Inspiring Students with the Humanities

Trainer: Rowan Smith


WELCOME! Before We Start:


The Aims of the Day:
1. Our Challenge: • Humanities Under Threat. The ―Brave
New World‖!

• The Case for Humanities. • The Fight Back. 3. Effective Humanities Teaching and Practical Ideas. 4. Questions and Answers.



Our Challenge!
Humanities Under Threat.











…if Grog the caveman was defrosted, he could be taught to text, burn DVDs and set up a Facebook account! 9


…what it means to be human has not essentially changed throughout the years. If change outpaces this continuity too much, then society and people become dysfunctional and alienated. We have to keep in mind what is important to us as human beings.




THEN AGAIN, I could be WRONG. Plenty of People have underestimated the impact of technology on change over the years. But maybe we have still lost sight of what is really important.



…otherwise, we head towards ―FUTURE SHOCK‖!



Throughout history mankind has been making predictions of the future. With the advent of technology, the predictions moved away from religious topics to scientific and technological. Here is a selection of the 30 best.


1. ―There is no reason anyone would want a computer in their home.‖ —
Ken Olson, president, chairman and founder of Digital Equipment Corp. (DEC), maker of big business mainframe computers, arguing against the PC in 1977.

2. ―We will never make a 32 bit operating system.‖ —
Bill Gates



―Lee DeForest has said in many newspapers and … that it would be possible to transmit the human voice across the Atlantic before many years. Based on these absurd and deliberately misleading statements, the misguided public … has been persuaded to purchase stock in his company …‖
— a U.S. District Attorney, prosecuting American inventor Lee DeForest for selling stock fraudulently through the mail for his Radio Telephone Company in 1913.


4. ―There is practically no chance communications space satellites will be used to provide better telephone, telegraph, television, or radio service inside the United States.‖ —
T. Craven, FCC Commissioner, in 1961 (the first commercial communications satellite went into service in 1965).

5. ―To place a man in a multi-stage rocket and project

him into the controlling gravitational field of the moon where the passengers can make scientific observations, perhaps land alive, and then return to earth - all that constitutes a wild dream worthy of Jules Verne. I am bold enough to say that such a man-made voyage will never occur regardless of all future advances.‖ —
Lee DeForest, American radio pioneer and inventor of the vacuum tube, in 1926

6. ―A rocket will never be able to leave the Earth‘s atmosphere.‖ — New York Times, 1936.

7. ―Flight by machines heavier than air is unpractical (sic) and insignificant, if not utterly impossible.‖ Simon Newcomb; The Wright Brothers flew at Kittyhawk 18 months later.

8. ―Heavier-than-air flying machines are impossible.‖
— Lord Kelvin, British mathematician and physicist, president of the British Royal Society, 1895.

9. ―There will never be a bigger plane built.‖ —
A Boeing engineer, after the first flight of the 247, a twin engine plane that holds ten people


10. ―Nuclear-powered vacuum cleaners will probably be a reality in 10 years.‖ –
Alex Lewyt, president of vacuum cleaner company Lewyt Corp., in the New York Times in 1955.

11. ―This is the biggest fool thing we have ever done. The bomb will never go off, and I speak as an expert in explosives.‖ —
Admiral William D. Leahy, Chief of Staff to the Commander in Chief of the Army and Navy during World War II, advising President Truman on the atomic bomb, 1945.[6] Leahy admitted the error five years later in his memoirs


12. ―The energy produced by the breaking down of the atom is a very poor kind of thing. Anyone who expects a source of power from the transformation of these atoms is talking moonshine.‖ — Ernest
Rutherford, shortly after splitting the atom for the first time.

13. ―There is not the slightest indication that nuclear energy will ever be obtainable. It would mean that the atom would have to be shattered at will.‖ —
Albert Einstein, 1932

14. ―The cinema is little more than a fad. It‘s canned drama. What audiences really want to see is flesh and blood on the stage.‖ –
Charlie Chaplin, actor, producer, director, and studio founder, 1916

15. ―The horse is here to stay but the automobile is only a novelty - a fad.‖ —
The president of the Michigan Savings Bank advising Henry Ford‘s lawyer, Horace Rackham, not to invest in the Ford Motor Co., 1903

16. ―The Americans have need of the telephone, but we do not. We have plenty of messenger boys.‖ —
Sir William Preece, Chief Engineer, British Post Office, 1878.

