculum 3b Dr Tracey McAskill History Inquiry in the Australian Curriculu m 3c Dr David Stephens 3d Halim Rane Honesthistory.net.au Internationalisation : an online history : Bridge Building resource with the Muslim world through Student Mobility Programs 3e Bridget Martin Debating History in the Australian Curriculum: A Clash of Paradigms ? 3f Sarah Coleman The value of personal correspondenc e in the study of late Republican Rome 3g Helen Leeson Teaching History in a Multi-age Primary Setting 3:05 pm History Teachers’ Association of Australia National Conference –DAY TWO – Wednesday 1st October 2014 8:30 to 9 am 9:00 am 9:15 10:15 Registration and Coffee Welcome and organisation Key note and Q & A Professor Marilyn Lake ‘Foundational Histories: Australia as the Experiment Station of the World’ Morning Tea 10:45 (90 minutes) 4a Kathleen Gordon Deepening learning and meeting curriculum standards in the primary classroom 4b Ian Gray Teaching the Art of Conversation to History Students Via eLearning 4c Marco Scali Teaching the Holocaust 4d Dr Jennifer Lawless How Reliable are our World War I Sources? 4e Jackie French Let the Land Speak 4f Chris Price Don Bradman: Sources and Perspectives 4g Bonny and Matthew Bartlett Hands on History 5f INCURSION 5g 5h Chris Price Excursion Excursion Historical Tour of BGS Dr Brian Hoepper Helen Hennessy Anzac Square QLD Maritime Museum (2 hours) ( 2 HOURS) 12:15 pm 1:00 pm (60 minutes) 2:00 pm (30 minutes) 5a Jackie French Small sketches to big pictures 6a Prof Marilyn Lake Alternatives to Anzac: Locating Australia in the World 5b Darren Tayler Teaching Historical Thinking: The research, approaches and strategies 5c Marie Bonardelli Connecting to the past through objectbased learning 6b Jemma Ward Creating a Website for the History Classroom 6c Veronica Stephenson Talkin’ ‘Bout my Generation 5d Deborah Sulway Developing historical understanding through print media 6d Linda Wade Beyond Gallipoli Lunch 5e Cynthia Cash Handy ‘Handson’ History 6e Dr Rashna Tarapoewalla 6f Christian Machar Curious Curiae: 30 Ideas in 30 Representations Minutes of the Roman Senate House in Film 2:35pm (30 minutes) 3:05 pm 7a Tess Cohen Personal Stories, Perilous Crossings: How the Internet and digitalisation are changing history 7b Amanda O’Neill iTunes in the History Classroom 7c Zoe Fellows Teaching Migration to the ‘Me’ Generation 7d Joshua Duff Data Tracking to Improve Results in Secondary History 7e Crystal Thompson UP, UP and Away: Planning Overseas Student Tours 7f Richard Smith and Richard Leo Curriculum Sharing Project 6.30 pm Conference Dinner at City Hall - Bookings essential History Teachers’ Association of Australia National Conference - DAY THREE – Thursday 2nd October 2014 8:30 to 9 am 9:00 am 9:15 10:15 Registration and Coffee Welcome and organisation Key note and Q & A Professor David Christian 'Big History and the Australian Curriculum?' Morning Tea 10:45 8a Dr Jennifer (90 Lawless minutes) Using Historical Evidence in the Primary Classroom 12:15 pm 1:00 pm 9a Dr Tom (60 Stevenson minutes) Distortions of Ancient History in Contemporary Debates 2:05 pm 10a Nick Howard (60 Pickpocketing, minutes) drugs and excrement: Exploring 8b Richard Leo Speaking in Stone: Investigating the Continuity and Change in Beliefs that have Influenced the Australian Way of Life Through War Memorials 9b Mark Perkins A Formulaic Approach to Teaching Essay Writing 10b Sue BurvillShaw Improving historical and literacy 8c Jackie Campbell How to Get your Multimodal Mojo 9c Dr Anne Monsour Not Two Steps Behind but Side by Side: Writing Syrian/Lebanese Women into Australian History 10c Dr Daryl Le Cornu ‘To End all Wars’: Woodrow Wilson and his 9d Terry Gallagher Inquiry and the History Curriculum: Myths and Mediations 10d Virgoe Buckland Apartheid in South 8d Joy Schultz RU really implementing IU in history? 8e Maree Whitely Rich Resources: Country, Land and People Lunch 9e Merrille Chignell and Rosalie Triolo (DVA) ‘Schooling, Service and the Great War’ 10e Craig Wood Engaging History Students with Aesthetic Pedagogy 8f Angela Casey and Amanda Paroz Australian History Mysteries Could you be a good Nation Maker? (Year 9) 9f Ross Murphy Implementing the Skills of History 10f Tracy Sullivan The Big History Project: 9g Deborah Schinckel Planning, assessing and resourcing the history curriculum for Primary. 10g Jo Clyne & Richard Smith Conflicts 8g Kira Sampson Easter Island Case Study: teaching year 8s how new evidence changes our understandin g of the past (60 mins) Visit trade displays 9h Excursion Helen Hennessy The Museum of Brisbane (2 hours) Naughtiness in the Year 9 Australian Curriculum 3:05 pm skills in History Legacy Africa: A Big History sample Institute, introductor Macquarie y lesson University involving role play 3.10 Complimentary Wine and Cheese; Prize draw and an alternative approach Biographies and Session Descriptions Day 1 Tuesday 30 September Keynote Address: Tom Morton 'Making History Meaningful' As William Faulkner famously wrote, "The past is never dead. It's not even past." Every aspect of the world we live in today is the product of yesterday. This applies not just to wars and politics but also ourselves: we speak languages that are inherited from the past, use technologies that we did not invent, and carry viruses that can be traced back to the domestication of animals. And yet our students often do not see the connections of the past to their present and future lives, do not see the meaning and purpose of our subject area. Students should know why they are studying history and their place in it. Historical thinking concepts like significance, continuity and change, and evidence with practical teaching strategies for nurturing curiosity, creating real products and sharing them with a wider audience can help make history alive and meaningful for our students. Tom Morton is the provincial co-ordinator of the Heritage Fairs Program. He has taught in public schools and the university for more than thirty years in Sierra Leone, Montréal and Vancouver. During that time he received the Social Studies Teachers’ Association Teacher of the Year award, the Kron Award for Excellence in Holocaust Education, and the GovernorGeneral’s Award for Excellence in Teaching Canadian History. He has co-authored with Peter Seixas The Big Six Historical Thinking Concepts (Nelson) as well as Cooperative Learning and Social Studies: Towards Excellence and Equity (Kagan) among other teaching resources. 1a Interrogating ‘The Anzac Book’ – Dr Brian Hoepper ‘The Anzac Book’ – much of it composed in the dugouts of Gallipoli – became an ‘accidental’ best-seller and a powerful force in shaping the ‘Anzac Legend’. Over the years, critics have questioned the way the book was produced by C. E. W. Bean and his editorial group, the extent to which it conveyed the ‘reality’ of Gallipoli, and the appropriateness of the resulting ‘legend’ as a formative influence on Australian national identity. Workshop participants will engage with those issues by critically analysing selected pages of the book and examining vital contextual information. The workshop approach could be used when teaching the mandatory WW1 topic in the Year 9 Australian Curriculum: History. Brian Hoepper has taught history in secondary schools and history curriculum at university. In recent years he was contracted to advise ACARA on the development of the Australian Curriculum in both its Years F-10 and Years 11-12 forms. Brian has a long history in syllabus development, professional development and textbook authorship. His most recent publication is Teaching Humanities and Social Sciences (Cengage 2014) – a tertiary text co-edited with Professor Rob Gilbert. 1b Australia-China Relations in the Twenty-first Century: Problems and ProspectsColin Mackerras This workshop will focus on the China policies of Australian governments in the twenty-first century, including the differences and similarities among those led by John Howard (1996 to 2007), Kevin Rudd (2007-2010, 2013), Julia Gillard (2010-2013) and Tony Abbott (2013 to the present). It will also focus on how these policies played out in the practice of Australia-China relations over those years. It will take up the following issues: 1. The bilateral political relationship; 2. The role of third countries, especially the United States and Japan; 3. The growth of trade; 4. Chinese investment in Australia and the resultant political problems; 5. The dichotomy pointed out by Professor Hugh White: that Australia’s top security partner (the United States) has an unstable relationship with its top trading partner (China), and whether this matters; 6. The role of educational exchange in the relationship; 7. The role of cultural exchange in the relationship; and 8. Likely scenarios for the future of the relationship. The workshop will make some attempt to evaluate the Australia-China relationship under the four prime ministers in power in Australia during the twenty-first century. Although there are no grand conclusions, it will note the problems Kevin Rudd faced in handling relations with China, despite his knowledge of Chinese language, history and present situation, and seek to find reasons. Professor Emeritus Colin Mackerras AO, FAHA, is a patron of the QHTA and a specialist on China, who has worked at Griffith University since 1974. His research includes Australia-China relations, China’s ethnic minorities, theatre in China and Western images of China and he has published extensively on all these topics. He has visited China some seventy times for research, teaching and tourism, and first went to the country in 1964, teaching at the Beijing Foreign Languages Institute until 1966. 1c Celebration, Commemoration, and Contestation: Teaching the Ethical Dimension – Tom Morton The ethical dimension answers the perennial question, "Why are we studying this?" and gives meaning to history. Remembrance of heroes’ sacrifices, memorials to history’s victims, reparations and restitution are all attempts to come to terms with the past in the present and move into the future. With the 100th anniversary of World War One as the focus, this session will explore ways to teach students to think critically about both the horrors and heroism of the time: see the links of past, present, and future; and negotiate the ethical dimension. Tom Morton is the provincial co-ordinator of the Heritage Fairs Program. He has taught in public schools and the university for more than thirty years in Sierra Leone, Montréal and Vancouver. During that time he received the Social Studies Teachers’ Association Teacher of the Year award, the Kron Award for Excellence in Holocaust Education, and the GovernorGeneral’s Award for Excellence in Teaching Canadian History. He has co-authored with Peter Seixas The Big Six Historical Thinking Concepts (Nelson) as well as Cooperative Learning and Social Studies: Towards Excellence and Equity (Kagan) among other teaching resources. 