all you need to teach: history ages 10+

Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3

All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5

All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2

All the tools a smart teacher needs!

All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.

The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.

History

Mini-posters – to introduce new historical skills

Annotated text models – for text structures needed in History

Worksheets – to practise historical skills and develop understandings

Task cards – for extension and to reinforce general capabilities

Assessment checklists

Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication

Key Concepts covered to develop Historical Understanding:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• Recount

About the Author

Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.

www.macmillan.com.au

AGES10+

DonnaGibbs

HistoryH

isto

r y

Skills, knowledge and understanding for historical inquiry

Cover AYNTT History 10+.indd 1 1/11/12 10:53 AM

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Donna Gibbs

Ages 10+

Skills, knowledge and understanding

for historical inquiry

History

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First published in 2011 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141

Reprinted 2012

Visit our website at www.macmillan.com.au

Associated companies and representatives throughout the world.

Copyright © Donna Gibbs/Macmillan Education Australia 2011 All You Need to Teach History Ages 10+ ISBN 978 1 4202 8001 2

Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Laura JordanEditorial assistant: Haylie PretoriusProduction controller: Sunni CooperDesign: Trish HayesIllustrations: Stephen Michael King

Printed in Australia at On-Demand, Port Melbourne

Copying of this work by educational institutions or teachers

The purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions, contact: Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone (02) 9394 7600Facsimile (02) 9394 7601Email [email protected]

Reproduction and communication for other purposes

Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.

Please note

At the time of printing, the website/webpage addresses appearing in this book were correct. Owing to the dynamic nature of the internet, however, we cannot guarantee that all these addresses will remain correct.

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All the history teAching tips you need How to Teach History in Years 5 and 6 .................................................5

Hot History Topics ................................................................................5

How to Use this Book ...........................................................................7

Resources .............................................................................................8

Assessment Checklists ...........................................................................9

All the historicAl skills you need Chronology, terms and concepts

1. Sequencing .....................................................................................11

2. Talking About Communities ............................................................12

Historical questions and research

3. Asking Questions ............................................................................13

4. Comparing .....................................................................................14

5. Making Connections .......................................................................15

Analysis and use of sources

6. Gathering Information ....................................................................16

7. Checking Information .....................................................................17

8. Note Making ..................................................................................18

Perspectives and interpretations

9. Fact, Opinion and Bias ....................................................................19

10. Point of View ................................................................................20

Explanation and communication

11. Communicating Visually ...............................................................21

12. Creative Retelling .........................................................................22

13. Autobiography .............................................................................23

14. Biography .....................................................................................24

15. Description ...................................................................................25

16. Discussion .....................................................................................26

17. Explanation ...................................................................................27

18. Information Report .......................................................................28

19. Persuasion ....................................................................................29

20. Recount ........................................................................................30

All the Worksheets you need ...................................................31

All the tAsk cArds you need ....................................................72

Co n t e n t sCo n t e n t s

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History

teaCHing

tips

History

teaCHing

tips

You Need

All the

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5

hoW to teAch history in yeArs 5 And 6

In t r o d u c I n g HI sto ryHistory has its own methods, practices and procedures that are used to explore and make meaning of what has happened in the past. Teachers of history help students acquire history’s distinctive concepts and skills – the tools of the trade – and to use these in developing knowledge and understanding of their subject area.

Au st rAlI An cu r r I c u lu m f o r HI sto ry I n yeAr s 5 An d 6This book is designed to provide a comprehensive guide for teaching History in Years 5 and 6, typically students of 10 to 12 years of age. The Australian Curriculum prescribes areas of study for each school year and supports a skills and inquiry based teaching model. Teachers are encouraged to interpret the curriculum in ways that suit their own teaching context.

There are two main strands in the Australian Curriculum History: Historical skills, and Historical knowledge and understanding. They go hand in hand and need to be taught in an integrated manner. Historical skills include being able to select and use appropriate sources, to interpret and analyse texts, and to explain and communicate using different types of historical text. Students use these skills to learn about topic areas in Australian history within the context of world history.

hot history topics

The topics in the left-hand column in the table below provide links to historical knowledge for Years 5 and 6. The right-hand column suggests topics for historical inquiry by students.

Year 5: The Australian Colonies

Historical knowledge Topics for historical inquiry

(i) British colonies in Australia after 1800

Economic, political and social reasons for British settlements in Australia

(ii) Colonial lives

Life in a colonial settlement and ways it developed and changed over time

(iii) A key event in colonial history

The role of events in shaping colonial society

What were the main reasons for settling one of the British colonies in Australia after 1800?

Why did people settle in one local or regional area in Australia?

What was daily life like for convicts, free settlers, Europeans, Aboriginal and Torres Strait Islander people? (for example, food, clothing, housing, work practices, language, leisure)

How was the area expanded and developed? (for example, transport and road building, squatters, farmers, overland telegraph)

What were the main effects of one significant event in colonial history? (for example, crossing the Blue Mountains, Myall Creek Massacre, gold rushes, Eureka Stockade, Lambing Flat Riots)

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(iv) Migrating to Australia

Reasons for European and Asian migration to Australia with a focus on one group’s experiences and contributions

(v) Key individuals and groups in colonial history

Individuals and groups whose activities and beliefs helped shape colonial society

Why did people migrate from Europe and Asia to Australia in the 1800s?

What were the experiences of one migrant group and how did these people contribute to the life of their new ‘home’? (for example, Germans in SA, Japanese in Broome, WA)

What migration stories do families in your community have to tell?

In what ways did one person or group play a significant role in shaping colonial Australia and what motivated their behaviour? (for example, explorers, pastoralists, Elizabeth and John Macarthur, Caroline Chisholm)

Year 6: Australia as a Nation

Historical knowledge Topics for historical inquiry

(i) Moving to Federation

Events leading towards Federation; influences on Australia’s form of government

(ii) Australian democracy and citizenship

The evolving democratic rights of groups in society (for example, Aboriginal and Torres Strait Islander people, migrants, women)

(iii) Stories of migration

Stories of migration from Europe and Asia; changing migration policies

(iv) Contributions to Australian society over time

The role of individuals and diverse groups and the nature of their contributions to aspects of Australian society

Who opposed and supported Federation in the 1890s?

What attitudes did the Federation referendums reveal?

When and how did Federation occur?

What are the key elements of Australia’s system of government?

How did American and British systems influence Australia’s choice of system?

What rights did people have in the early 20th century?

How were improvements won for one disadvantaged group? (for example, Aboriginal and Torres Strait Islanders, migrants, women)

What sources provide evidence of migration stories?

What migration stories do one European and one Asian migrant have to tell?

How did migration policies in Australia change over time? (for example, ‘Populate or Perish’, end of White Australia policy, mandatory detention)

What contributions have individuals and cultural groups made to the development of Australia? (for example, the Snowy Mountains scheme, the cattle industry)

What contributions have individuals and cultural groups made across a variety of fields? (for example, science, the arts, sport)

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hoW to use this Book

usI n g t H e mI n I-Po st e r sEach of the 20 mini-posters in this book highlights a particular historical skill. These are grouped under the umbrellas of Chronology, terms and concepts; Historical questions and research; Analysis and use of sources; Perspectives and interpretations; and Explanation and communication. They build on many of the skills introduced in the previous books in the series and add the skills of note making and creative retelling.

The last eight mini-posters (MP 13–20) provide examples of types of non-fiction text commonly used in history. The texts are annotated to indicate their structural features.