17. ―This ‗telephone‘ has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.‖ —
A memo at Western Union, 1878 (or 1876).


18. ―The world potential market for copying machines is 5000 at most.‖ —
IBM, to the eventual founders of Xerox, saying the photocopier had no market large enough to justify production, 1959.

19. ―I must confess that my imagination refuses to see any sort of submarine doing anything but suffocating its crew and floundering at sea.‖ —
HG Wells, British novelist, in 1901.

20. ―X-rays will prove to be a hoax.‖ —
Lord Kelvin, President of the Royal Society, 1883.

21. ―The idea that cavalry will be replaced by these iron coaches is absurd. It is little short of treasonous.‖ —
Comment of Aide-de-camp to Field Marshal Haig, at tank demonstration, 1916.

22. ―How, sir, would you make a ship sail against the wind and currents by lighting a bonfire under her deck? I pray you, excuse me, I have not the time to listen to such nonsense.‖ —
Napoleon Bonaparte, when told of Robert Fulton‘s steamboat, 1800s.

23. ―Fooling around with alternating current is just a waste of time. Nobody will use it, ever.‖ —
Thomas Edison, American inventor, 1889 (Edison often ridiculed the arguments of competitor George Westinghouse for AC power).

24. ―Home Taping Is Killing Music‖ —
A 1980s campaign by the BPI, claiming that people recording music off the radio onto cassette would destroy the music industry.

25. ―Television won‘t last. It‘s a flash in the pan.‖ —
Mary Somerville, pioneer of radio educational broadcasts, 1948.

26. ―[Television] won‘t be able to hold on to any market it captures after the first six months. People will soon get tired of staring at a plywood box every night.‖ —
Darryl Zanuck, movie producer, 20th Century Fox, 1946.

27. ―When the Paris Exhibition [of 1878] closes, electric light will close with it and no more will be heard of it.‖ –
Oxford professor Erasmus Wilson

28. ―Dear Mr. President: The canal system of this country is being threatened by a new form of transportation known as ‗railroads‘ … As you may well know, Mr. President, ‗railroad‘ carriages are pulled at the enormous speed of 15 miles per hour by ‗engines‘ which,…

in addition to endangering life and limb of passengers, roar and snort their way through the countryside, setting fire to crops, scaring the livestock and frightening women and children. The Almighty certainly never intended that people should travel at such breakneck speed.‖ —
Martin Van Buren, Governor of New York, 1830(?).

29. ―Rail travel at high speed is not possible because passengers, unable to breathe, would die of asphyxia.‖ —
Dr Dionysys Larder (1793-1859), professor of Natural Philosophy and Astronomy, University College London.


30. ―The wireless music box has no imaginable commercial value. Who would pay for a message sent to no one in particular?‖ — Associates of David
Sarnoff responding to the latter‘s call for investment in the radio in 1921. This article is licensed under the GFDL. It uses material from the Wikipedia article: Failed Predictions


Predicting Technology


Subvert the Paradigm.


Our Challenge! Humanities Under Threat.


Our Challenge! Humanities Under Threat.


Changing History: Wikipedia


The Case for Humanities.. The only possible basis for a sound morality is mutual tolerance and respect: tolerance of one another’s customs and opinions; respect for one another’s rights and feelings; awareness of one another’s needs.
A J Ayer, 1910–1989, Philosopher

A man's ethical behaviour should be based effectually on sympathy, education, and social ties; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.
Albert Einstein, 1879–1955, physicist.

Those who forget good and evil and seek only to know the facts are more likely to achieve good than those who view the world through the distorting medium of their own desires.
Bertrand Russell, 1872–1970, philosopher, mathematician, social reformer and pacifist.

Sin lies only in hurting other people unnecessarily. All other 'sins' are invented nonsense.
Robert Heinlein, 1907–1988, novelist.


Toleration is the best religion.
Victor Hugo, 1802–1885 poet, playwright, novelist, essayist.

Live so that you wouldn't be ashamed to sell the family parrot to the town gossip.
Will Rogers, 1879–1935, Cherokee-American actor, comedian, social commentator.


A Humanist Code of Ethics Do no harm to the earth, she is your mother. Being is more important than having. Never promote yourself at another's expense. Hold life sacred; treat it with reverence. Allow each person the dignity of his or her labour. Open your home to the wayfarer. Be ready to receive your deepest dreams; sometimes they are the speech of unblighted conscience. Always make restitutions to the ones you have harmed. Never think less of yourself than you are. Never think that you are more than another.
Arthur Dobrin, Professor of Humanities





Humanities Under Threat.