1d Australian History Now – Michelle Brown Michelle Brown will present a workshop which presents a unit of work for Year 11 Modern History that consciously works on building from core knowledge and skills developed from National Curriculum Units in Year 10 as a bridge to understanding the nature of historiography in general, and more specifically in Australia. She will provide a copy of the assessment material, some samples of the approaches taken by her students who were willing guinea pigs in this process, as well as discussing the content and pedagogy connected to writing this unit. The essay task is a researched seen exam where students will be examining the historical value or the historiography issues relating to either a single Australian film or a choice of 3 films across a broad time span which will enable them to examine the idea of changing historical perspectives. Michelle Brown is a long time executive member of QHTA and one of the most effective teachers of History in Queensland. The work produced by her students is notable for the depth of historical understanding demonstrated. Michelle’s workshops unfailingly provide teachers with food for thought and ideas for practical activities to further learning goals in the history classroom. 1e Develop historical enquiry skills using powerful primary sources Margaret Fleming Primary sources are original connectors to people, places and artefacts from our shared past. Records from the National Archives’ collection are available online at vrroom.naa.gov.au and give authenticity to the learning of history in the Australian Curriculum. In this workshop we will delve into the Larrakia Petition in the struggle for change, the peculiarities of Australia’s immigration story and an analysis of key documents forming part of Service Records from World War 1. The workshop will provide you with engaging activities that bring these records to life and provide the opportunity for deeper enquiry. Margaret Fleming Assistant Director Visitor and Education Services, National Archives of Australia has worked in education and public programs at a range of cultural institution. Lanyon, Calthorpes’ House, Mugga-Mugga, Old Parliament House and currently at the National Archives. She has taught secondary history and politics and delights in heritage/museum learning experiences that connect with the classroom and engage student learners. 1f ESA Resources: AC History units developed by HTAA- Maree Whiteley During this session we will overview the recently released ESA/HTAA History digital resources available online. These AC: History units were written by teachers, for teachers and contain a wealth of lesson ideas, student activities and source material for teachers to implement the Australian Curriculum with confidence. As the primary editor and writer of one of the units, Maree Whiteley will walk you through the primary units, starting with the comprehensive unit program, the learning sequence and suggested assessment opportunities. Maree Whiteley is a primary teacher with a passion for cultural heritage, social history and global education. She has contributed her many years classroom experience to the consultation and development process of the Australian Curriculum: History and as a member of the HTAA executive committee. Currently working as a History and Geography Consultant with the Association of Independent Schools (WA), Maree assists teachers implement the Australian Curriculum, is a resource writer and workshop presenter. 1g History - what a drama! – Ann Parry Teaching history is always a challenge. Are we training little historians? Working for test results? Where do we start? This session is intended to be of direct practical application to teachers implementing the new national curriculum, using case studies from colonial history, Federation and Australia’s military heritage. It looks at proven, successful approaches which actively involve students in the past. These techniques generate real enthusiasm, long term understanding and retention of essential information, by integrating a range of historical skills and concepts, and deliver a rich learning experience. Participants will also be introduced to some great resources, including full units of work. Ann Parry is an educational consultant with a long background of teaching and curriculum development for Primary/Middle School. Since 1997, she has written for many major History and Civics initiatives, including Discovering Democracy, Making History, the Centenary of Women’s Suffrage, and a strand of the Civics curriculum of Sierra Leone. Ann publishes History and Civics titles, with Macmillan Education Australia and ESA, and develops digital resource material. 2a Welcome to Ancient History! – Jo-Anne Cameron The first week of Ancient History for The Gap High Year 11 students, who had chosen it, began in quite a different way from how it had started in all other years. This workshop will engage the participants in some of the activities that the students experienced during that first week. Participants are encouraged to share the activities that they use to introduce new, senior students to the exciting world of ancient times. 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. She wonders why it took her so long to have the revelation she did that led her to make the decisions that influenced the focus of this workshop. 2b Taxonomy and pedagogy for doing history and teaching History – Denis Mootz Many have suggested that the rationale for, and methodology of education will inevitably change in the 21st century. This presentation will argue that this is true of teaching History. A theoretical taxonomy will be outlined. The implementation of this taxonomy and the pedagogy derived from it will mean that History classrooms will no longer be mimetic, where students just learn History, but will be reflexive. Students should be doing history, and studying History. Denis has been teaching for over 40 years, and 17 years as a history method lecturer for the University of New South Wales. In addition, he has worked as a Museum educator for Macquarie University, and from time to time as an archaeologist. Denis has contributed to International publications and presented many conference papers. Currently, Denis is the Treasurer of HTA NSW Executive, and is the secretary of HTAA. 2c Designing History Online: Perspective, Authorship and Empathy - Dr Jill Margerison This presentation examines historical pedagogy in the 21st century. It explores ways in which technology provides exciting new opportunities to facilitate a participatory classroom culture, providing both ownership and authorship to history students. It draws upon the theoretical work of Seymour Papert who reminds teachers of the importance of the ‘maker culture’ in learning. In so doing, it also provides examples of digital history projects that were developed and designed in response to an integrated approach to the study of World War One and the early colonisation of white settlers in Australia. Jill Margerison has a PhD in Political Science and International Relations from The University of Queensland. She has worked for the Japan External Trade Organisation and speaks Japanese. Her interest in digital literacy and how it impacts the arts and humanities influences her current work at The Southport School. 2d The German elites and the Nazi Take-over of Power in 1933 – Assoc Prof Andrew Bonnell Historians have moved away from older arguments that Hitler and the Nazi Party were mere agents of monopoly capitalism. Recent work among Western scholars of fascism has stressed the culture, ideology and self-understanding of fascist movements, and the appeal of fascism to a diverse mass base of supporters. However, it remains the case that like Mussolini in Italy, Hitler came to power essentially through a coalition with representatives of Germany’s conservative or right-wing elites. This paper reconsiders the role of the elites in Hitler’s takeover of power in 1933 in the light of the recent German scholarship. Andrew Bonnell is Associate Professor in History at the University of Queensland. Publications include ‘The People’s Stage in Imperial Germany’ (2005), ‘Shylock in Germany’ (2008) and (edited) ‘An American Witness in Nazi Frankfurt: The Diaries of Robert W. Heingartner, 19281937’ (2011), and numerous articles on German history. 2e Why Popular Culture – Bernie Howitt The reasons for choosing Popular Culture as a Year 10 History option will be explored and a program to help teach it will be shared. A range of sources will be introduced, that will not only stimulate student interest, but assist students in developing the skills and understanding necessary for success in senior History. Use will be made of material developed for the Oxford Big Ideas History series, and O - book copies of the relevant material will also be provided by Oxford University Press. Bernie Howitt is currently President of the HTANSW, and teaches History and Society & Culture Method at the University of NSW. He has written extensively on popular culture, and presented three times at the Rock’n’Roll Hall of Fame in Cleveland, Ohio. He has taught high school History for 37 years. 2f Teaching Federation with Historical Literature – Jo Clyne In this session, participants will be introduced to ‘Dear Oma: A Story of Federation’, HTAV’s newest primary publication for grade 5/6 History. The book is set in 1901 during the Federation celebrations and tells the story of an eleven year old boy called Karl and his family who have recently immigrated from Germany to Melbourne. Teachers will hear about the process of developing an historical narrative from primary resources and how they can use the book and accompanying unit of work to cover many of the learning objectives outlined in the grade 6 History curriculum. Jo is the Coordinator of Education and Consultancy Services at the History Teachers’ Association of Victoria. She has worked at the Melbourne Museum, tutored post-graduate students at the University of Melbourne in History and Education, edited History books for Macmillan and been the Victorian coordinator of the National History Challenge since 2008. 