Each mini-poster has two worksheets that specifically draw on the skills highlighted on the poster. The worksheets are cross-referenced at the foot of each poster (for example, Worksheet 1 Time to Spare Worksheet 2 When Was That?).

You may choose to enlarge the mini-posters so they can be displayed. Alternatively, you may wish to photocopy them for students to have beside them while they work on research topics where the skill has particular relevance.

usI n g t H e Wo r ksH e etsThe 40 worksheets provide activities that develop students’ history skills and allow them to develop historical understanding. In Years 5 and 6, historical understanding is developed through the key concepts of Sources, Continuity and change, Cause and effect, Perspectives, Empathy and Significance.

The related mini-poster skill, as well as the key concept through which the worksheet aims to develop historical understanding, are indicated at the foot of the page (for example, MP 1 Chronology, terms and concepts Key concept Continuity and change).

The sequence in which you use the worksheets will depend on your program of study. Some worksheets are best suited to exploring particular topics related to the Year 5 or Year 6 curriculum. Others are more flexibly designed and can be used with any topic. These worksheets can be used and re-used with students in either year.

usI n g t H e tA s k cAr d sThe 16 task cards, while closely related to the skills, key concepts and topics of the Australian Curriculum History, are designed to enhance the further development of the general capabilities of literacy, numeracy, ICT, critical and creative thinking, intercultural understanding, ethical behaviour and personal and social competence. The general capabilities targeted by the task cards are indicated at the top of each card. Icons indicate on each card whether the task involves individual work, working in pairs, a group, or as a class.

The cards can be introduced to add variety, to extend particular students or groups of students, to build empathy and stretch imaginations. Some are ideal for extended project work.

lI n k I n g It All tog et H e rBegin by identifying the topics set for study with your class (see ‘Hot History Topics’ on page 5). Check which topics are set in the Australian Curriculum for history in earlier and later years as there is some content overlap. This will be helpful when deciding what depth to pursue with individual topics. The order and depth in which you teach these topics will depend on your teaching context. Having identified the topics for study, and making any necessary adjustments, you will be ready to plan your program.

By the end of the program students should have used a range of different skills, developed knowledge about, and understandings of, the topics set for study and experimented with activities designed to expand their general capabilities.

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resources

Books For teAchers

Focus On: Australian Topics Ages 10+, Garry Chapman, Macmillan Education Australia, 2005

Books For students

Macmillan Primary Atlas, Macmillan Education Australia, 2007

Significant People in Australia’s History: 1788–1850 Early Settlements (Vol 3); 1851–1900 Colonial Life (Vol 4); 1901–1919 New Nation (Vol 5), Rees Barrett, Macmillan Education Australia, 2009

Stories from Australia’s History: Peter Lalor and the Eureka Stockade, Melanie Guile, Macmillan Education Australia, 2010

We are Australian: Multicultural Australians; Nation Builders; Settlers and Explorers, Wendy Graham, Macmillan Education Australia, 2009

WAll chArts

Macmillan Atlas Wall Charts: Australia, Macmillan Education Australia, 2007

WeBsites

Australian Dictionary of Biography at www.adbonline.anu.edu.au/adbonline.htm Searchable database of biographies of persons significant in Australian history.

Australia’s Centenary of Federation at www.abc.net.au/federation/fedstory/ep2/ep2_overview.htm Provides a detailed account of immigration policies and nation building.

Australia Trove at www.trove.nla.gov.au/ National Library of Australia site, with access to vast newspaper, photo, picture, diary and journal collections.

Historic Houses Trust at www.hht.net.au/museums/elizabeth_farm Guidebook and tour of Elizabeth’s farm, an original Australian homestead.

Immigration Museum at www.museumvictoria.com.au/immigrationmuseum/ Go to ‘Origins’ to explore Victoria’s rich migration history.

Migration Heritage Centre, New South Wales at www.migrationheritage.nsw.gov.au/homepage/ Go to ‘Belongings’ and ‘Objects through time’ for images and history of objects with relevance to the time frame being studied.

National Museum of Australia at www.nma.gov.au/index.html Go to ‘Exhibitions’ and then ‘Australian Journeys’ for information about Australia’s connections to the world through migration.

NSW Board of Studies at www.boardofstudies.nsw.edu.au/archives/ Go to ‘Archives’ and then ‘Australian Federation 1901’. Made for secondary students but full of useful information and teaching ideas suitable for primary students.

Picture Australia at www.pictureaustralia.org/ National Library of Australia’s collection of images of Australia’s past and present

State Library of New South Wales at www.sl.nsw.gov.au Go to ‘Discover Collections’, then ‘History of our Nation’. Excellent educational resources with interactive activities using primary sources.©

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Achievement goal Date Comment

Uses appropriate historical terms and concepts

Able to place some key figures and events on a timeline and add annotations

Asks questions about the past and uses sources to find and compare relevant historical information

Examines sources to identify values and attitudes and understands that these change over time

Recognises cause and effect and the roles of people and events in change

Creates historical texts using some relevant sources and a variety of communication forms

Achievement goal Date Comment

Uses appropriate historical terms and concepts

Able to place key figures and events on a timeline and add relevant annotations

Able to develop inquiry questions and locate and compare relevant historical information from a variety of sources

Examines sources to identify how values, attitudes and perspectives are represented in people’s views

Analyses cause and effect and the ways in which people and events bring about change

Uses relevant sources to create different types of historical texts in a range of communication forms

Year 5 Student’s name Term

Year 6 Student’s name Term© M


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HistoriCal

skills

HistoriCal

skills

You Need

All the

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11All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2

Worksheet 1 Time to Spare Worksheet 2 When Was That?

MP 1Mini-Poster

Chronology, terms and concepts

SequencingTimelines are a way of putting events in the order in which they happen.

Timelines can help you:

• recognise the order in which things happen• make judgements about how events relate to each other• gain an overview of a historical period or series of events• make comparisons with what was happening at different times or elsewhere.

Some timelines co

ver a large expanse of time and include an encyclopedic list of e

vents.

3000BC

2000BC

1000BC 0 1000AD 2000AD

Popular topics for timelineskings

queens

presidentsprime ministers

explorersbattles

discoveriesinventions

Other timelines deal with shorter periods and are limited to a particular subject.

1800 Janu

ary

Febr

uary

Mar

ch

Apr

il

May June July Aug

ust

Sept

embe

r

Oct

ober

Nov

embe

r

Dec

embe

r

The settlement of the colony

1788 First Fleet arrives.

1789 Smallpox epidemic, many Eora people die.

1790 Second Fleet arrives. Governor Phillip wounded by an Eora man.

1792 Governor Phillip returns to England.

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Worksheet 3 What Does This Mean? Worksheet 4 Name Placing

Talking About CommunitiesHere are some useful words for talking about the way a community is governed.

MP 2Mini-Poster

Chronology, terms and concepts

Parliament

Prim

e Min

ister

government

Governor

cons

titu

tion

repr

esen

tati

vede

moc

racy

ballo

t

fede

rati

on

Premier

mon

archy

resp

onsi

ble

nationca

binet

citi

zen

law

s

stat

e

colonial

electoratesuffrage

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Worksheet 5 Getting Started Worksheet 6 Tell Me More

MP 3Mini-Poster


Historians are like detectives. They are on the lookout for information. Asking questions is part of their toolkit.

Asking Questions

Closed questions

lead to very simple

answers such as

‘yes’ or ‘no’.

Open-ended

questions lead

to a wider range

of information.

Hypothetical

questions explore

what may be

possible or unlikely.

How questions

reveal in what way

something happened

or was done.What if

questions allow

you to speculate

or imagine.