The Challenge.


The Challenge.

'This School is Crap!" A contemporary educational fable.
Once upon a time there was a girl whose name was, let's say Kate, for argument's sake. When she was in Year 7, her teachers gave her careful instruction about how she should do her work, but Kate didn't listen. When she made mistakes, her teachers patiently corrected her, but Kate paid no attention. Instead, she listened to her iPod and thought about how much she liked horses. As a result, Kate's work got no better - but she was promoted anyway. When she was in Year 8, Kate's teachers gave her careful instruction about how she should do her work, but Kate didn't listen. When she made mistakes, her teachers patiently corrected her, but Kate paid no attention. Instead, she listened to her iPod and wrote her friends' birthdays in her diary. As a result, Kate's work got no better - but she was promoted anyway. When she was in Year 9, Kate's teachers gave her careful instruction about how she should do her work, but Kate didn't listen. When she made mistakes, her teachers patiently corrected her, but Kate paid no attention. Instead, she listened to her iPod and wagged class to hang out at the bus shelters at Knox City. As a result, Kate's work got no better - but she was promoted anyway.

The Challenge.
When she was in Year 10, Kate's teachers gave her careful instruction about how she should do her work, but Kate didn't listen. When she made mistakes, her teachers patiently corrected her, but Kate paid no attention. Instead, she listened to her iPod and messaged her friends under the table. As a result, Kate's work got no better - but she was promoted anyway. When she was in Year 11, Kate's teachers gave her careful instruction about how she should do her work, but Kate didn't listen. When she made mistakes, Kate's teachers patiently corrected her, but Kate paid no attention. Instead, she listened to her iPod and hurried to her part-time job. As a result, Kate's work got no better - but she was promoted anyway. When Kate was in Year 12, she wanted to do well. Her teachers gave her careful instruction about how she should do her work, but Kate didn't understand them. When Kate made mistakes, her teachers patiently corrected her, but this must just mean that they didn't like her. When Kate sat her exams, she did poorly, and was sad and disappointed. 'This school is crap!" she wrote on her student survey.

The Challenge.


The Challenge.


Sorta Dunno Nuthin’.


The Challenge.




The Fight Back.
“History Man/(Woman: part-time on weekends) ” PASSIONATE, COMMITTED & INSPIRING like he or she…

Super Hero

Try not to be BORING!!

Make a Difference.. A DOSE OF SACCHARINE.. Not too sweet I hope..


The Fight Back. ―History: the handmaiden of the Humanities.‖
The Teaching of Australian History and its Place Today... Rowan Smith: in
AGORA HTAV July 2008 and Queensland History Teachers Journal.

The teaching of Australian history in Australian schools is again in the spotlight. Politicians and academics are making pronouncements about what aspects of our past ought to be taught and how it should be taught as received wisdom.. In the wake of events such as the Cronulla riots and a general perception of social malaise, there seems to be a political agenda to reengage a significant group of our supposedly alienated and ill-informed young and instil some national pride and sense of belonging to this group of young people.


The Fight Back.
Maybe such a goal has some merit, but it has significant potential problems ending up like a Medieval Morality Play and is in danger of corrupting the very history in seeks to promote. Establishing what is to be included in this didactic national narrative, designed to inculcate some sort of values education, is fraught with difficulty. What is included and omitted and how it is taught becomes someone’s value judgement. More importantly, the model fails to understand the reality of engaging Australian history teaching as practised by effective history teachers in schools. .


The Fight Back.
Recently, teaching Australian History in our schools has not been successful due to several factors. Over the past decades history has been it has been seriously squeezed further and further out of school’s timetables due to the crowded curriculum. For this reason, students are exposed to at best, a perfunctory glimpse of their history on the most superficial level, and can never develop a love of the subject.

Non-specialist teachers have been forced to teach the subject under duress and survive by slavishly following the textbook and killing the subject.
It’s not their fault. A perception has therefore grown that Australian History is boring and lacks the excitement narrative of say, Modern Revolutions. Students have to study periods and themes such as “Bushrangers”, “Immigration” or “Federation” because it is considered important for their cultural literacy or political awareness, and they hate it.