2g Foreign Policy Perspectives - Iraq: in the national interest? - Ryan Slavin An initial twenty-five minute presentation on the differing foreign policy perspectives (realism, neo-conservatism, liberalism) which can be applied to the decision making that lead to the Iraq War. Following this, an example of how the Iraq War as a ‘Study of Power’ can be taught in a Senior Modern History classroom. This will be exhibited through the utilisation of collaborative technologies such as Blogger/Wordpress/Weebly/Wix as central eLearning platforms (easily substituted for any LMS), Dropbox/Google Drive as a teacher repository of documents – sharable, Google Docs and Shamblespad for collaborative note-taking and analysis activities, and YouTube and Prezi for online and embeddable presentation/content delivery. Ryan is a Queensland teacher of History at St John Fisher College. He has taught History and Foreign Languages for six years. Ryan’s education is in Linguistics and Political Science, and holds an undergraduate degree in Languages and Linguistics, a Graduate Certificate in Asian Studies and a Graduate Diploma in Education (Secondary). Ryan is currently finalising a Master Degree in International Relations. 2h EXCURSION – Commissariat Store with Helen Hennessy One of the two remaining convict built buildings in Brisbane, this building which is located on the Brisbane River, is a reminder of the Moreton Bay Penal colony. Construction began in 1828 and the building played an important role as the government store for many years. Today the Royal Historical Society of Queensland occupies the building which is extensively restored and houses an interesting museum of the early years of the white settlement of Brisbane. After the tour, participants will be welcome to return by bus or walk back through the city. Helen Hennessy is currently an education officer for Brisbane Catholic Education for Humanities and Social Sciences. She has spent the past five years assisting P-10 teachers to introduce the Australian Curriculum history and geography curriculum. Prior to this, Helen worked as a teacher for over thirty years. History was her main Learning Area. 3a Unwrapping Asian perspectives in the Australian Curriculum – Kay Bishop This session will explore aspects of the Australian Curriculum which focus on an Asian perspective, with particular emphasis on China topics. The role of the West in the downfall of the Qing and the interpretation of several sources on this topic will be addressed. Participants will take part in an investigation where several of the Australian Curriculum historical concepts, such as perspective and contestability, will be explored. The use of different pedagogical approaches to source investigation and concept understanding will also form part of the workshop. The workshop will adopt a hands on approach and participants will receive several resources to use in the classroom. Kay Bishop has been an Executive Member of QHTA for many years and is the immediate Past President. Kay has taught at a number of schools which recently include John Paul College and Somerville House. Kay has represented History teachers on a number of state and national committees and is a prolific writer of curriculum and learning materials for History. It is a privilege to share the passion, knowledge and skills Kay brings to the teaching of History. 3b Historical inquiry in the Australian Curriculum: History – Dr Tracey McAskill This session will explore the nature of historical inquiry and the elements of the Australian Curriculum: History that support teachers to develop inquiry approaches. This will include discussion about what is distinctive about ‘historical inquiry’ compared to other Humanities and Social Sciences subjects, and various ways of approaching inquiry in the history classroom. Participants will have an opportunity to share their own perspectives and experiences in engaging students in historical inquiry. The session will cater for both primary and secondary teachers. Dr Tracey McAskill commenced work at ACARA in early 2010 and is a manager curriculum for a wide range of areas, including the Humanities and Social Sciences. She has worked at James Cook University, Zayed University in the UAE, and in Queensland schools as a teacher, head of department and Deputy Principal. 3c Honesthistory.net.au: an online history resource – Dr David Stephens The presentation will explain (and illustrate on screen) the purpose and structure of the Honest History website, noting how it provides a searchable database of resources on the Anzac tradition, Australia’s war history and the many other strands of Australia’s history (environmental, social, political, cultural, economic, etc.), how it can complement other resources in the field and how it can grow with the active contributions of teachers, academics and students. The presentation will explore the motivations of the founders of Honest History and detail some of the many distinguished historians and others who support the Honest History concept. David is Secretary of Honest History, a loose coalition of historians and others promoting the balanced and honest presentation and use of Australian history during the centenary of World War I. David has an MA and PhD in political history and has been a public servant and consultant. 3d Internationalisation: Bridge Building with the Muslim world through Student Mobility Programs - Halim Rane This presentation would focus on the benefits of experiential learning using my ‘Muslim World Study Tour’ as a case study. This study tour is a short-term mobility program; I lead a group of 12-15 undergraduate students on a one-month trip to Malaysia, Turkey, Spain and Morocco. These are placed of significance to Islamic civilization. My presentation will discuss the objectives, learning activities, assessment items and outcomes, including the personal, academic and professional benefits for students. Associate Professor Halim Rane is one of Australia's leading scholars in the field of Islamic Studies. He is currently Deputy Head (Learning & Teaching), School of Humanities, Griffith University. Associate Professor Rane has authored numerous journal articles and five books on Islamic and Muslim issues including: ‘Media Framing of the Muslim World: Crises, Conflicts and Contexts’, ‘Making Australian Foreign Policy on Israel-Palestine: Media Coverage’, ‘Public Opinion and Interest Groups’, ‘Islam and Contemporary Civilization: Evolving Ideas’, ‘Transforming Relations’, ‘Islam and the Australian News Media’, ‘Reconstructing Jihad amid Competing International Norm’. 3e Debating History in the Australian Curriculum: A Clash of Paradigms? – Bridget Martin The aim of this presentation is to provide a new perspective on the public debate surrounding the Minister for Education's decision to conduct a review of History in the Australian Curriculum. Presenting the findings of an ongoing research paper, this talk will attempt to shift the discussion away from political ideology and the 'history wars' to a more basic issue: what should history education be trying to achieve? Drawing on the work of theorists like Levesque and Seixas, the presentation will explore the idea that at the heart of this debate there is, in fact, a clash of fundamentally opposed paradigms of history education that offer very different answers to this question. Bridget Martin is a history teacher at a senior secondary school in Canberra. She is currently completing her Masters of Teaching by research through the University of Melbourne. In 2014 Bridget is taking part in an ACT trial of the Senior Secondary Australian Curriculum in History. 3f The value of personal correspondence in the study of late Republican Rome – Sarah Coleman A lecture that deals with the historiography of Cicero’s letters, and the value of personal correspondence in creating a complete picture of the people and events in the late republican era. Cicero is a crucial figure in this period, not only in his political stance as a republican, but as a new man, and potential ally of Caesar. This lecture seeks to explore not only Cicero the man, but the ways in which we as teachers of history can teach our students how to use personal correspondence, and recognise it as a valued historical source. Sarah graduated from UQ in 2005 with a BA - Classics and Literature - and a BEd, Secondary. In 2006, she took a position at Saint Augustine's College - an all boys’ school run by the Marist Brothers - in Cairns, where she has taught Senior Ancient History, Senior English and a mix of Junior Social Sciences and English and is a member of the State Ancient History Panel. Sarah completed her MA in Ancient History in 2011, with a focus on the application of historical theory in the context of Roman Britain. She is currently studying Classical Languages via distance at UNE, in preparation for PhD candidature, also at UNE, where she intends to focus on the relationship between Cicero and Caesar. 3g Teaching History in a Multi-age Primary Setting – Helen Leeson Many schools have made a conscious decision to organise students into multi-age settings, while others are forced to have multi-age classes due to demographics. Whatever the reason, teaching a multi-age class using the Australian Curriculum presents challenges due to the nature of the way in which the curriculum is written. This workshop will provide advice on how to make curriculum decisions in History when teaching a multi-age class, especially around the teaching of Historical Inquiry Skills as well as how to use multiple achievement standards when using formative assessment strategies and making judgements for mid-year and end of year reporting. Helen currently works as an Education Officer Curriculum – Primary, in Brisbane Catholic Education, based at the School Service Centre South. She works across all Learning Areas, but has a particular passion for History. Much of Helen’s teaching experience was in teaching multi-age classes so providing support for these teachers is important to her. Biographies and Session Descriptions Day 2 Wednesday 1 October Keynote Address : Professor Marilyn Lake ‘Foundational Histories: Australia as the Experiment Station of the World’ It has long been observed that history as a discipline has worked historically as a handmaiden to the nation-state, in constructing a common past, public memory, national traditions and foundational narratives. At the same time we recognise that these histories have always been challenged, contested and revised to meet new needs in changing circumstances. For the last 15 years or so we have seen a resurgence of the idea that the Anzacs gave birth to the nation at Gallipoli in April 1915, when Australians joined the British imperial force in invading the Ottoman empire. This militarist creation myth has effectively marginalised an earlier history that highlighted Australia’s global reputation as a pioneering advanced democracy, forged by men and women, in civil and political society, before the outbreak of World War 1. In introducing the 8 hour day, payment to members of parliament, the first legal minimum wage in the world, compulsory arbitration, the first Labor government and full political rights for women, an independent-minded Australia