When questions

allow you to work

out the time

frame.

Where

questions provide

information

about the place

of an event or

happening.

Which

questions help

you select

what is

important.

Who questions

help you find

out about the

people involved.

Why questions

are useful

for detecting

causes.

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Comparing sources of information about the past makes it possible to reach a more balanced view of places, people and events in our histories.

Comparing

Here are some questions to think about when comparing sources of information.

• What is the point of view of each author?

• What are the main points of the authors?

• Do the authors disagree?

• How well are the authors’ arguments or views supported with evidence?

• What assumptions and values do the authors make?

• Is there evidence of bias or exaggeration?

• Are the authors writing for similar audiences?

• Are there important contradictions between what is claimed by the authors? If so, can this be explained?


Worksheet 7 Hung for a Sheep or a Lamb? Worksheet 8 What’s the Difference?

MP 4Mini-Poster


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Worksheet 9 Connecting Worksheet 10 Cultural Connections

MP 5Mini-Poster


Making Connections

When I was a child, before our family came to Australia, I lived in Vietnam. One day, a bomb exploded close to where I was playing. Some of my friends were seriously injured. Now when I see the bombs falling in wars on television I know what terrible suffering the families of the injured will have to go through.

Before Federation in 1901 there was rivalry between Victoria and New South Wales. It has never quite disappeared. Recently, Tourism Australia figures showed Melbourne had overtaken Sydney as Australia’s most lucrative tourist destination. However, Sydney claims to have eclipsed Melbourne as the food capital. It never stops!

Different cultural groups celebrate in different ways. In multicultural Australia we might see people at a corroboree, people beneath a red dragon celebrating Chinese New Year, and people celebrating the end of fasting when Ramadan is over.

Personal – connections between what you know and have experienced with what has happened to others

Across time – connections between what has happened in the past and what is happening in the present

Across cultures – connections between what happens in different cultures

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Worksheet 11 Getting Personal Worksheet 12 Finding Out

MP 6Mini-Poster


A primary source of information is original, first-hand information about a person, event, time period and so on.

A secondary source offers opinions or interpretations of these things.

Whether a source is primary or secondary can depend on how it is used. For example, the film Mutiny on the Bounty would be a primary source for study of film, but a secondary source for study of the history of the mutiny.

Gathering Information

Primary sourcesautobiographiesdiaries and journalsofficial recordsnewspaper articles (for example, eyewitness reports)creative works (for example, poetry, photographs)objects

(for example, pottery, bones, buildings)letters, emailsspeeches, interviews and recordingssales receipts

original documents (for example, birth certificates)

Secondary sourcesbiographiescommentaries and criticismswebsites

encyclopediashistorical moviesmagazine articles newspaper articles that interpretreports of research studiesreviews

textbooks

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Worksheet 13 Using Primary Sources Worksheet 14 Using Secondary Sources

MP 7Mini-Poster


Checking InformationSecondary sources

Written

What is its purpose?

Is the author reliable?

Where and when was it written?

Who is the audience?

Who is the publisher?

What evidence is presented?

Are the arguments convincing?

Are there any factual errors?

Spoken


What do you know about the speaker?

Where and when was it spoken?



Are the arguments convincing?

Are there any factual errors?

Visual


What do you know about the creator?

Where and when was it made?



How trustworthy is the information it provides?

Primary sources

Written


What is its context?

What do you know about the author?

Where and when was it written?


Spoken



What do you know about the speaker?

Where and when was it spoken?


Visual



What do you know about the creator?

Where and when was it made?


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Note MakingDifferent forms of note making suit different purposes.

Brainstorming involves putting down thoughts that come to mind in relation to a subject or question. Any thoughts or associations you have are acceptable. The purpose is to get your ideas flowing.

Mind mapping involves organising your ideas about a topic into groups that draw out what is important.

• Begin with the main topic in the centre of the page and add a branch for each sub-topic.

• Name the sub-topics or use a symbol (for example, a smiley face for ‘people’ and footprints for ‘places’).

• Add further details by adding offshoots to the branches.

You can choose imaginative ways to indicate importance (size), types of connections (colour), relationships (add in arrows) and so on.

The purpose is to organise information in a way that helps you analyse, understand and remember it effectively.

Summarising involves selecting the main ideas from a text and presenting them in a shorter form.

• Look for important information in titles, headings, subheadings, openings, topic sentences and conclusions.

• You can use dot points to list supporting arguments.


Worksheet 15 Summarising Worksheet 16 Mind Mapping

MP 8Mini-Poster


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A fact is information that is known to be true, and which can be proven.

An opinion is what someone thinks or decides about something.

Bias is an unbalanced, one-sided, or prejudiced view of people or events that prevents you from seeing the other side of the argument.

Here are some clues to detect bias.

All You Need to Teach History Ages 10+ © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8001 2

Fact, Opinion and Bias

Worksheet 17 Contradictions Worksheet 18 Filling in the Picture

MP 9Mini-Poster


Aussie Rules and Rugby are sports with long histories. The most successful is undoubtedly Aussie Rules. The game is healthy, stylish and free from injury and has a strong support base in all Australian states. Rugby is a rough, violent game that leads to injury. It should definitely be banned.

What is the context? An

earlier or different culture, for example, may have held views that are now thought

prejudiced.

Has the

speaker or writer used exaggerated praise

or high sounding sentiments?

Has the speaker

or writer used strongly worded criticism?

Is one side of an

argument given unfair attention?

A biased view

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Worksheet 19 My Dearest Grandchildren Worksheet 20 A Daughter’s Opinion

Point of ViewA point of view is the position from which a person sees something. It is related to a person’s values and attitudes and how they view the world.

You can find evidence of a person’s point of view in the language they use to express thoughts and feelings.

Many factors influence a person’s point of view.

MP 10Mini-Poster


age

gender

personality

cultural background

family

friends

where you live

schoolingwork environmentreligion

values and attitudes of the time

Different points of view sometimes lead to conflict. Putting yourself in someone else’s shoes and seeing things from their point of view can help to create better understanding.

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Photographs are an important source of information about the past.

Photos can help our understanding, but some can also distort the truth!

Sometimes special techniques are used to change or add to the meaning of an image.

Here are some techniques that can be used to change the meaning of a photo.


Communicating Visually

Worksheet 21 Reading Between the Lines Worksheet 22 Playing with Pictures

MP 11Mini-Poster


Choosing an angle

• close-ups

• l o n g s h o t s

• looking upwards• looking downwards

Choosing a focus

• soft focus

• sharp focus

• slightly out of focus

Playing with colour

• intensifying

• lightening

• making brighter

• making duller

Making a change

• cropping (that is, cutting out parts)

• superimposing a new image

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Worksheet 23 Playing the Part Worksheet 24 Blogging

Creative RetellingCreative retellings of past events allow us to imagine what it was like to be there at the time and to deepen our understanding of history.

When authors and filmmakers tell stories about the past, they communicate their version of what happened.

From a historical point of view, creative retellings are more successful when the following are observed.

MP 12Mini-Poster


The behaviour of any real historical figures accurately reflects the available historical evidence about their life and times.

The behaviour of imaginary historical characters is credible and relevant to the context of the time.

The details of clothing, setting and so on, are historically accurate. For example, Governor Phillip wouldn’t have worn jeans and sunglasses!

There is enough historical detail included to create the illusion of a different historical time and place.

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An autobiography is the story of your life, or part of it, written by you.