The Fight Back.
So what has gone wrong? Quite simply, committed Australian history teachers who know and love their subject, and who have empathy and understanding of how students learn, have not been listened to nor properly supported. The good Australian history teacher communicates passion for their subject with solid knowledge allowing compelling narratives of the past to engage students and develop a love for the subject. Students love story-telling even if their parents never told them stories, and history is the human story rather than lists of events and dates. With it comes an effective dose of values education; empathy for others and a basis for national pride and identification with Australia in a nonjingoistic way. This is perhaps what the politicians and policy makers are looking for, but they will not achieve it in any other way than supporting the real expert practitioners in schools.


The Fight Back.
Australia’s past may not be awash with blood to the extent of other places such as Europe or America, but there are limitations in the identification of students with wars and revolutions. These events lack the human scale of much of Australia’s historical narratives, which are more approachable to students and have more potential meaning for their lives. In this age of instantaneous gratification and globalism, one of the most important lessons contemporary Australians have not, but must, learn from Indigenous Australians is the vital importance of narrative and story-telling in centring all of us as human beings and giving meaning to our lives. This is the very essence of history..


The Fight Back.
And there are plenty of great narratives in Australia’s history that illuminate the past and bring it alive for students.

Too many of our newly graduated teachers seem to lack this depth of knowledge because of the generalist nature of many courses offered.
Anyone’s life is enriched by knowing at least some of these stories or similar ones. Tertiary institutions need to begin to develop a good broad knowledge of the story-telling capabilities of their trainee history teachers and a passion for the subject.


The Fight Back.
When this happens all the other benefits from studying Australian history will flow on from our students’ growing enthusiasm for the subject. These may be summarised as follows: • History is a way of thinking imparting rigour and thinking skills. • History provides political and ethical education. • History teaches about change and continuity over time. Student selfawareness is not possible without a temporal perspective. • History teaches about the value of evidence and scepticism. • and History is of increasing usefulness in many careers that utilise these skills, notably in government, the law and the media..


The Fight Back.
When committed history teachers are once more properly valued and facilitated in communicating their enthusiasm to their students, then these students will develop a real sense of who they are as young Australians in the Twenty First Century. Our young people will develop important skills and justifiable (and not jingoistic) pride, real belonging and empowerment as contented citizens in their own country, free of any cultural cringe. Just as our Indigenous antecedents, they will be free of any bewilderment about what it means to belong to this country .


The Fight Back.
There are many great narratives in Australia’s history that illuminate the past and bring it alive for students. The following list is not meant to be exhaustive: It could include, • The inspirational stories of influential Australians; • The Indigenous “triumph of the nomads”, contact history and resistance to colonisation by legendry heroes such as Pemulwoy; • The story of the “Mahogany Ship” and the Batavia; • The Rum Corps and Rum Rebellion; William Buckley, Mary Reiby and “the Cannibal Convict” Alexander Pierce; • Compelling stories of immigration such as various ship wrecks such as the Neva convict ship and the Loch Ard; • Tales of successful migrants; • The Eureka stockade and Gold Rush from the human perspective;

The Fight Back.
The writers of the Bulletin and painters of the Heidelberg School; • Innovative social experiments such as “The Harvester Judgement”; or the ideas of the great Alfred Deakin; or the champions of women’s suffrage; • The Gilgandra “Cooee” March of 1914; Charles Bean and the Anzac Legend; the AE2; the sinking of the Emden; the battle of Fromelles in 1916; or the saving of Amiens and breaking the Hindenburg Line in 1918; • Tobruk, El Alamein, Kokoda, Changi, the sinking of the Sydney or the Centaur, or the Sandakan “Death March” in World War 2; • Growing up in the 1950s or 60s; • The Battle of Kapyong in 1951, or Long Tan in 1966 • or the fight over Conscription, or the Franklin Dam. • And so on. Such a list! It may not be really important what is included or left out, just so long as these narratives enthuse our students..

The Fight Back.


Effective Humanities Teaching and Practical Ideas. •The Narrative. •The Primary Source.

•The Research Task.
•The Monologue. •The Annotated Graphic Exercise. •Technology!! •Designing Courses.


The Narrative.

… and Napoleon's hemorrhoids


The Narrative.

… and Little Big Horn and the little drummer boy.


The Narrative.

… and the Franklin Expedition.


The Narrative.
… and Bart and Lisa Simpson.