became a beacon for democrats everywhere, many of whom came south to see this experiment station for themselves - from Britain, China, France, Germany and the United States. This lecture will discuss how and why this shift in understanding the past has happened and its implications for the present. Marilyn Lake is Professor of History and ARC Professorial Fellow at the University of Melbourne. Professor Lake is an Australian historian known for her work on the effects of the military and war on Australian civil society, the political history of Australian women and Australian racism including the White Australia Policy and the movement for Aboriginal and Torres Strait Islander human rights. She was awarded a Personal Chair in History at La Trobe University in 1994. She has been elected a Fellow, Australian Academy of the Humanities and a Fellow, Academy of the Social Sciences in Australia. Her research interests include Australian history; nation and nationalism; gender, war and citizenship; femininity and masculinity; history of feminism; race, gender and imperialism; global and trans-national history. http://en.wikipedia.org/wiki/Marilyn_Lake 5/6/14 4a Deepening learning and meeting curriculum standards in the primary classroom – Kathleen Gordon A chock-a-block national curriculum doesn’t mean giving up on the things we love about integrating learning in the primary school. Participants will be introduced to a detailed example of curriculum integration in Year 4 that links History, English, The Arts, Technology and ICTs to state/national standards. The approach used is suitable across the primary years and participants will be supported to map out an outline of an integrated unit for their own year level. 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. 4b Teaching the Art of Conversation to History students via eLearning – Ian Gray This may seem like a contradiction as students, and many adults, seem to forget how to dialogue and prefer monologue from behind their smart phones. Ian will explain the centrality of story-telling and story listening to History classrooms and how eLearning can bring back some of these forgotten arts. Ian is a very experienced History teacher, Head of Department, Director of eLearning, textbook author and presenter at QHTA Conferences and Modern History Student Seminars. He is currently an eLearning & Historical Education Consultant who works with teachers to help them clarify their eLearning expectations and through audits helps leaders manage change. 4c Teaching the Holocaust - Marco Scali The goal of this seminar will be to try and explain firstly why the Holocaust is a valuable topic to teach and secondly, to present innovative ways to engage students with this topic. The focus will be on finding ways to allow students access to such overwhelming material. There will be a particular focus on ways to use survivor testimony in the classroom and teachers will be introduced to Claude Lanzmann’s documentary, “Shoah.” Teachers will be shown key extracts from “Shoah” and will see examples of how these extracts can be used as a basis for student research and understanding of the key issues of the Holocaust. Marco has taught at Newington College since 2000, teaching Year 7 – 12 History, and senior Ancient, Modern and Extension History. Since 2009 he has been teaching IB History, and has taken on the role of a Modern History HSC marker. Have worked on curriculum implementation at AIS (National Curriculum) and have been a presenter at NSW AIS History Teacher’s Conferences. 4d How reliable are our World War I sources?-Dr Jennifer Lawless This session provides an examination of the issues concerning eye-witness accounts, memoirs and memory through specific documents relating to Gallipoli. In researching the experiences of the Australians captured at Gallipoli, it became obvious on many occasions that various sources held many challenges to the unwary. How can we ensure that students ask relevant questions and apply historical methodology to interrogate these sources? Jennifer Lawless is the History Inspector for the NSW Board of Studies, Teaching and Educational Standards (BOSTES) managing HSIE/SOSE subjects in NSW. She was the manager for the writing of the NSW History syllabus K-10 developed from the Australian Curriculum History. Her PhD focussed on the experiences of the Australian POWS captured at Gallipoli. 4e Let the Land Speak – Jackie French The continent of Australia itself has forged much of our history, from the Federation drought that made us one nation, the darkness of Eureka that let Hotham's spies lure the rebels away from the stockade, or the physical abilities of those first volunteers who landed at Gallipoli to the repeated floods, bush fires, heat waves, droughts and tidal surges that planners forget too soon after they are over. Even the first migrations to Australia about 60,000 years ago might have been sparked by volcanic activity to our north. Understanding the role of the land itself in our history also shows us what we can- must- do to shape Australia's future. Jackie French is a passionate historian, ecologist and wombat negotiator, as well as Australian Children's laureate 2014-2015. Her vast body of work covers 60,000 years of Australian history in novels, picture books and non fiction for people of all ages. 4f Don Bradman sources and perspectives – Chris Price He was on a questionnaire to test citizenship credentials, he’s been the subject of popular songs, had his portrait on coins and stamps, has his own museum and more than one international grand-stand named after him. For many, Don Bradman holds a place in the pantheon of 20th century Australia, but do all the historical sources stack up to support this view? This workshop presents a brief case-study of perspectives on “The Don”. The activities are intended to guide students through the techniques and problems of using evidence and to encourage students to be critical thinkers. Chris Price has been Head of History at Brisbane Grammar School for the past 9 years and has a special interest in Local History and a time-consuming interest in Australian cricket. He is a District Panellist for the QSA and works as the assessor for the external exam in Modern History in Qld. He did his post-graduate research examining the determinants of adolescent reading habits and is currently working on a research project to commemorate the 28 old boys of BGS who fell at Gallipoli. 4g Hands on History – Bonny and Matthew Bartlett Hands on History aims to bring history alive in students’ minds. Run by husband and wife, Matt and Bonny. With a combined 20years of experience presenting medieval history through reenactment, Matthew and Bonny are extremely passionate about expanding people's interest in history through interactive means. Their medieval incursions include hundreds of medieval European and Japanese replicas, in depth exploration of a day in the life of various people and address the key investigation questions outlined in the Australian national curriculum (year 8 history). Our presentation will discuss our experiences at schools, how lessons can address multiple facets of history simultaneously by comparing historical lives with modern pop culture and what characters we like to present to students. We will also showcase some of our hands on replicas (the audience will be invited to pick items up for themselves). Matt has over 11 years experience in re-enactment, specialising in Medieval Europe. This experience has brought to life his passion for history. He also has had a long running history of working with primary and secondary aged students, both in paid and volunteer capacities. Having previously worked in a similar capacity he realised exploring and broadcasting history was his passion in life. Matt brings history to life in children’s minds, works hard to answer even the hardest questions from students and opens their eyes to the world around them. Together with Bonny he realised his dream in Hands on History. Bonny has been re-enacting almost her entire life, having started researching, exploring and recreating the past with her family (and the Company of the Phoenix) since she was 8 years old. This love of history continued to prevail through her adolescence and adulthood. Coupled with her joy for theatrical pursuits and her passion for teaching, Hands on History was born. Working closely with her husband Matt, Bonny has had many years experience working with children, historical research/recreation and theatrical productions. 5a Small sketches to big pictures – Jackie French History is like a detective story, taking the fragments left to us from the past (primary sources) and putting them together. Insight can come from unexpected places: Google surveys of earth showing ancient trade routes; DNA analysis showing where our ancestors came from; online transcripts of Old Bailey trials. Even the advertisements in old newspapers can show the concerns and dreams of the people at the time. Using the varied research methods used for her books, Jackie will present at a dozen easily found 'primary sources' that students will find as fascinating as any mystery story on TV. Jackie French is a passionate historian, ecologist and wombat negotiator, as well as Australian Children's laureate 2014-2015. Her vast body of work covers 60,000 years of Australian history in novels, picture books and non fiction for people of all ages. 5b Teaching historical thinking: the research, approaches and strategies – Darren Tayler This session will examine the emphasis in the Australian Curriculum: History on four key concepts of historical thinking – evidence, perspectives, significance and contestability. This will include an overview of the research into historical thinking, links to 21st century learning, the implications for teaching of the curriculum, and strategies for developing students’ historical thinking. The session will explore opportunities within the depth studies to teach historical thinking and how the curriculum enables flexible approaches to be taken – with a focus on Years 7-10. Darren Tayler is the Senior Project Officer for the Humanities and Social Sciences (History, Geography, Economics and Business, Civics and Citizenship) at ACARA. He worked previously in curriculum and learning innovation at a state level. He is history trained, has taught history and has worked in primary and secondary schools. 