Autobiography

Worksheet 25 Inventing Lives Worksheet 26 Letter Writing

MP 13Mini-Poster


Where you will find autobiographical writing journals, letters, diaries, books

Extract from Elizabeth Macquarie’s journal, 24 December 1809

SourceExtract reproduced with the kind permission of the Lachlan and Elizabeth Macquarie Archive (www.library.mq.edu.au/digital/lema/1809em).

date and time references

private information

first person

personal feelings revealed

Elizabeth Macquarie, and her husband, Governor Lachlan Macquarie, sailed on the Dromedary from England to Australia in 1809. During the journey, she kept a journal, and wrote about their seven-month-long voyage.

24th — at about 6 o’clock this morning the wind came fair, we have a fine breeze & are going on well, if this continues we shall be in all probability in Port Jackson tomorrow . . . indeed it is full time for our voyage to be over we have kill’d our last Mutton, & our last Pig . . .

Col. M. is rather unwell. [T]he motion of the Ship has given me a confused feel in my head, this is in addition to my uneasiness on his account makes me feel very much out of sorts; I can’t enjoy any thing, & feel very cross. —We are sailing along the Coast & can plainly perceive the smoke of the natives fires — at 12 o’clock we were only 12 miles from the Shore.

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Worksheet 27 Life Matters Worksheet 28 Mapping a Life

BiographyMP 14Mini-Poster


Where you will find biographies

books, television and radio programs, articles in newspapers and magazines, websites

A biography is the story of a person’s life written by somebody else.

important dates included

retells events of life in sequence

information about early life

narrated in third person

concluding statement sums up his achievements

BibliographyThe Governor: Lachlan Macquarie 1810–1821. Exhibition booklet from State Library of NSW, 2010Barrett, Rees, Significant Persons in Australia’s History: 1788–1850 Early Settlement, Macmillan Education Australia, 2009, pages 24–25

list of source material used

Lachlan Macquarie (1762 –1824) was born in Scotland, the third son of a poor tenant farmer. He joined the Army and served in different parts of the empire including Canada, America, Jamaica and India. In 1793 he married Jane Jarvis, but to his great grief she died aged 24, just three years later.

Macquarie continued to work steadily upwards through the ranks. In 1803 he was made a lieutenant colonel which enabled him to be presented to royalty. In 1807 he married Elizabeth Campbell of Airds. In 1809 Macquarie, his new wife and the 73rd regiment sailed to Sydney where he was made fifth governor of NSW.

He served as governor for over 10 years and achieved some remarkable improvements particularly in his building program and in commerce. He encouraged British settlers to be more accepting of emancipists and indigenous people. Complaints about his leadership led to an enquiry. In 1821 Macquarie resigned as governor and returned to Britain. He died three years later. The words ‘Father of Australia’ are written on his gravestone in Scotland.

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Description

Worksheet 29 Interesting Artefacts Worksheet 30 From There to Here

MP 15Mini-Poster


Where you will find descriptions

books, magazines, diaries, reports, legal records, autobiographies, biographies, guidebooks

A description gives a picture of someone or something, or gives details of its features.

Tony Onisto’s Tin Trunkintroduces subject in title

information about object’s features

descriptive language

account of where the object has been in sequence

concluding comment about importance of object

The trunk, typical of the equipment used by migrants to carry their worldly belongings, is a metal travel trunk with timber borders and slats, leather straps, locks and corner protectors, and a striped lining.

Bortolo Onisto bought this trunk in Italy, to use when travelling around Europe looking for work. In 1913 he migrated to California to work as a lumberjack and the trunk, of course, went with him. Eventually, he took the trunk back to Italy where he settled with his wife and three children.

When Bortolo’s son, Tony, migrated to Australia in 1949 he used his father’s trunk to bring his possessions with him. After working at many different jobs, he settled on a farm in Griffith with his Italian wife and children. The trunk, now a fragile, rusted museum piece, is a symbol of the many journeys made by migrants looking for a new life.list of

source material used

Bibliographywww.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/trunk/

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Worksheet 31 A Better Life? Worksheet 32 For or Against

DiscussionMP 16Mini-Poster


Where you will find discussions

reports, newspapers, conversations, talkback radio, television programs, magazines

A discussion gives more than one opinion about something and provides evidence to support those opinions. A conclusion may or may not be reached.

Should we keep Canberra as the national capital?

By Phillipa Blestoe, Year 5, Canberra

issue for discussion introduced

series of arguments for

series of arguments against

background information

concludes by reinforcing arguments for

The city of Canberra, in the Australian Capital Territory, is Australia’s capital. The Australian Capital Territory was declared in 1911.

So much work went into setting up Canberra. The site was selected from 40 different possibilities and an international competition was held to find a designer. It could be thought a terrible waste to have to start all over again.

The winner of the competition, Walter Burley Griffin, made great use of the area’s natural features. He added a magnificent artificial lake and surrounded it with conveniently arranged streets in a geometrical design. Over the years many splendid buildings have been added to house our national institutions, including our new, impressive, state-of-the-art Parliament House.

On the other hand, some people complain that Canberra lacks character and hasn’t any heart. They claim it is cold, flat and dreary, and they dislike the layout that has them going around in circles. Admittedly, it is quite far away from everywhere and politicians have to be in and out of planes all the time.

Yet where would you build a new national capital? Sydney? Melbourne? Just imagine the quarrels, not to mention the cost!

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Explanation

Worksheet 33 Looking for Causes Worksheet 34 Looking for Answers

MP 17Mini-Poster


Where you will find explanations

books, journals, diaries, conversations, television and radio programs, websites

An explanation tells how or why something happens.

By Samantha Nguyen, Grade 6

Why did Australian women get the vote before British women?event that

needs explanation

background information

cause

effect

cause

effect

cause

effect

final effect

topic terms

Australian women got the vote in 1902 (though not Indigenous Australian women) while British women had to wait until 1928. A combination of factors led to Australian women getting the vote ahead of British women.

Although Australia was not a classless society, there was a strong spirit of equality. In England, class distinctions and gender roles were rigidly defined. In addition, the Australian states were considering federation in the late 1800s. This led to people being alerted to the possibilities of political change.

Importantly, during this period, several influential and articulate women, such as Mary Lee (South Australia) and Vida Goldstein (Victoria), took the cause of women’s rights to their hearts. This led to more people being aware of women’s rights.

Eventually, a 260-metre-long ‘monster petition’ was delivered to the Victorian Parliament in 1891. It contained the signatures of almost 30 000 people. This put pressure on the government.

Finally, this peaceful but tireless campaign led to success. As a result of their efforts, women were able to vote in a federal election for the first time on 16 December 1903.

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Worksheet 35 Significant Women Worksheet 36 Getting Informed

Information ReportMP 18Mini-Poster


Where you will find information reports

reference books, encyclopedias, documentaries, television and radio programs, websites

An information report gives factual information about something, usually a class of things.

By Marco Soldati, Grade 5

Convict Pardons

series of paragraphs

topic sentences

opening statement defining the topic

some technical language

passive voice

There were several types of convict pardon in the colony. They were granted for good conduct by the governor of the time.

A well-behaved convict who had served part of his or her sentence (for example, four years of a seven-year sentence) could apply for a Ticket of Leave. If granted, the convict was allowed to live and work in a named district until the end of the sentence. Church attendance was compulsory. If the convict needed to travel to another district because of work, they had to apply for a ‘passport’.

Conditional pardons meant the convict gained their freedom within the colony, but had to promise never to return to England or Ireland. Absolute pardons allowed a convict to travel anywhere.