The Narrative.


The Narrative.


The Primary Source.

CONTENT Literal: What? When? And by Whom? CONTEXT Symbols & Society (P.E.R.S.I.A.T) INTERPRETATION Relevance at the time and today. Conclusions. Similar representations.


The Primary Source.


The Primary Source.


The Primary Source.


The Primary Source.


The Research Task.
RESEARCH ASSIGNMENTS 1. Will be original pieces of work (that is NOT just COPIED from the library or other sources including fellow students). Where library or other written sources are used and work is copied directly from these, it must have a purpose that YOU will EXPLAIN in your own words to show what this quote is proving or demonstrating about the topic. EVERYTHING copied must be included within inverted commas/quotation marks. 2. When using the Internet you are not allowed to just “copy” and “paste” from Web pages (URLs), but you must put information in your own words. You need to keep a list of the Web sites visited where you obtained your information. These are to be included at the end of your BIBLIOGRAPHY (or list of ALL books and resources that you have either looked at or quoted from). 3. Finally, at the end of your research project, your bibliography must be correctly set out This should be set out ALPHABETICALLY following the author's SURNAME. Each reference must be set out AUTHOR INITIALS, FULL TITLE OF THE REFERENCE UNDERLINED, IN ITALICS OR IN QUOTES, PUBLISHER OR PLACE OF PUBLICATION, DATE OF EDITION. For Example:Coupe S. and Andrews M. Their Ghosts May Be Heard Longman Cheshire Melbourne 1984. 72

The Research Task.
INTERNET REFERENCES SHOULD THEN BE INCLUDED, INCLUDING A DATE IF AVAILABLE. For example: 2006. 4. Once the TOPIC is selected, then KEY WORDS should be analysed to find out PRECISELY what is required. Using school and Regional library, the Internet and any other relevant sources, find out as much as you can about your topic. DO NOT READ EVERYTHING but read SELECTIVELY and INTELLIGENTLY using Lists of Contents and Indexes; call numbers and encyclopaedia bibliographies (reading lists), and CROSS REFERENCE. As you read around the topic, make intelligent notes on the RELEVANT information. 5. You should use as a MINIMUM at least TWO to THREE books or articles and TWO to THREE Web sites. (MINIMUM of 5 references.). Students who use 1 book of 1 Website are effectively PLAGIARISING and will be heavily penalised. 6. You may use a DATA GRID SHEET to make it easier to organise your notes. Your teacher will show you how to set one out. DO NOT photocopy/copy irrelevant information, KEEP A RECORD of RESOURCES for your bibliography. 7. PLAN YOUR ANSWER BEFORE WRITING THE FIRST DRAFT. (Prior Planning Prevents Poor Performance)

The Research Task.
TO SUMMARISE, there are TEN STEPS you should follow: 1. Choose or be given a subject/topic to study. 2. Write your questions (or paragraph headings). 3. Find the resources. 4. Take notes from the resources. 5. Write the first copy. 6. Correct the first copy. 7. Find pictures, maps, drawings and diagrams. 8. Plan the layout of your finished work. 9. Prepare the final copy. 10. Complete your bibliography.


The Research Task.
8. An ORAL PRESENTATION may be required based on you research task for ASSESSMENT. Your verbal presentation to the whole class on your research topic will usually be about three to five minutes duration. You will NOT read from notes. Prompt/cue cards ARE permissible, but ONLY for prompting- YOU WILL NOT READ FROM THEM. ONE or TWO key points (not sentences) per cue card. You will speak to everybody in the class so that variable eye contact will be with all the class for a minimum of 80% of the time you speak. You may use maps, diagrams or other aids to assist your address, and must be willing to answer questions at the end of your talk from your fellow students or the teacher. Be confident, interesting and engage the audience!


The Research Task.


The Research Task.


The Research Task.


The Research Task.


The Research Task.


The Research Task.


The Monologue.


The Monologue.


The Monologue.


The Monologue.


The Annotated Graphic Exercise.

CONTENT Literal: What? When? And by Whom?

Symbols & Society. (P.E.R.S.I.A.T)

Relevance at the time and today. Conclusions.

Similar representations.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.



The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


The Annotated Graphic Exercise.