5c Beyond the Glass Case: Connecting to the Past through Object-Based Learning – Marie Bonardelli This workshop will explore how artefacts are central to historical education. In order to teach the Holocaust with integrity students need to examine the individual narrative behind artefacts and in doing so realize how objects can humanize history. Artefacts help students examine the past because they embody the memories and stories of Holocaust survivors. They also afford students the opportunity to gain deeper understanding of the Holocaust through critical analysis. Having students interact with various objects allows them to actively foster empathy by making connections to pre-war life, wartime experiences, and post-war life. Marie Bonardelli is an Education Officer at the Sydney Jewish Museum. She completed her B.A in History, and her B.Ed. in Indigenous Education at Simon Fraser University in Vancouver, Canada. She was a secondary school teacher in Canada and Australia before she began her role at the Museum. 5d Explore how print media like cartoons and caricatures can develop historical understandings – Deborah Sulway Cartoons and caricatures express the thoughts and feelings of individuals at a particular point in time. A well-drawn caricature can bring a sense of humanity into the darkest debate; a clever cartoon can nail conflicting views surrounding people and events. Billy Hughes at War is an online resource which explores the challenging years of the First World War through the lens of historic cartoons. Contemporary political cartoons are showcased in the Behind the Lines 2013 Exhibition currently showing onsite and online at the Museum of Australian Democracy. This travelling exhibition explores the political ups and downs of 2013. As a first draft of history, political cartoons are primary source documents that can help students understand issues and attitudes of the time. Using online resources this workshop will explore ideas on how to deconstruct historic and contemporary political cartoons to analyse and understand perspectives of people and events. Deborah Sulway has a background in primary education as a classroom teacher and in special education. Since leaving the classroom and moving into museum education, she has had opportunities to work with students in public programs at Australian Parliament House and to develop, deliver and evaluate education programs and products at the Museum of Australian Democracy at Old Parliament House (MOAD). Currently, she is the Assistant Manager of Learning at MOAD. 5e Handy Hands-on History - Cynthia Cash This 60 minute workshop will provide participants with creative ways to personalise history in the classroom. From family trees to “Me” dolls; from historical toys to ipad apps, this workshop won’t disappoint. Participants will create their own ‘make and take’ history resources and will be introduced to a collection of exciting ideas that will support history units in the primary school classroom. Currently a Year 1 teacher, Cynthia Cash, is Prep-Year 7 trained. Prior to her Grad Dip Ed., she earned a B.A. in Clothing and Textiles and was a self-employed children’s art instructor teaching in Australia and the USA. Her creative ideas have been published in 2 children’s historical magazines. 5f INCURSION – Tour of Brisbane Grammar School – Chris Price Brisbane Grammar School moved to its current site in 1880 and contains many buildings of architectural and historical significance. This tour will take delegates through The Great Hall (1880) a neo-gothic structure with fine stained glass windows and several interesting honour boards and The War Memorial Library (1923) built to honour the 176 old boys of the school who were killed in WWI. Both buildings contain much evidence of the values of the era they were built and provide a fascinating portrait of the life of the school. Chris Price has been Head of History at Brisbane Grammar School for the past 9 years and has a special interest in Local History and a time-consuming interest in Australian cricket. He is a District Panellist for the QSA and works as the assessor for the external exam in Modern History in Qld. He did his post-graduate research examining the determinants of adolescent reading habits and is currently working on a research project to commemorate the 28 old boys of BGS who fell at Gallipoli. 5g EXCURSION – Anzac Square with Dr Brian Hoepper In the heart of Brisbane, Anzac Square is part haven, part thoroughfare. It displays an array of striking memorials that traverses Australia’s military campaigns from the Boer War to recent peace-keeping. At its simplest, it chronicles the major milestones in Australia’s military history and illustrates changing styles of memorialization . Studied more carefully, it suggests significant changes in the ways Australians have thought about ‘war and peace’ in the past century. In this excursion, participants will explore those changes, along the way untangling some issues of authorship and chronology that make Anzac Square a fascinating and challenging ‘historical source’. Brian Hoepper has taught history in secondary schools and history curriculum at university. In recent years he was contracted to advise ACARA on the development of the Australian Curriculum in both its Years F-10 and Years 11-12 forms. Brian has a long history in syllabus development, professional development and textbook authorship. His most recent publication is Teaching Humanities and Social Sciences (Cengage 2014) – a tertiary text co-edited with Professor Rob Gilbert. 5h EXCURSION - Queensland Maritime Museum with Helen Hennessy Located at the southern end of Southbank, the Queensland Maritime Museum has an extensive collection of artefacts, documents and photographs about our maritime history. Enjoy an afternoon exploring the collection and talking with the volunteers who staff the centre. After the tour, participants will be welcome to return by bus or enjoy a walk through Southbank or the CBD. Helen Hennessy is currently an education officer for Brisbane Catholic Education for Humanities and Social Sciences. She has spent the past five years assisting P-10 teachers to introduce the Australian Curriculum history and geography curriculum. Prior to this, Helen worked as a teacher for over thirty years. History was her main Learning Area. 6a Alternatives to Anzac: locating Australia in the World – Professor Marilyn Lake Marilyn is interested in exploring the implications for understanding the distinctiveness of Australian history by locating it in a world history context. For example how do we best understand Australia’s role in establishing the world first legal minimum wage (in Victoria in 1896)? First we must recognise Australia’s role in introducing innovative reforms quite independently of and in advance of the British empire and second, think about the implications about Australia’s geographical place in the south Pacific, in the Asia-Pacific region where it emulated the United States in seeking to establish a New World rather than a British world. With the new emphasis on ‘loyalty’ in World War 1 however Australia found itself locked into a resurgent British empire. Marilyn Lake is Professor of History and ARC Professorial Fellow at the University of Melbourne. Professor Lake is an Australian historian known for her work on the effects of the military and war on Australian civil society, the political history of Australian women and Australian racism including the White Australia Policy and the movement for Aboriginal and Torres Strait Islander human rights. She was awarded a Personal Chair in History at La Trobe University in 1994. She has been elected a Fellow, Australian Academy of the Humanities and a Fellow, Academy of the Social Sciences in Australia. Her research interests include Australian history; nation and nationalism; gender, war and citizenship; femininity and masculinity; history of feminism; race, gender and imperialism; global and trans-national history. http://en.wikipedia.org/wiki/Marilyn_Lake 29/5/14 6b Creating a Website for the History Classroom – Jemma Ward This presentation with address three questions: Why use a website for history teaching? How can I use my website to deliver differentiated learning experiences for students with varying abilities? How do I construct a history website from scratch? Jemma will demonstrate how she uses her own history website (http://www.jkwardhistory.info) in her history classroom for a range of age groups and topics, and then look at some of the ways in which content and skills can be taught differently depending on student needs and projected outcomes. Finally, Jemma will spend 10 minutes demonstrating the construction process using a free website building programme (Jimdo). Jemma is a secondary history teacher with five years experience, currently working at the SCOTS PGC College in Warwick, QLD. She recently completed her Master of Arts (History) at UNE, and is passionate about her subject. Over the last few years, Jemma have been developing a range of ICT resources to assist teachers at her school in the implementation of AC History. 6c Talkin’ ‘Bout My Generation: The Globalising World & Popular Culture - 1945 to Present) – Veronica Stephenson The final Depth Study for History students in Year 10 should offer students the opportunity to use their prior knowledge and skills from History, including ideas, concepts, issues and events, culminating with how they impact on them as Generation Z. In looking at developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll, this unit allows students to mesh how we moved from examining the impact of The Big Four at the Treaty of Versailles to that of the impact of the “big five” of One Direction. Veronica Stephenson is a Senior Teacher and Year 10 History Designated Curriculum Leader at The Gap State High School in Brisbane. In life BC (Before Children), she was a HoD Social Sciences (Acting) and has taught both mainstream QSA curriculum and the International Baccalaureate. 6d Beyond Gallipoli – Linda Wade Historians have documented widespread antipathy, in both classrooms and staff rooms, towards studies of Gallipoli and Anzac. This is hardly surprising: throughout their schooling students hear the same stories of Anzac resourcefulness and ingenuity displayed at Gallipoli, of larrikinism and mateship, and of a one dimensional, masculine ‘national’ identity. But what if teachers looked instead to stories of Australians at war centred on experiences and memories of the Western Front? This presentation draws from archival research to sample some of those stories, and offers a version of Australia’s war history that moves – geographically, intellectually, emotionally – beyond Gallipoli. Linda Wade teaches across the Departments of Social Science and English at All Hallows’ School, Brisbane. Her publications, a by-product of her Doctoral thesis, investigate Australian war memory, with particular emphasis on the relationship between Australians and the French town of Villers Bretonneux. 