In 1810, Certificates of Freedom were introduced. They were given to convicts who had completed their sentences. Convicts who had earned their freedom were known as emancipists. Governor Macquarie wanted them to be treated as equals, but many people in society turned up their noses at the idea.

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Persuasion

Worksheet 37 Yes or No? Worksheet 38 Persuasive Techniques

MP 19Mini-Poster


Where you will find persuasive texts

political advertisements, proposals, editorials, letters, graffiti, debates, public speeches, lectures, pamphlets, posters

A persuasive text promotes something or tries to persuade people to act in a particular way.

Speech given in Supreme Court Gardens, Perth, by Ikebe Masato, 15 September 2010

opens with a position statement

implies fear is the motive for different viewpoint

forceful questioning

series of arguments justifying speaker’s position

high modality to reinforce viewpoint

call to action

In my view, voting should not be compulsory at elections in Australia. It was introduced after fewer than 60 per cent of people voted at the 1922 federal election. Politicians feared the figures might get worse. But isn’t choosing not to vote simply a way of making a different choice? Isn’t it our democratic right to make that choice?

Compulsory voting wastes funds and energy as it has to be policed. It increases the donkey vote. A donkey vote is one where the boxes are numbered sequentially from top to bottom of the ballot paper, rather than taking the time to number the candidates in a thought-out order. Donkey votes are a protest because people are being forced to do what they don’t want to do.

Compulsory voting also increases the number of ‘safe’ electorates. It shows up the marginal seats, allowing politicians to concentrate unfairly on people in those electorates in order to win their votes. This must not continue.

A referendum on this subject was considered back in 1915, but it didn’t go ahead.

Let’s have a referendum now and cast our final vote on the subject!

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Worksheet 39 Telling the Story Worksheet 40 Journeys

RecountMP 20Mini-Poster


Where you will find recounts

television and radio programs, diaries, letters, history textbooks, biographies, autobiographies

A recount tells the story of how things happened, usually in sequence.

first person

orientation gives time and setting

series of events in time order

George Fletcher Moore was a prominent early settler of the Swan River Colony in Western Australia. He explored the surrounding area of the colony and met many Indigenous Australians living there. In later life he published his diary, which is a record of his experiences in the colony.

past tense

SourceMoore, George Fletcher, Diary of ten years eventful life of an early settler in western Australia, February 1833, page 159

On the 10th [February 1833] I rode to Guildford; walked thence to Perth, which I did not leave until the 12th; at Mr Leake’s, and enjoyed the grand piano which Mrs Leake, who had recently arrived, had brought with her.

The two natives of King George’s Sound (who are on their return) were greatly delighted with the music; they danced the kangaroo dance, and did everything in their power to show that they were pleased and grateful “tank you mem, very pretty.” Their dance appeared to be in imitation of the chase of the kangaroo, the motions of the animal, and the panting and gestures of the person in chase. This dance was divided into different scenes or parts; the movements differing a little in each part: sometimes the dancers approached each other, then receded traversed and changed sides, with a corresponding variation in gesture and exclamation. At intervals they called out “get away, get away,” and at each pause, “beraway, beraway,” which latter word one of them explained in this way: white man say “hip, hip, hurra,” black man say, “beraway, beraway.” . . .

Afterwards they seated themselves in arm-chairs, with the greatest self-complacency, and drank tea.

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31

You Need

All the

WorksHeetsWorksHeets

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Name Date


Look at a range of historical timelines in books or on the internet. Find three examples with different designs. Sketch them in the boxes.

MP 1 Chronology, terms and concepts Key concept Continuity and change

Worksheet 1

Time to Spare

Timeline designs

Subjects Time period covered

Write down the subject of each timeline. Also write the period of time covered by each one.

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Choose a topic. In the box, design a timeline. It must list the main events of your topic in sequence. Draw it in the box. You could draw or glue pictures, and use different colours and fonts to add meaning. You could use a straight or a curved line. It’s up to you!

MP 1 Chronology, terms and concepts Key concept Continuity and change

Worksheet 2

When Was That?

Topic

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Write definitions for the following words to test your understanding of the way communities are governed.

MP 2 Chronology, terms and concepts Key concept Significance

Worksheet 3

What Does This Mean?

Word Definition

ballot

citizen

democracy

electorate

Federation

Governor General

constitution

parliament

representative government

suffrage

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Communities often choose to name places, streets and buildings after the surnames of Australian political figures.

Find evidence of places named after the following people. Explore sources such as the internet, history texts, guidebooks and street directories.

MP 2 Chronology, terms and concepts Key concept Significance

Worksheet 4

Name Placing

Political figure Examples of places named in his or her honour

Arthur Phillip

John Hunter

Edith Cowan

Philip Gidley King

William Bligh

Lachlan Macquarie

Henry Parkes

Edmund Barton

Alfred Deakin

Vida Goldstein

Andrew Fisher

Billy Hughes

Report your list to the class. Extend your list by adding any places you missed.

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Use the table to help you think about a topic before you begin your research.

Getting Started

My topic

What do I know already?

What do I need to find out?

Who might help me find out more? Who could I ask or interview?

Which sources are likely to have useful information for my topic?

What are some other ways I could find more information?

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MP 3 Historical questions and research Key concept Sources

Worksheet 5

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MP 3 Historical questions and research Key concept Significance

Worksheet 6

Choose a history topic you would like to know more about. Write some research questions on your topic.

Tell Me More

Swap questions with a partner. Find answers to two of your partner’s questions. Write what you find out for your partner on a separate sheet of paper.

How?How

How

When?When

When

Where?Where

Where

Which?Which

Which

Who?Who

Who

Why?Why

Why

Other

Topic

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MP 4 Historical questions and research Key concept Perspectives

Worksheet 7

Hung for a Sheep or a Lamb?

Find two other texts that comment on John Macarthur.

How can these different views be explained?

Do you think John Macarthur deserved to be honoured as he was? Why?

Joseph Holt, Irish rebel, was highly critical of Captain John Macarthur. He said he was as far from behaving as a gentleman ‘as my nose is from silver’.

Source Memoirs of Joseph Holt, 1798, volume 2, page 96

Governor Bligh accused Macarthur of being ‘the leading Promoter and Instigator of mutinous Measures’ in the colony. As a result, Governor Macquarie was advised to ‘have him arrested thereupon and brought to Trial before the Criminal Court of the Settlement.’

Source John Macarthur (1767–1834), in the Australian Dictionary of Biography

Source

Source

On the centenary of John Macarthur’s death in 1934 an Australian stamp was issued in honour of his contribution to the wool industry. In 1966 his face appeared on the two dollar note.

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MP 4 Historical questions and research Key concept Perspectives

Worksheet 8

The texts below give different assessments of William ‘Billy’ Hughes, the seventh Prime Minister of Australia.

What’s the Difference?

Woodrow Wilson . . . dubbed Hughes a “pestiferous varmint” after his behaviour at the 1919 Versailles peace conference . . .

Source O’Malley, Brendan “Billy boils on – and on and on,” The Courier Mail, 2 December 2009

Grandpa: I remember my dad telling me about Billy Hughes. He thought he had courage and was a gifted leader. He really admired him and all he did to put Australia on the map.

Source Taped family conversation, 11 July 1940

Find another written source and a visual source about Hughes. A visual source could be a photograph, painting or cartoon. Draw or glue the picture in the box.

Do the sources you found give the same assessment of Hughes? How is the point of view of each author different?

Visual source Written source

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MP 5 Historical questions and research Key concept Continuity and change

Worksheet 9

Go to Trove (www.trove.nla.gov.au). Look at the digitised newspapers.