Other Tried and True Techniques such as cloze exercises


Other Tried and True Techniques such as cloze exercises


Using Technology.
The Pitfalls and the Strengths. Beware of Marshall McLuhan! Technology is a great tool but not an end in itself. Nevertheless, if everything works and we have paid our electricity bill, technology has much to offer the teaching of History and the Humanities. There are some wonderful resources out there, but they take time and a little confidence to marshal. They are not a substitute for good teaching though.

If a teacher can be replaced by the computer, then perhaps they should be!....
Thankfully for us, they can’t be!





Technology!! Interactive Websites
Teaching Time - Jeopardy Games - Jeopardy Games Jeopardy Games - Classroom Games - Ready Made Power Points - Teaching w/SmartBoards - SchoolZone - Marco Polo - Teaching Time - Illuminations - Froguts - Amazon Interactive - I Know That - Whiteboard Resources - English Resources - History Resources - Geography Resources Scholastic Resources - ReadWriteThink - 103

WhiteBoard Resources - The Standards Site: Interactive Teaching Resources Teacher Tap: Magnet Poetry, Stories, & Mad Libs EdSitement - ReadingQuest - Literacy Teaching Resources for Whiteboard Sly's SmartRoom Hints, Ideas, & Tips Visual Story Starters - National Geographic Activities Ambleweb - Game Templates - Inspiration - Kidspiration - PowerPoint - Templates Kidspiration, Inspiration, and Notebook templates. 104

Templates for Smartboard Royal Kingston - Virtual Field Trips - Engaging Learners with Smartboard Jefferson County Schools - Free Software Downloads - Lesson Plan Links – USD 259's SMART Board Academy Lesson Plans EDCompass Lesson Activities Smart Education Templates and Files Carter School SMARTboard Lessons SMARTboard Lessons from Center School District Toolkits and Flash Interactives. Flexible Learning Frameworks –
… and don’t forget YOU TUBE!

Technology!! ..and What You Can Do!
The power of film and music… Australian Screen You Tube, Film Australia’s Digital resource Centre and the Australian War Memorial are great sources of useful films. You usually have to pay at the AWM. You Tube is really the best, as it has everything! Bit torrents and open P2P (Person to Person) sites are another source for film and music. Film and music are used as another compelling form of documentary evidence which you may deal with in class similar to an annotated graphic exercise.. Technology Tips: •To capture video from You Tube, you must install a free program from the Internet called “Orbit Grab Pro” or “ You Tube Extractor”. It downloads and converts YouTube FLV files to AVI format.


Technology Tips ..and What You Can Do!
•Bit torrents need a second free program such as “Limewire” or “Bitcomet” to download them. You will need to turn off your firewall to download. Download only single un-zipped files. Limewire and Bitcomet P2P sites are usually free of virus, by multiple zipped files may have them and reamin undetected by your virus protection. •Don’t forget “Screen Capture” (alt printscreen) as a great source of images fro presentations.


Mrs Ada Martin, 99 years old, on life in the Great Depression.

Technology!!.. and What You Can Do! Some results!


Technology!!.. and What You Can Do! Some results!

Australians on the Western Front 1918 Sir Hubert Wilkins


Technology!!.. and What You Can Do! Some results!

TV series “1915” C 1985


Technology!!.. and What You Can Do! Some results!

“Caddie” 1976


Technology!!.. and What You Can Do! Some results!

TV movie “Vietnam” 1988


Technology!!.. and What You Can Do! Some results!

Neil Davis “Frontline” 1979


Just a small selection: How about? Melbourne Cup 1896, Marius Sestier & Walter Barnett. The “Story of the Kelly Gang” (1906). The Establishment of Federation in Centennial Park, Sydney (1901). The opening of Parliament with Melba singing (silently) (1927)

One last one! Roy Rene (“Mo”) in “Strike Me Lucky” (1934)


Designing Courses.


Designing Courses.


Designing Courses.
Semester Course Outline LA: HUMANITIES Year 9 Mainstream. Core SOSE Integrated Geography and History. Year
Level: 6
Interdisciplinary Learning Communication ICT

Thinking Assessment


Designing Courses.


Designing Courses.


Designing Courses.


Designing Courses.


Questions and Answers.

Round Table & Evaluation.


Sir George Hubert Wilkins MC and Bar (1888 - 1958), by unknown photographer, c1922, courtesy of Australian War Memorial. P03171.002, with the permission of Ohio State University.
(QV Simon Nasht “The Last Explorer Hubert Wilkins_ Australia’s Unknown Hero” 2005)


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