6e Curious Curiae: Representations of the Roman Senate House in Film Most films set in ancient Rome are careful to include scenes, however brief or cursory, set within the Senate House. Directors frequently use the space as a laden symbol, conveying to the audience messages about the nature of the power of Rome and its Senate. The interior is often represented incorrectly, as film-makers sacrifice historical authenticity for settings which establish underlying discourses about the ruling elite of Rome, whether about their decadence, or impotence, or traditional authority and ideals. As such, depictions of the Senate House are revealing of modern popular perceptions of ancient Rome. This seminar will explore the ancient evidence for the form and design of the Senate Houses of Rome and investigate the way that the space has been depicted in cinematic reconstructions of antiquity. Dr Rashna Taraporewalla is an alumna of the University of Queensland and lectured there for a time within the Discipline of Ancient History. She currently teaches History and Ancient History at Brisbane Girls Grammar School and lectures in Ancient History within the Faculty of Education at Queensland University of Technology. 6f 30 Ideas in 30 Minutes – Christian Machar This session will take you on a roller-coaster ride of 30 quick ideas in 30 minutes. From the music of Jethro Tull to Franz Ferinand, to using smurfs and making paper aeroplanes to explaining communism, to turning the classroom into World War One trenches or re-creating Nelson Mandela’s cell of 27 years, come along and enjoy the trip into history Christian Machar is the Coordinator of History at Geelong Grammar School’s Year 9 Timbertop Campus. 7a “Personal stories, perilous crossings – How the internet and digitalisation are changing history. – Tess Cohen This presentation will look at how internet culture and digitalisation technology is changing the way history research is done through advancements in how sources are found and used. It will not only look at the impact on academic history but how popular history is being brought to the general public. The presentation will utilise the "Personal stories, perilous crossings: multicultural colonial Queensland” project as an example of what these advancements in technology can mean for history. It will show how students at a high school level can use these research techniques. Tess Cohen is currently undertaking her Honours in History, having received her Bachelor of Arts degree, with an extended Major in History, at the University of Queensland. She intends to continue with a career in history research, commencing her PHD once her Honours is complete. She completed a Summer Research Scholarship project entitled "Personal stories, perilous crossings: multicultural colonial Queensland” under the supervision of Dr. Dolly MacKinnon and in partnership with Queensland State Archives, along with two other students. 7b itunesU in the history classroom – Amanda O’Neill This presentation looks at how itunesU can be used in a senior ancient history classroom to provide students with access to the leading academics in history. In additional, given the time constraints within the final years of schooling, it allows students to access information away from a laptop and away from a desk. There are no more excuses! Amanda is an Ancient History teacher at St Hilda’s School, Southport. She presented a session at the TedX Conference held at St Hilda’s in 2013 titled ‘Sharing a Modern Curriculum’. 7c Teaching Migration to the ‘Me’ Generation – Zoey Fellows This presentation will demonstrate the way the Australian Curriculum Year 9 ‘Movements of People’ and Year 10 ‘Migration Experiences’ units have been combined and structured for the context of an anglocentric, independent regional school attempting to facilitate the National Curriculum within the minimum time advised by ACARA. Within this unit attempts have been made to develop inquiry processes 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 Learning and Teaching through Central Queensland University. Zoey has been teaching History for 7 years, the last 5 at St Anthony’s Catholic College, Deeragun (near Townsville), where she is Head of Department for Humanities. 7d Tracking to Improve Results in Secondary History – Joshua Duff Using specific data tracking spreadsheets, it is possible to track individual historical skills within assessment criteria and clearly see a student’s development of those particular skills. The data is based on a 15 point scale using A-E data collected weekly or fortnightly. Both the student and teacher can clearly see the development of the student’s historical skills with clear colour coding and student’s take ownership of their own data collection and, therefore, their own learning. Their overall profile, which is also included, gives the student a clear picture of where they sit in terms of historical skills and knowledge throughout their particular course of study. Joshua is a third year teacher at Longreach State High School teaching years 8-10 history, social sciences and years 11 and 12 Ancient History. He has been a member of the Central Queensland Ancient History Panel from 2013 and a Central Queensland History Mentor for the implementation of the Australian Curriculum: History. Joshua’s data collection methods were part of Longreach State High School’s award winning data collection system. 7e UP, UP and Away – Crystal Thompson Planning overseas tours is a rich and fulfilling experience for students and teachers alike, but there are many variables that can be the difference between a success and a failure. This workshop will look at the many different aspects of a student tour that teachers need to consider and offers a range of tips and tricks that can help this process run smoothly. Crystal Thompson is a passionate Senior History teacher who has extensive experience in both the independent and state system. Currently working at St Paul’s School in Brisbane’s north, she has a passion for bringing history alive both in and outside the classroom. 7f Curriculum Sharing Project – Richard Smith and Richard Leo Richard Smith and Queensland writers for the Curriculum Sharing Project will display the Department of Veterans’ Affair site and talk about the units available to teachers and schools. These units offer teachers full teaching plans for units on many of the conflicts and peace keeping missions that the Australian military have been involved in. Units available are for both primary and secondary levels. Richard Smith is the Executive Officer of the HTAV. Prior to becoming Executive Officer, Richard was a Board member and has been President and Treasurer of the HTAV. Richard is the Chair of the National History Challenge run by the HTAA and is presently HTAA Treasurer. He has thirty-six years’ experience in the classroom, teaching all levels of secondary schooling, in both the state and independent systems. Richard Leo is a Lecturer in Education and Humanities at the Christian Heritage College, Brisbane, Queensland where he teaches into the Undergraduate and Graduate Diploma initial teacher education programs in history and education. His research interests include Education in the Humanities, Australian History, and Comparative Religious History. What time that is left after socialising with his beautiful wife and four children, is spent playing guitar, reading and drinking coffee on his verandah overlooking bushland in Logan. Biographies and Session Descriptions Day 3 Thursday 2 October Keynote Address: Professor David Christian 'Big History and the Australian Curriculum?' There is a natural synergy between Big History courses (currently taught in over 100 Australian schools) and the Australian Curriculum. The ACARA website informs us that: "The Australian Curriculum describes what young Australians should learn …. It is the foundation for their future learning, growth and active participation in the Australian community." Big History offers a coherent, trans-disciplinary account of the history of the Universe and our earth, and places the history of humanity within that story. By linking knowledge across the curriculum, from physics to biology to history, it can help young people see the underlying coherence of what they are learning, and understand their place as Australians within a much larger story. How can we maximize this educational synergy by teaching Big History alongside the Australian Curriculum? Professor David Christian is an Anglo-American historian and scholar of Russian history notable for creating and spearheading an interdisciplinary approach known as Big History. He began teaching the first course in 1989 which examined history from the Big Bang to the present using a multidisciplinary approach with assistance from scholars in diverse specializations from the sciences, social sciences, and humanities The course frames human history in terms of cosmic, geological, and biological history He is credited with coining the term Big History and he serves as president of the International Big History Association. Christian's best-selling Teaching Company course entitled Big History caught the attention of philanthropist Bill Gates who is personally funding Christian's efforts to develop a program to bring the course to high school students worldwide http://en.wikipedia.org/wiki/David_Christian_%28historian%29 29/5/14 8a Using Historical Evidence in the Primary Classroom – Dr Jennifer Lawless In reference to the Australian Curriculum in History, how can we introduce the use of historical evidence to Primary students? How can we engage students in History? A hands-on examination of questions to pose using primary and secondary sources, artifacts, photographs, buildings, local history – building on what is already being done in the classroom with an emphasis on ‘How do we know’? about History. Jennifer Lawless is the History Inspector for the NSW Board of Studies, Teaching and Educational Standards (BOSTES) managing HSIE/SOSE subjects in NSW. She was the manager for the writing of the NSW History syllabus K-10 developed from the Australian Curriculum History. Her PhD focussed on the experiences of the Australian POWS captured at Gallipoli. 8b Speaking in Stone. Investigating the continuity and change in beliefs that have influenced the Australian way of life through local war memorials – Richard Leo Local war memorials can assist students of history to read the influence of local, national and global events on local communities. Using his experiences from field excursions as a school history teacher and now education lecturer, Clifford Geertz’s anthropological theories in reading cultural symbols are used to gain insight into how local war memorials express changing cultural and historical influences within the local community. The focus of this presentation is on the memorials based around the Brisbane CBD, Queensland, however, the general concepts can be applied to any set of local war memorials around Australia. Richard Leo is a Lecturer in Education and Humanities at the Christian Heritage College, Brisbane, Queensland where he teaches into the Undergraduate and Graduate Diploma initial teacher education programs in history and education. His research interests include Education in the Humanities, Australian History, and Comparative Religious History. What time that is left after socialising with his beautiful wife and four children, is spent playing guitar, reading and drinking coffee on his verandah overlooking bushland in Logan. 