Choose a state’s newspaper. Search for today’s date from either 100 or 150 years ago. Select two news items and two advertisements from the newspaper.

Connecting

Name and date of newspaper

What was the news? What was being advertised?

Name and date of newspaper

What was the news? What was being advertised?

Now, look at a recent newspaper. Find two more news items and two advertisements.

What are some similarities between life now and in the period of time you have researched? List them here.

What are some differences?

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MP 5 Historical questions and research Key concept Significance

Worksheet 10

Use a dictionary to find out which cultures the following words have come from. They make English language a rich source of history!

Cultural Connections

Word Language of origin Word Language of origin

avatar cumquat

baklava gelato

banksia glockenspiel

bantam pyjamas

barramundi robot

basil slob

bikini sushi

billabong tornado

casuarinas visa

crepe wigwam

Find three more words that have been borrowed from other languages. Report them to the class.

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Bring something from home that is a ‘personal’ primary source, such as a comic, a cap, a CD or a photograph. Swap objects with a partner.

Now, imagine you are a historian living hundreds of years in the future. Write what you think the ‘primary source’ you have been given tells you about its owner and the society in which they lived. Don’t be afraid to make wild guesses!

Getting Personal

Primary source

Information about the owner Information about the society

1 1

2 2

3 3

4 4

5 5

Return the object to its owner. Ask your partner why he or she chose that particular ‘personal’ primary source. Then, tell them the thoughts you had as a future historian looking at their object.

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MP 6 Analysis and use of sources Key concept Sources

Worksheet 11

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Choose a topic. Find two pieces of information from two secondary sources about the topic. Write the name of your sources and record the information you have found.

Finding Out

Topic

Source 1

Information

Source 2

Information

Now share what you have discovered about your topic with a partner.

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Worksheet 12

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Worksheet 13

Find two different primary sources that provide information about a topic you are researching. For example, you could choose a photograph, poster, journal, speech or an autobiography.

Record the details of your sources. Explain briefly how they help you understand your topic.

Using Primary Sources

Topic

Research source:

How it helps you understand the topic

Research source:

How it helps you understand the topic

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Choose a topic. Find a secondary source that provides information on the topic. For example, you could use a book, magazine, movie or an online encyclopedia article.

Write details of your secondary source in the bubble in the middle of the page. Then, think of some questions you should ask to check its trustworthiness. Write your questions along the spokes coming out of the bubble.

Using Secondary Sources

Topic

Check the answers to your questions. Then, record your verdict on the trustworthiness of the information.

My verdict

Source

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Worksheet 14

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MP 8 Analysis and use of sources Key concept Significance

Worksheet 15

Choose a topic for inquiry. Find a text that provides information about the topic. Skim read the text. Then, read it more closely noting its main ideas.

Make a summary of your text. Remember to record the details of your source.

Summarising

Topic

Main point in your own words

Important supporting information

•

•

•

•

•

•

Source

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Use the space below to organise your thoughts in a visual format. It could be to prepare for a discussion, to plan how to research or to sort out information for a presentation.

Write your topic in the cloud. Create branches for sub-topics and add details to the branches. Use your own style to make it personal. For example, you could use different colours, symbols, icons, images and different-sized writing.

Mind Mapping

My topic

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MP 8 Analysis and use of sources Key concept Significance

Worksheet 16

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Look at the two sources of information about Governor William Bligh below.

MP 9 Perspectives and interpretations Key concept Perspectives

Worksheet 17

Contradictions

How do you interpret the two sources?

Is there any suggestion of bias in either?

What is your opinion of Governor Bligh’s behaviour?

1. Do an internet image search for ‘The arrest of Governor Bligh’. This is a watercolour painting by an unknown artist in 1808. It is sometimes described as Australia’s first political cartoon.

2. In HV Evatt’s book Rum Rebellion (1938), he concludes:

‘. . . despite the fierce and skilful propaganda which has lasted for over a century . . . Sooner or later, history will pronounce final judgment upon William Bligh. It will be in his favour.’SourceEvatt, HV, Rum Rebellion, 1938, page 353

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Choose an event or a personality from Australian history.

Collect three important facts about your subject. Record your findings.

MP 9 Perspectives and interpretations Key concept Perspectives

Worksheet 18

Filling in the Picture

Is either of the opinions you have selected biased? Explain how.

Subject

Facts Source

Opinions Source

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Imagine you are a person from the past who was involved in the Eureka Stockade. You could choose to be Governor Charles Hotham, Peter Lalor, Henry Seekamp (editor of the Ballarat Times), a rebel miner, a government trooper or another figure.

Plan and write a letter to leave for your grandchildren. In your letter, justify your actions and behaviour during the Stockade. Make notes in the boxes about how and why you behaved as you did. Then, write your letter on a separate sheet of paper.

MP 10 Perspectives and interpretations Key concept Empathy

Worksheet 19

My Dearest Grandchildren

Name and personal history

My actions during the Eureka Stockade

Why I acted as I did

Would I do it all again?

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What would it have been like to be Henry Parkes in the 1880s and 1890s in Australia? What would it have been like to be his wife, Lady Parkes, or his daughter?

Imagine what each member of the Parkes family in the cartoon below is thinking as they pose for a woodcut at their home in the Blue Mountains in New South Wales. Write each person’s thoughts in the bubbles.

MP 10 Perspectives and interpretations Key concept Empathy

Worksheet 20

A Daughter’s Opinion

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Go to www.belonging.org and view the online exhibition ‘Belonging – A Century Celebrated’.

Choose three images. Describe each image. Record something new that you have learnt about Australia’s history from each image.

MP 11 Explanation and communication Key concept Sources

Worksheet 21

Reading Between the Lines

Description of image What it tells me

1

2

3

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With a partner, think of some techniques you could use to alter a picture in the following ways.

MP 11 Explanation and communication Key concept Cause and effect

Worksheet 22

Playing With Pictures

To make a person look very important and powerful

To make a person look unimportant and insignificant

To make a place look mysterious

To make a place look peaceful

To trick or deceive a viewer

Now, alter some pictures using computer software, or photocopies of photos, to create new meanings. You could cut up, colour, collage and use other effects to change the images.

Choose an example to present to the class. Explain the techniques you have used.

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Work in a small group. Choose an event from history. Research and find historical information. Think about how you can make your creative retelling historically accurate.

MP 12 Explanation and communication Key concept Empathy

Worksheet 23

Playing the Part

Event

Now, on a separate sheet of paper, plan a

two to three-minute play where you interpret

what happened. Decide on a role for each

person in the group (characters, a narrator).

Use the evidence you found to help you

write the dialogue. Think about props, setting

and costumes.

Rehearse your play and film your group

performing it. Hold a class film festival of

your performances.

Historical figures involved When and where it happened

What happened Clothing and other historical details

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Watch a television program or film that recreates a historical event or is set in a particular period of time in history.

Then, put on your critic’s hat to write a blog (or a review for a newspaper). Express your views of the historical accuracy and artistic qualities of the film or television program. Make notes about things to include.

MP 12 Explanation and communication Key concept Sources

Worksheet 24

Blogging

Name of television program or film

Some historical details that make it seem authentic or realistic

Some historical bloopers that make it seem unrealistic

Other thoughts

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Imagine you are a person who lived in either the 18th, 19th or early 20th century. Create two journal entries from the point of view of that person. You may choose a well-known historical figure or an invented character. Include details that convey your feelings and what life is like at that time.

