Thurs 3 Oct Workshop 2

Title: Thinking and Understanding in Primary History

Bio: Mr David Boon

David Boon has taught all grades F-10 and held a number of history curriculum and PL roles over a 33 year career in education. He is co-author of Place and Time: Explorations in Teaching Geography and History (2nd ed, 2019) and contributing author to Historical Thinking for History Teachers (2019).

Abstract:

Curriculum approaches in Australia have traditionally viewed history as an area of study in which students moved outwards from a personal view to a global view. Questions have been raised about the continued reliance on such a curriculum model and the implications this has for the development of student thinking and understanding. While teachers cannot always directly decide the curriculum content, they can choose the way they interpret it and plan for learning. Whatever the curriculum content, it is always possible to further enhance development of thinking and understanding through careful planning around how students go about exploring and investigating a focus of inquiry drawn from the curriculum. This session will provide practical examples of the thinking of primary students and approaches to developing thinking and understanding in different year levels of primary history. The examples utilised will be general in nature so that they might be applied to any history curriculum model but will include examples from a South Australian context for local primary teachers.

Title: ‘Dark Past and New Perspectives; Perpetrators or Victims.’

Bio: Mr Paul Foley & Mr Billy Penfold

Mr Paul Foley, Head of Humanities at Loreto College, Adelaide. Paul is President of HTASA and HTAA. He formerly taught in regional Victoria and London and has been a regular contributor to PD activities for History teachers. Paul represents History teaching on various boards and is Chair of the Simpson Prize.

Mr Billy Penfold is a History archivist who specialises in the History of the Khmer Rouge. Through historical research and 18 years of conducting historical tours to Cambodia he has gathered extensive oral and written histories of the Khmer Rouge era. Billy is in a unique position to gain access to former Khmer Rouge and would like to share his insights and experiences.

Abstract:

This workshop will examine the fundamentals for a study of the rise and legacy of the Khmer Rouge regime. Teaching resources and options for assessment tasks will be discussed. The workshop will also examine evidence from primary sources for such a study of modern Cambodia and why the story of the Khmer Rouge is highly relevant today.

Title: The Epic Flight that shrank the world

Bio: Ms Lainie Anderson

Lainie Anderson has been a columnist with Adelaide’s Sunday Mail since 2007, and previously worked at the Herald Sun in Melbourne and the Times in London. In 2016 she won a Churchill Fellowship to gauge the significance of the 1919 flight from England to Australia and the Vickers Vimy aircraft at Adelaide Airport.

Abstract:

In 1919, South Australian aviator Sir Ross Smith and his crew became the first men to fly from England to Australia. Their plane was made of wood, wire and fabric, with open cockpits and little more than a compass for navigation. After India, there were basically no airfields. Experts say that in its day, their pioneering journey through ‘unflown skies’ was as awe-inspiring as man landing on the moon. Yet today their story is all but forgotten – despite their historic Vickers Vimy plane being housed at Adelaide Airport. In South Australia, we’re committed to bringing this story back into the light for the 2019 centenary – to celebrate this extraordinary feat and inspire a new generation (just as Andy Thomas was inspired by the Vickers Vimy as a boy and went on to become an astronaut).

Title: Gamification in the History classroom.

Bio: Miss Maeve Cashel and Miss Rachael Bennett

Maeve Cashel is Senior/Middle School English and History teacher who has returned from teaching in Secondary Schools in London where she has established literacy support groups targeted at Year 7 students transitioning into secondary schools. Her Assessment for Learning has been graded as ‘Outstanding’ in relation to British National Standards.

Rachael Bennett is a Senior/Middle School English and History teacher at St Michael’s College, Adelaide, where she is also a key teacher in the Indigenous Program. Rachael was the 2018 South Australian English Teachers’ Association Pre-service teacher award winner for Senior English, undertaking her studies at the University of Adelaide.

Abstract:

Gamification can take on both digital and more traditional forms of role-playing, the latter being our main focus. This presentation aims to examine some of these options and to provide you with practical examples and hands on experience for setting this up in the classroom.

There are a number of Universities that have made effective use of gamification in their History courses. We will aim to explore ideas for redesigning these so they are effective and relevant for high school students.

As a creative form of student-centred learning, there are many benefits to using gamification to build students’ understanding of historical topics and content. It also helps students to gain further understanding of readings that they undertake, fosters teamwork and develops empathy through the development of respect for other’s opinions and having to create arguments from a different point of view. We will provide the opportunity to participate in a short role-play of a mini-gamification, where the focus will be on the Trial of Lizzie Borden.

While these forms of gamification are more suitable for Year 10 to 12 students, ideas will be raised and discussed, so that aspects can also be incorporated in middle school classes.

Title: Appealing and Effective for Students of Mixed Literacy Abilities: Using Inquiry Method to Introduce Topics

Bio: Dr Rosalie Triolo

Rosalie is the History Method Senior Lecturer at Monash University, HTAV President, HTAA Vice-President, co-opted to the Australian Historical Association, and a councillor of the Royal Historical Society of Victoria. She has published award-winning scholarly as well as teacher and student works, and regularly presents in national and international settings.

Abstract:

Visuals and brief text excerpts are not only engaging historical sources for introducing topics to more able students, they often appeal to students who do not ordinarily enjoy or excel in ‘History’ because reading presents a challenge. This workshop provides teacher-participants with simple readings along with exemplar activities and resources for introducing diverse history topics. It concludes by recommending existing publications that may assist teachers in their work with mixed ability groups; by recommending high quality national and international historical source providers through which teachers may locate ‘evidence’ and enjoy creating collections of their own; and, by validating for teachers the more traditional strategies for building on the knowledge and skills developed through the inquiry introductions.

Title: Engaging students in research using TROVE

Bio: Ms Kate Cameron

Bio:

Kate Cameron is an experienced history teacher, teacher educator and author of articles and textbooks on history and history teaching. She has designed and delivered professional development programs for HTA NSW, the Centre for Professional Learning and Sydney Living Museums. Kate is always keen to engage students in ‘doing’ history.

Abstract:

This session presents a brief learning sequence designed to engage students in researching an event in Australian history which aligns broadly with the Year 9 topic Making a Nation. However, it could be adapted for research on any topic. The sequence demonstrates how to introduce students to key sources on a specific event and equips them with the skills to find other sources available through TROVE. Activities are designed to give students confidence in analysing sources and using the information from them to construct and support their own accounts. The sequence encourages students to discover and understand how historical events are reported, recorded and commemorated. It is recommended that those attending this session have access to their own wifi enabled device.