8c How to get your Multimodal Mojo! – Jackie Campbell Many teachers are wary of delving into the richness and creativity that the Multimodal offers their students as they are uncertain as to how students can provide sufficient evidence of the history standards descriptors. However, as Twenty-First Century learners, students need to be creators, rather than users of knowledge, and therefore need not be limited to delivering speeches with accompanying Power Points. By opening up their options, and showing them how to meet the standards descriptors, you will find that many students embrace the endless possibilities and you will love the result. Come and be inspired by some examples and share some of your ideas and those of your students. Jackie is the Head of Department for the Social Sciences at Boonah SHS, the Acting SEO for Modern/Ancient History (QSA), the Brisbane-Ipswich Modern History Panel Chair, and has collaborated on QSA projects to provide on-line exemplars of Multimodal student responses. Jackie has taught History for 32 years and attended the 2008 Australian History Summer School in Canberra. In 2000 she was the recipient of Fulbright Exchange Teacher Grant to teach in the USA. Jackie is proud to have taught in Independent and State schools in three countries. 8d RU really implementing IU in history? – Joy Schultz The General Capability of Intercultural Understanding (IU) is embedded in all Australian Curriculum learning area content outlines. Without careful attention, there is a fear that being “embedded” may mean glossed over, treated superficially or ignored. This interactive session will endeavour to show how history teaching can be vastly enriched by a focus on the concept of culture and how fundamental this is to understanding human interactions over time. The session is suitable for primary and all secondary teachers. Joy Schultz has been a teacher, curriculum writer, and educational consultant in Queensland for many years and has a special interest in teaching about culture and the cross-curriculum priorities as well as the general capabilities through inquiry. 8e Rich Resources: Country, Land and People – Maree Whiteley During this session we will explore AC History through the lens of the Cross curriculum priorities (ATSI and Asia) and the General Capability of Intercultural Understanding. What are the links? How are teachers embedding these aspects in their year level content? Where are the resources? Maree Whiteley is a primary teacher with a passion for cultural heritage, social history and global education. She has contributed her many years classroom experience to the consultation and development process of the Australian Curriculum: History and as a member of the HTAA executive committee. Currently working as a History and Geography Consultant with the Association of Independent Schools (WA), Maree assists teachers implement the Australian Curriculum, is a resource writer and workshop presenter. 8f Australian History Mysteries - Could you be a good Nation Maker? (Year 9) Angela Casey and Amanda Paroz Workshop presented by National Museum of Australia & Ryebuck Media. Australian History Mysteries is a subscription-based website of 150 classroom lessons, and 200 hours of interactive learning specifically relevant to the national history curriculum with special emphasis on inquiry learning and historical skills development - videos, interactive modules and lesson plans. www.AustralianHistoryMysteries.info This session will showcase the latest case study on the website (Springfield) The history course asks students to explore what life was like in Australia in colonial times – from 1788 to 1901. To do this you need to look at events, individuals and groups who helped shape Australia of today. Here’s a way of starting that investigation, by looking at one property that was settled in 1827 and still exists today. It is 1827. You are about to take control of an area of land near Goulburn. You will name the property ‘Springfield’. Your task is to make a number of decisions that will help develop Springfield into a successful and prosperous property. This will give employment to local people, create a society in the area, and help create wealth for the area. In this way you will contribute to the economic, social and cultural growth of the nation. Make good decisions that will help achieve those developments, and you will receive points. Make decisions that will not help achieve those developments and you lose them. Can you be a good nation-maker? Come to this session to test your history skills! Angela Casey is the Learning Services Manager at the National Museum of Australia. Before working in museums she taught in the NSW school system. Amanda Paroz is the Schools Coordinator at the National Museum of Australia. She has worked in education for over a decade in both secondary schools and cultural institutions. Amanda is passionate about the use of objects and audio-visual sources to open dialogue and engage students in complex histories. 8g Easter Island Case Study: teaching year 8s how new evidence changes our understanding of the past- Kira Sampson Easter Island makes a fascinating case study within the Australian Curriculum Unit: The Polynesian Expansion Across the Pacific. This workshop shows how teachers might approached this unit as a study of how new evidence changes our understanding of the past. Kira Sampson is a teacher of history and Modern History at Somerville House and a member of the QHTA executive. 9a Distortions of Ancient History in Contemporary Debates – Dr Tom Stevenson This paper investigates contentious uses of the ancient past for the sake of present power in three different spheres and in various media. First, in the sphere of religion, I aim to look briefly at the narratives of two recent films, The Passion of the Christ (2004) and Agora (2009). Next, in respect of politics in the USA, using speeches and writings of the past two decades, I survey references to Julius Caesar, as autocrat and as democrat, in support of vastly differing political agendas. Finally, in connection with the politics of race, I note the power of contemporary arguments about the African racial characteristics of Cleopatra and Hannibal. Ancient History remains important for checking the constantly evolving narratives of non-historians. Tom Stevenson is a Senior Lecturer in Classics and Ancient History at the University of Queensland and a member of the QHTA Executive. 9b A Formulaic Approach to Teaching Essay Writing – Mark Perkins The teaching of formal writing is a challenge with the modern student and this workshop will explore some teaching tools to assist this process. We will investigate the role of planning sheets as a visible thinking tool, the importance of easily understood criteria sheets and feedback, and the adoption of a common language within a department or school. Some sample marking will be done as a basis for a discussion about the strengths and weaknesses of student writing and ways to address this in our teaching. Mark Perkins is the Head of History at Canberra Grammar School. He has been teaching at CGS since 1999 and previously taught in Qld in Dalby and Gladstone. 9c Not two steps behind but side by side: writing Syrian/Lebanese women into Australian history – Dr Anne Monsour Historical reality is at odds with the generally accepted view that early Syrian/Lebanese migration to Australia was a predominantly male affair. In fact, the early migration included a significant proportion of women; however, their presence and contribution has generally been understated. This presentation investigates the existence of women in early Syrian/Lebanese migration to Australia, their agency in the migration process; their economic role and its impact on traditional gender stereotypes and the migrant family; and also the impact of their presence on official attitudes toward Syrian/Lebanese migrants. Anne Monsour has a PhD in history from the University of Queensland and is currently an Honorary Research Fellow in the School of History, Philosophy, Religion and Classics, University of Queensland. She is the author of Not Quite White: Lebanese and the White Australia Policy 1880 to 1947(Post Pressed, 2010). 9d Inquiry and History Curriculum: Myths and Mediations – Terry Gallagher This seminar will explore the nature of inquiry in the Australian Curriculum: History (F-10 and Years 11 and 12) and in the current Queensland senior syllabuses for history. The discussion will aim to define the nature of the intended curriculum and how it can be enacted in teaching and learning strategies that focus on ‘fit for purpose’ rather than common pedagogical stereotypes. The central focus of this seminar will be to highlight the possible mix of strategies to enact and implement an inquiry-based and source-based curriculum that engages students. Terry Gallagher works in the Curriculum Services Division of the Queensland Studies Authority. He has lead and participated in a range of policy and resource development activities to support implementation of the Australian Curriculum. He was a member of the ACARA History learning area advisory panel. Terry has led and managed many Queensland curriculum development and assessment projects, across P to Year 12, particularly in the History and in Humanities and Social Sciences. 9e ‘Schooling, Service and the Great War’ – Dr Rosalie Triolo & Merrillee Chignell If you were teaching one hundred years ago what would you be teaching about? What would you be saying about the British Empire? What values would you be teaching your students? How did the Great War impact on life at school? Would you be likely to enlist or serve in other ways? This fascinating workshop uses primary sources to investigate the Great War and how teachers and schools coped with the impact of the war. The publication, written by Dr Rosalie Triolo, is filled with classroom ready inquiry based activities and a copy will be provided free at the workshop. Rosalie is Monash University’s History Method lecturer and HTAV’s past president. Active in numerous History Education and historio-cultural communities, she has written scholarly, classroom and professional learning items, including ’Schooling, Service and the Great War’. Her ‘Our Schools and the War’ was Commended in the 2012 Victorian History Publication Awards. Merrillee Chignell presently works in Commemorations in the Department of Veterans’ Affairs(DVA) developing education materials for Australian schools aligned with the Australian Curriculum: History. She has a teaching background and has developed educational publications for over 15 years. She is passionate about assisting today's busy teachers to be engaging history teachers. Through DVA, teachers have access to outstanding quality education materials and websites on Australian wartime experiences. 