MP 13 Explanation and communication: Autobiography Key concept Empathy

Worksheet 25

Inventing Lives

Date

This journal belongs to

Date

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Read the following extract from a letter written by Mary Reibey to her aunt. Mary wrote the letter on board ship, when being transported to Botany Bay in 1792.

MP 13 Explanation and communication: Autobiography Key concept Significance

Worksheet 26

Letter Writing

My Dear aunt Oct 8th 1792 botany baywe arrivd here on the 7th and I hope it will answer better than we expected for I write this on Board of ship but it looks a pleasant place—

. . . [they] tell me I am for life wich The Governor told me I was but for 7 years wich greves me very much to think of it but I will watch every opportunity to get away in too or 3 years

But I will make my self as happy as I can In my Present and unhappy situation I will Give you Further satisfaction when I Get there and is settled . . .

What makes this letter a precious historical document?

Find out more about Mary Reibey’s life. Choose three things she could have included in an autobiography.

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2

3

Source Irvine, Nance; Reibey, Mary, Dear cousin the Reibey letters: twenty-two letters of Mary Reibey, her children and their descendants, Hale and Iremonger, 1995, page 13

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Choose a figure from Australian history. You could choose, for example, Pemulwuy, Elizabeth Macarthur, Bungaree, Trugernanner, Henry Parkes, Robert O’Hara Burke, Edmund Barton, Billy Hughes or someone else.

Find out as much as you can about your subject’s life. Select four pieces of information you think should be included in any biography written about them. Remember to list your sources in a bibliography.

MP 14 Explanation and communication: Biography Key concept Significance

Worksheet 27

Life Matters

Subject

Born

Died

Information to include in the biography

1

3

2

4

Bibliography

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Imagine that a short biography of a well-known personality is going to be printed in a booklet. The booklet will present the story of the person’s life in six sections and include illustrations.

1 Suggest a subject for the biography.

2 Write a heading and one or two subheadings for each section of the biography.

3 Draw or paste two illustrations to include in the booklet.

MP 14 Explanation and communication: Biography Key concept Significance

Worksheet 28

Mapping a Life

Biography of

Headings and subheadings Illustrations

1

2

3

4

5

6

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An artefact could be an object, painting or photograph.

Search for an artefact that gives you a better understanding of a history topic you are studying. You could look in books or use websites of galleries, libraries or heritage centres.

Draw or paste a copy of your artefact. Describe the artefact and also write what it reveals to you about the past.

MP 15 Explanation and communication: Description Key concept Sources

Worksheet 29

Interesting Artefacts

My artefact

Description and what it reveals about the past©


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Many thousands of children migrated with, or sometimes without, their families to live in Australia in the mid-20th century.

MP 15 Explanation and communication: Description Key concept Empathy

Worksheet 30

From There to Here

Choose two locations. First, the location from which this child migrated. Secondly, the location where the child settled in Australia.

Find pictures of both areas. Then, write a description of these places in the child’s own words.

‘Home’ before migrating

‘Home’ in Australia

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Consider the following statement.

Convicts transported to the colony in Australia found they had a better quality of life than they had left behind in England.

Find arguments for and arguments against this point of view.

MP 16 Explanation and communication: Discussion Key concept Perspectives

Worksheet 31

A Better Life?

Work in a small group. Discuss whether you agree or disagree with the statement and the reasons for your point of view. Reach consensus as a group. Then, report the group’s view to the class.

For

Against

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With your teacher, write a statement that conveys a strong point of view about a historical topic.

Find arguments for and arguments against this point of view.

MP 16 Explanation and communication: Discussion Key concept Cause and effect

Worksheet 32

For or Against

Work in a small group. Discuss whether you agree or disagree with the statement and the reasons for your point of view. Reach consensus as a group. Then, report the group’s view to the class.

For

Against

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MP 17 Explanation and communication: Explanation Key concept Cause and effect

Worksheet 33

Looking for CausesFind three events in history where there was a clear cause and effect.

Event 1

Cause Effect

Event 2

Cause Effect

Event 3

Cause Effect

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Many things in history need an explanation. It could be to explain the cause and effect of something happening. It could be to explain why things are the way they are.

Choose a history question of this kind that interests you. Do some research to find an explanation for your question. Record your findings.

Looking for Answers

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MP 17 Explanation and communication: Explanation Key concept Cause and effect

Worksheet 34

My history question

Background information

Series of statements (ordered according to cause and effect)

Conclusion

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Think about the significant women of colonial times.

Plan a slide show presentation about the life of one woman who made a difference to colonial society in Australia.

Draw or paste the images in the boxes. Underneath the images, write an information report to be read as a ‘voice-over’ commentary.

MP 18 Explanation and communication: Information Report Key concept Significance

Worksheet 35

Significant Women

Now, create your slide show and then present it to the class.

Subject

Opening statement

Factual information

Factual information

Factual information

Factual information

Concluding statement

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Choose a history topic. Write an information report on your topic suitable to read aloud to students in a younger class. Use the scaffold to help you construct your report.

MP 18 Explanation and communication: Information Report Key concept Significance

Worksheet 36

Getting Informed

Information report about

Opening (what your report is about, background information)

Factual information about your topic (present facts in a series of paragraphs)

Conclusion (other interesting things about the topic)

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In the late 1890s, it was uncertain whether the separate states of Australia would give up some of their powers to the Commonwealth to become a Federation. There was a lot of campaigning for and against Federation by politicians. Several referendums were held.

Use several sources to explore this topic. You could look at posters and pamphlets from the period. What persuasive techniques did they use? Find examples of each of the following.

MP 19 Explanation and communication: Persuasion Key concept Sources

Worksheet 37

Yes or No?

Appeal to logic

Appeal to senses

Appeal to emotions

Commands

Calls to action

Other techniques

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Name Date


Work in a small group. Analyse the techniques used in these posters to persuade people to migrate to Australia.

Would they be effective today? Give reasons for your opinion.

MP 19 Explanation and communication: Persuasion Key concept Continuity and change

Worksheet 38

Persuasive Techniques

Photographs courtesy of: National Archives of Australia: A434, 1949/3/21685

PostersPersuasive techniques used

Effective today? Why or why not?

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Name Date


Imagine you left another country to come to Victoria, Australia, to try your luck in the gold rushes of the late 1850s.

Retell your experiences of life in the goldfields. Remember to use

the pronoun ‘I’. Bring your story to life with accurate historical detail.

MP 20 Explanation and communication: Recount Key concept Sources

Worksheet 39

Telling the Story

Series of events (in the order they happened; consider location, dates, daily tasks, working conditions, environmental conditions, working with others and so on)

Conclusion (sum up what happened, how you feel about it)

Orientation (who you are, where you came from)

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Name Date


Write a recount about the life of a historical figure or an event from history.

Retell the series of events. You can add personal comments and evaluate the significance of the events.

MP 20 Explanation and communication: Recount Key concept Significance

Worksheet 40

Journeys

Series of events (put them in the order they happened, tell why each event is significant)

Conclusion (sum up what happened, tell what you think and feel about the person or event)

Orientation (who or what this recount is about, also tell where and when)

Title

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tAsk cArd 1 V Critical and creative thinking V ICT

V ICT V Critical and creative thinking

Create a portrait of a historical figure. Look at images of your chosen person. You could do an internet image search or look at the National Portrait Gallery’s website at www.portrait.gov.au for inspiration.

Choose one image as a basis for your own work. You can use any medium (for example, charcoal, watercolour, pencil, pastels or pen and ink) to create your likeness.

Create a label for your portrait. Display it on your classroom wall, or another wall in the school.

