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.
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