9f Implementing the skills of History – Ross Murphy With the introduction of the new Australian Curriculum, students need to develop historical skills across years 8, 9 & 10 so that they are prepared for the rigour that exists in senior Modern and Ancient History. The important skills identified are: 1. Evaluating the relevance, accuracy and reliability of sources 2. Creating and maintaining detailed systematic and coherent records of research 3. Comprehend and incorporate both implicit and explicit meanings into a paragraph (recognising tone, motive and perspective) The intention of this presentation is to show the audience how we can incorporate these historical skills into students learning experiences. Participants will see and receive lesson resources used. It should be relevant to all year 7,8,9,& 10 teachers. Ross graduated the University of Queensland with a Graduate Diploma in 2008. He has been teaching both junior and senior history for six years at The Gap State High School. 9g Planning, assessing and resourcing the history curriculum at the Primary level – Deborah Schinckel This session will discuss the process of cooperatively planning term and semester units of work. Focus will be on: Planning to ensure requirements of content descriptions (knowledge, understanding and skills that teachers are expected to teach and students are expected to learn) and achievement standards are met. Developing rubrics to assist teaching and learning Share resources that support the learning. Developing partnerships between teachers and teacher librarians for optimum teaching and learning Discussion and ideas exchange between attendees will be encouraged. Deborah taught in South Australia for many years before taking up the position of teacher librarian at The Southport School Preparatory School on the Gold Coast 8 years ago. She has a keen interest in Inquiry learning based on Ross Todd's work and has developed programs focusing on this teaching and learning. Deborah has an active interest in the history curriculum and cooperatively plans and resources units of work with teachers. 9h EXCURSION – The Museum of Brisbane with Helen Hennessy Housed in the refurbished City Hall (site of our conference dinner), the Museum of Brisbane is a modern exhibition of the history of Brisbane. Come along and enjoy the displays, talk with the curators and perhaps visit the clock tower. After the tour, participants will be welcome to return by bus or enjoy some time in the CBD. Helen Hennessy is currently an education officer for Brisbane Catholic Education for Humanities and Social Sciences. She has spent the past five years assisting P-10 teachers to introduce the Australian Curriculum history and geography curriculum. Prior to this, Helen worked as a teacher for over thirty years. History was her main Learning Area. 10a “Pickpocketing, drugs and excrement: Embracing naughtiness in the Year 9 Australian Curriculum” – Nick Howard During this session, attendees will be guided through highlights from a Year 9 History work program in which the fascination many fourteen year-olds hold for insalubrious or ‘edgy’ topics is unashamedly channelled towards meaningful historical analysis. Across three Overview Units and associated Depth Studies, attendees – like the Year 9 students at Brisbane’s The Gap State High School – will be provoked by vivid events and phenomena which simultaneously show the shadier aspects of human behaviour and reveal pervasive historical undercurrents between 1750 and 1918. Nick is a fourth-year secondary teacher who spent his earlier adult years in sales and theatre. In his opinion, the single greatest challenge in teaching is to grab students’ attention with ideas that are subversive or cheeky but also legitimate within the curriculum. This is very possibly a reflection of his own cheerfully mundane, law-abiding existence. 10b Improving historical and literacy skills in History - Sue Burvill-Shaw Text books can play a useful role in the History Classroom. They can also be used effectively to improve both the historical and the literacy skills of students. This workshop aims to share a range of generic strategies to improve students’ critical literacy that can be adapted to any text book. Participants will receive a print copy of all strategies as well as an electronic copy on a USB and a copy of the Jacaranda World History Atlas which provides support for all elements of the Australian Curriculum: History from year 7 to 10. 10c ‘To End All Wars’: Woodrow Wilson and his legacy – Dr Daryl Le Cornu Earlier this year, Bob Carr, former NSW Premier and Foreign Minister, claimed that President Woodrow Wilson was one of the worst presidents in American history, even surpassing George W Bush! Yet, it was only President Woodrow Wilson, among all the world statesmen at the time, who looked beyond the Great War to point the way to a reformed international order and thus give hope to countless millions of people around the world sickened by the years of horror they had endured. This presentation will draw on the latest scholarship to re-evaluate the role of President Wilson in World War 1 and his legacy for the world. Dr Daryl Le Cornu is a curriculum lecturer at the Australian Catholic University and an experienced history teacher. His doctoral thesis was ‘American intervention in WW1’ and he has a strong interest in WW1 peace groups and Woodrow Wilson. He is Vice President of the NSW branch of the United Nations Association of Australia (UNAA). 10d Apartheid in South Africa: A sample introductory lesson involving role play – Virgoe Buckland This presentation will be a workshop style which includes a role-play component designed to build empathy and understanding of the complex nature and tensions in Apartheid South Africa. A brief overview of some key content and concept considerations for this topic will be included. Some focus will include changes since the Apartheid era applicable to the contemporary context. Virgoe has over twenty-five years experience as a teacher and Coordinator of Modern History. He has taught at the Anglican Church Grammar School and The Southport School. A previous presenter at a National Conference, Virgoe also has extensive experience in the Pastoral arena. 10e Engaging History Students With Aesthetic Pedagogy – Craig Wood This presentation considers a series of lessons that used historical artefacts to generate engagement in the story of Jack Edmondson, Australia’s first Victoria Cross recipient in the Second World War. The lessons allowed the students to establish had and heart connections with the learning material that appeared to make the learning more meaningful to the students and to engage in the learning at a deeper level. The series of lessons enabled learning in the General Capabilities, namely Literacy, Critical and creative thinking, Personal and social capability, and Ethical behaviour. Craig has taught in schools for 15 years, working with P-12 students and in tertiary institutions. Principally a teacher of History and Drama, he is also a playwright and has worked in Behaviour Support Services and as a research officer. Craig is currently working on a PhD through Griffith University. 10f The Big History Project: Big History Institute, Macquarie University – Tracy Sullivan The Big History Project takes students on a journey through 13.8 billion years of history. They are asked to consider the big questions about our universe, our planet, our life and humanity. From the Big Bang to the modern day to where we are going in the future. Based on ongoing feedback from teachers and students the Big History Project is designed to develop student’s critical thinking, critical literacy and problem solving skills. This session will showcase the cutting edge online learning resources of the Big History Project including customisable video, animation, articles, classroom activities, lesson plans, teaching guides, community discussion and sharing space and much more, highlighting links to the Australian Curriculum and versatile implementation models. Tracy Sullivan is Education Program Leader for the Big History Institute, Macquarie University and leads the Australian arm of the Big History Project. Trained as a secondary History teacher Tracy taught in Sydney classrooms before moving to the tertiary sector, working in History Education at the University of Sydney and UNSW. A former Westfield Premiers Teachers Scholar and Churchill Fellow Tracy is currently completing a PhD in Education at Macquarie University exploring the transformative impact of Big History as a vehicle for interdisciplinary learning at the secondary level. 10g Conflicts and an Alternative Approach –Jo Clyne and Richard Smith The study of past war and conflict forms a large part of the Australian Curriculum: History. Framing this area of study is often problematic for teachers who want to teach about the conflicts of the past without inspiring future generations to embrace war as a means of solving dispute. This session introduces the new resources produced by the Medical Association for the Prevention of War in partnership with HTAV. These resources include a series of lesson plans exploring the long and short-term effects of war, accompanied by filmed interviews with doctors and veterans speaking about their experiences during conflict. Jo is the Coordinator of Education and Consultancy Services at HTAV. Jo has consulted for many institutions such as Amnesty International, State Library of Victoria, Shrine of Remembrance, National Trust of Victoria, the ABC, Educational Services Australia, and City of Melbourne. Jo has worked in educational programming at the Melbourne Museum and taught post-graduate students at The University of Melbourne. Richard is the Executive Officer of the HTAV. Prior to becoming Executive Officer, Richard was a Board member and has been President and Treasurer of the HTAV. Richard is the Chair of the National History Challenge run by the HTAA and is presently HTAA Treasurer. He has thirty-six years’ experience in the classroom, teaching all levels of secondary schooling, in both the state and independent systems.