Portraits

tAsk cArd 2

Hidden TreasuresVisit the Macquarie Collector’s Chest at www.sl.nsw.gov.au/discover_collections/history_nation/macquarie/chest/index.html

Click on it to view its hidden treasures. These chests were popular as a way of displaying nature’s creativity.

Make a small set of boxes out of cardboard or similar material to store some natural ‘treasures’ of your own. You could include a beautifully coloured feather, a leaf, a shell, an image of a place that is special to you or anything else that captures your imagination.

INDIVIDUAL

INDIVIDUAL

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tAsk cArd 3

Headline News

tAsk cArd 4

Primed Up



V Literacy V Critical and creative thinking V ICT

V Literacy V Ethical behaviour V Personal and social competence

Work with a partner. Choose a period of history that you have been studying. Then, create a newspaper to report some of the events that happened at that time.

You can look at old newspapers on Trove to get ideas (www.trove.nla.gov.au). You could create your newspaper on a computer and print it on A3 paper, or staple some pieces of A3 paper together and write it by hand.

Give your paper a name. Write some articles about the events of the time. Use catchy headlines, subheadings, images and captions. Include advertisements from around that time.

INDIVIDUAL

Imagine you are Prime Minister for a day. What will you do? What changes will you make? Which new laws will you introduce?

Think about what leaders have done in the past and what needs to be done for the future.

Plan and then make a two-minute speech to your class. Talk about what you are going to do. Justify your decisions.

PAIRS

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tAsk cArd 5 V Intercultural understanding V Personal and social competence

V Critical and creative thinking V ICT V Literacy

Prepare a short presentation to the class about the culture of another country. You could choose American, British, Chinese, French, Indian, German, Japanese, Spanish or any other culture.

For your presentation, you could create a slide show, perform a traditional dance or some traditional music, recite a poem, do a comedy skit in the language of your chosen culture or something else. The sky is the limit!

Multicultural Festival

tAsk cArd 6

Messaging from a Time Machine

Imagine you are travelling in a time machine. It has just landed in Australia in the 19th century! Suddenly, your mobile phone rings. It’s your friend. “Where are you?” she asks. Then, the signal drops out.

Send your friend a text message instead. Plan your text on a piece of paper. Tell your friend about where you are and what you can see. You can use up to 75 letters.

INDIVIDUAL

INDIVIDUAL

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tAsk cArd 7

Who Am I?

tAsk cArd 8

Crosswording



V Critical and creative thinking V Literacy

V Literacy V ICT V Numeracy

Use the format below to create eight Who Am I? cards for well-known figures from history.

Swap cards with a partner. You have five minutes to answer your partner’s cards. When the time is up, check each other’s answers. The person with the most correct answers wins.

Create a crossword with a history theme. Use a computer to make yourself a grid of 10 by 20 squares. Make a list of words relating to your theme. Circle some letters they have in common, this is where your words can intersect in your crossword.

Write your words on your grid, across and down. Black out the spaces you aren’t using. Add in the numbers for ‘Across’ and ‘Down’. Now, make up the clues.

Do your crossword to make sure it works. Then, make a final copy to contribute to a class collection.

INDIVIDUAL

INDIVIDUAL

PAIRS

I was born in (country) in (year).

I am remembered because

and I also

Who Am I?

WHOLECLASS

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tAsk cArd 9 V Numeracy V Personal and social competence

V Critical and creative thinking V ICT

Capital City

tAsk cArd 10

InterviewInterview someone who has migrated to Australia. With their permission record an oral history of their migration story. You could use a sound recording device or video camera.

You could interview a relative, a family friend, a teacher or someone else. Prepare some questions to ask them about their experiences. One person can ask the questions, the other can record the interview.

Present your interview to the class or the whole school.

SMALLGROUP

PAIRS

Design a new Parliament House for the year 3030. In which city should it be? Should it stay in Canberra or move somewhere else? What vision do you have for the building? What features could make the building Australian? How could you make all Australians feel welcome?

Now, make a model of your design. You could use modelling clay, string, toothpicks, straws and other art materials. Include labels.

Point out the features of your design to the class.

INDIVIDUAL or

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tAsk cArd 11

Making Money

tAsk cArd 12

Twin Towns



V Critical and creative thinking V Literacy V Numeracy

V Literacy V Intercultural understanding

‘Sister city,’ describes an agreement between towns and cities, in geographically different areas. Sister cities promote cultural connections.

Many towns in Australia have ‘sister cities’ in other countries of the world. Find the sister city of a town or city in Australia. There could be more than one! You could choose to look for the sister city to your own location, or to somewhere else.

Find out two facts about the history of each place that you didn’t know before. Use a range of sources such as encyclopedias, guidebooks and the internet.

Create a brochure or wiki presenting the new facts you have learnt about the sister cities.

INDIVIDUAL

INDIVIDUAL

Do some research into the history of Australia’s currency. Look at the native animals and people from history on our coins and notes.

Now, design a new five dollar note and a new 50 cent piece. Think about what your new note and coin will look like. Choose some images to include. Also choose a historical figure to honour.

Create replicas of your note and coin using paper or cardboard. Add a label to say who is honoured on your currency and why. Display them in the classroom or school library.

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tAsk cArd 13 V Critical and creative thinking V Intercultural understanding V ICT

V Literacy V Personal and social competence

Choose three fields that interest you and your partner. For example, you could choose sport, science, exploration, inventions, the arts, medicine, education, politics or something else.

Find information about people who have made a significant contribution to each of these fields in Australia. Identify three people from different cultural backgrounds for each field.

Design a web page on art paper to display all the information you have gathered. Include a name for your web page and labels.

Make a Web Page

tAsk cArd 14

A Thousand Words

Is a picture worth a thousand words? Choose a picture from a history book or website that ‘speaks’ to you. It could be Aboriginal rock art, a CD cover, a photograph, drawing, painting or some other image.

In 100 words, explain what your picture ‘says’. How does it make you feel? What does it make you think about?

PAIRS

INDIVIDUAL

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tAsk cArd 15

Letter Writing

tAsk cArd 16

Lines of Time



V Literacy V Intercultural understanding

V ICT V Numeracy V Literacy V Personal and social competence

PAIRSINDIVIDUAL

Choose a year from the last 200 years. Look at a timeline of Australian history to find out what was happening then.

Now, look at a world history timeline to find out what was happening in countries outside Australia during that period.

Was there any connection between events in Australia and world events? Create a radio broadcast or podcast to report your findings to the class.

SMALLGROUP

Imagine it is the year 1860 and you have recently migrated to Australia as an Afghan cameleer. Write a letter to a relative or friend in Afghanistan telling them about your new life. You could look at www.cultureandrecreation.gov.au/articles/cameleers/ for some background information. Include dates, locations and information to make the letter historically accurate. Put your letter in an envelope and add the address.

Exchange letters with a partner. Take on the role of the relative or friend to write a letter in reply.

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Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3

All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5

All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2

All the tools a smart teacher needs!

All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.

The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.

History

Mini-posters – to introduce new historical skills

Annotated text models – for text structures needed in History

Worksheets – to practise historical skills and develop understandings

Task cards – for extension and to reinforce general capabilities


Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication

Key Concepts covered to develop Historical Understanding:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• Recount

About the Author

Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.

www.macmillan.com.au

AGES10+

DonnaGibbs

History

His

tor y

Skills, knowledge and understanding for historical inquiry

Cover AYNTT History 10+.indd 1 1/11/12 10:53 AM

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all you need to teach: history ages 10+

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