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Help! I’m not REALLY a History Teacher!!!

Help! I’m not REALLY a History Teacher!!!. Jo Clyne Education and Consultancy Services Coordinator History Teachers’ Association of Victoria. How do I tell the different between a Primary and secondary source?. Primary. Secondary. How to analyse an Historica l Image.

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Help! I’m not REALLY a History Teacher!!!

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  1. Help! I’m not REALLY a History Teacher!!! Jo Clyne Education and Consultancy Services Coordinator History Teachers’ Association of Victoria

  2. How do I tell the different between a Primary and secondary source? • Primary • Secondary

  3. How to analyse an Historical Image • Historical context? When was it made? • Who created the image? What was their intention? • Who was the intended audience? What are they meant to be feeling? • How are the figures drawn? What is their stance? Clothing? Size in relation to other figures? • How is colour and light used? • How is text used? • Where would the image have been distributed? • What artistic styles have been used? • Are the people stylised in any way? • Does it connect to any specific movement?

  4. How to Analyse Text • TRANSCRIPTLetter from George Kong MengExtract from The Argus Newspaper, Monday 24 January 1916RECRUITING STUPIDITYTO THE EDITOR OF THE ARGUSSir, - Having answered the Prime Minister’s appeal for recruits, I journeyed to Melbourne to offer my services to my country. I attended the recruiting depot at the Melbourne Town Hall on Friday, the 14th inst. and after giving my name, age, and religion to the recruiting sergeant I was sent in with some others to the examining room and told to undress, preparatory to the medical officer examining me as to my physical fitness. After my height, weight, and chest measurement had been taken by one of the official there I was sent to the medical officer. Upon going before him I was told to get dressed again, and when I asked if I had failed to pass the medical officer said he would not swear me in. When leaving the depot, I received a certificate with “not substantially of European origin” written on it, and signed by the medical officer, Captain N. J. Gerrard. With the exception of being asked where I came from, I was not asked one question whilst before the medical officer. Now, sir for your own guidance, I might state that my father was a British subject born at Penang, S S, and arrived in Australia in 1854. My mother was born in Tasmania in 1842 and I myself was born in this state in 1877. I have had six years’ military training in the old Victorian Mounted Rifles and 8th Australian Light Horse Regiment. My brother is at the front serving his King and country, having gone with the 1st Australian Division, and holds the rank of sergeant, but evidently the authorities at the Melbourne Town Hall depot seem to think I am not worthy of helping to defend the Empire. The Prime Minister has appealed to everyman of military age to join the colours; but, if this is the treatment the native-born are to receive, I am afraid the appeal will fall on deaf ears. England and France deem it is fit to use coloured troops to defend their shores, but the great Australian democracy denies its own subjects the same opportunities. I might state that I have gone to Melbourne on two occasions to offer my services to my King and country and after paying all travelling expenses, to be treated like this does not give one any encouragement to go again –Yours, &c., GEORGE KONG-MENG.Longwood, Jan. 20. • Who is the author? • What is the purpose of the text? • When was it written? • What was happening at the time? • Who was the intended audience? • What is the historical significance of the text? Why is it important?

  5. Object Learning…? • Describe it (what does it look like? what is it made of? Is it old or new? How can you tell? • What was it used for? • In what time period was it used? • Is it still used today? Why? Why not?

  6. What the Heck is Historiography?https://www.youtube.com/watch?v=pB3xb1_gp4Y Different historical perspectives on an historical event, movement or person • Furay and Salevouris (1988) define historiography as "the study of the way history has been and is written – the history of historical writing... When you study 'historiography' you do not study the events of the past directly, but the changing interpretations of those events in the works of individual historians." Idea by Rik Malone

  7. I need digital resources…Now! • TROVE http://trove.nla.gov.au/ • State Library of Victoria http://www.slv.vic.gov.au/ • National Library of Australia http://www.nla.gov.au/ • Culture Victoria http://www.cv.vic.gov.au/ • Mapping our Anzacs http://mappingouranzacs.naa.gov.au/ • ABC Splash http://splash.abc.net.au/home

  8. Where can I find full units of work all ready for me to use? http://www.achistoryunits.edu.au/

  9. Researching and Writing a History essay • Create a research question • Research using a variety of tools i.e. books, internet and primary sources • Include both primary and secondary sources • Make sure that you have included footnotes and a bibliography How to footnote with Chicago style of referencing http://www.chicagomanualofstyle.org/tools_citationguide.html • Sample of winning National History Challenge essay http://historychallenge.org.au/wp-content/uploads/2013/12/Leah-Murray-Eureka-Stockade.pdf

  10. How do I design Assessment Tasks?In addition to stretching students’ understanding of the curriculum content, assessment tasks for secondary students need to test them on the following skills • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places • Use historical terms and concepts • Identify and select different kinds of questions about the past to inform historical inquiry • Evaluate and enhance these questions • Identify and locate relevant sources, using ICT and other methods • Identify the origin, purpose and context of primary and secondary sources • Process and synthesise information from a range of sources for use as evidence in an historical argument • Evaluate the reliability and usefulness of primary and secondary sources • Identify and analyse the perspectives of people from the past • Identify and analyse different historical interpretations (including their own • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced • Select and use a range of communication forms (oral, graphic, written) and digital technologies

  11. What kinds of motivations can I offer my History students? • National History Challenge http://historychallenge.org.au/ • Spirit of Anzac Prizehttp://www.dpc.vic.gov.au/index.php/veterans/premiers-spirit-of-anzac-prize • Simpson Prize http://www.simpsonprize.org/ • Historical Fiction Competition http://www.htav.asn.au/students/htav-historical-fiction-competition • Kids’ Conferencehttp://www.htav.asn.au/students/kids-conference/kids-conference

  12. Oh No! They’ve given me a VCE/HSC Class! • HTAV mentor program • Some resources on HTAV website. More coming soon • VCE lectures for students • New to VCE PD sessions • Resources in HTAV shop including VCE sample exams

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