Title: “The Museum of Popular Culture.”
Bio: Ms Sharyn Clarke
Personal Profile: Sharyn Clarke is a History and English teacher at Mitcham Girls High School who specialises in mainly Year 9 and 10 History. She has an Honours and Masters Degree in Environmental History.
This workshop will give ideas for creative and critical ways of approaching the Year 10 unit on popular culture since WW2. As part of this course Year 10s constructed museum exhibits in groups which students from other year levels visited and gave feedback on. This workshop will examine the various steps in the process such as a museum visit, the analysis of primary sources and the incorporation of oral history. The assessment of this task will also be examined, including a journal based on the creative and critical thinking continuum and the use of the Australian Curriculum Achievement Standards.
Title: DNA and New Understandings of Ancient and Medieval 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).
Given the hype and misinformation around DNA testing of modern populations and wild claims to determine an individual’s ethnic origins, what credibility can we then place on the testing of ancient DNA? With breakthroughs in testing of ancient human DNA, experts across interdisciplinary teams are shedding new light on both ancient and medieval history. How can analysis of DNA inform our understanding of the movement and settlement of people, social structures, cross-cultural interaction and daily life? How might such findings impact on the teaching of Year 7 and 8 history? From the ‘Out of Africa’ theory, to patrilineal social structures in the Neolithic, the genetic diversity of the crusaders in the Near East and British royal scandals in the line of Richard III, this session will provide a practical understanding of the role of DNA in interpreting human history in the ancient and medieval periods.
Title: Using digital resources for HASS/History
Bio: Mr David Arnold & Mr Tim Gurry OAM:
Dave Arnold has worked at the National Museum of Australia for the past 18 years as Education manager, Deputy Director, and the Defining Moments in Australian History program manager
Tim Gurry is managing director of the award-winning company Ryebuck Media Pty Ltd that specialises in the development of education and public awareness programs for schools
The National Museum of Australia is currently creating a new HASS/history teaching website for schools. It will feature over one hundred defining moments in Australian History, all relevant to the Australian history/HASS curriculum. The new website will also encourage students to explore their own family and local community defining moments and contribute these stories to the new website. Come along to find out more about how this exciting new initiative is going to work and to sample some of the games, interactives and student activities designed to help students actively engage with their local communities and share their stories with the nation.
Title: What were the Experiences of South Australian Teachers, School Pupils and Wider School Communities in WWI, and Why?
Presenter: 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.
This session is a combination of highly visual lecture as well as complete ‘take-away’ sets of historical sources, education resources and teaching strategies which provide a strong South Australian home front focus for studies of WWI. The session is engaging and relevant to teachers and students alike because it exposes what life could have been like if today’s teachers and students had lived in South Australia a century ago. Using historical sources that Rosalie has collected from before the Anzac Centenary, across it and through to 2019, this session asks the following questions and provides possible answers: What did South Australian students learn during WWI about the British Empire, its Allies and its Enemies? What sorts of values were expected of students in different schools? What patriotic activities did many students and teachers perform on the home front, and why? What were some of the consequences of WWI for daily life in schools? Why did some older students and teachers enlist directly from schools during WWI? How did members of school communities respond to the death and wounding of people they knew? Participants should bring USBs to assist with take-aways but will also receive resources in paper form.
Title: Bauhaus and Weimar Culture
Bio: Dr Paul Kiem
Paul Kiem is Professional Officer for HTANSW. A former history teacher and former President of HTAA, he is the author of a number of texts and presents regularly to teachers and students. Most recently, he published ‘The value of direct teaching and historical knowledge’ in Historical Thinking for History Teachers (Allender, Clark & Parkes eds., 2019) and the HTA Modern History Study Guide (Kiem, Dallimore, Blackman & Webb, 2019). Paul is a Research Associate at the University of Technology, Sydney.
2019 is the 100th anniversary of the founding of Bauhaus, the German design school, by Walter Gropius. This session will present a brief overview of the early history of Bauhaus and Weimar cultural activity. Not only is this an interesting feature of twentieth century social and cultural history, with an important legacy, but it offers a great opportunity to enrich any study of German history. It can be used to illustrate the social and cultural tensions within Weimar Germany that contributed to the collapse of the democratic republic in 1933. Relying largely on images rather than text, a case study focusing on Weimar culture can make difficult concepts accessible for all students. And it is also an ideal vehicle for introducing cross-curricular links, for example with film, art and architecture.
Title: ‘Superdiversity; Migration in the twenty-first century’
Bio: Dr Nikki Sullivan
Dr Nikki Sullivan is a curator at the Migration Museum, and Honorary Associate Professor of Critical and Cultural Studies at Macquarie University. She has published widely on museology, sexuality studies, and ethics.
Are the conceptual categories of multiculturalism adequate to describe and understand migration in the twenty-first century? Or does the idea of superdiversity, drawn from demography, provide new tools of analysis that better explain our contemporary world?
‘Superdiversity’ describes a level and type of migration-driven diversity that is greater than has been previously experienced in a particular place. Drawing on the work of Steven Vertovec and Fran Meissner, superdiversity can be seen as a result of increases in the global movement of peoples, and also of multiplying migration pathways and the ways in which these position people economically, socially, legally, and experientially. Superdiversity recognizes diversity not only in terms of countries of origin, religion, and culture, but also legal status, gender, age, education and more.
This interactive workshop will introduce superdiversity, and enable attendees to engage with this conceptual framework in the context of recent migration to South Australia and Australia.
Title: Using oral history to investigate, create and communicate historical knowledge
Bio: Ms Madeleine Regan
A former Humanities teacher, Madeleine Regan is secretary of Oral History Australia SA/NT. She has coordinated a range of oral history projects including an extensive community oral history project about Italian migrants in Adelaide between the wars. Madeleine is currently undertaking a PhD using oral history.
Participants will gain interactive experience of the processes of oral history and how to work with students to create it as a useable primary source for historical research. The focus on the separate roles of interviewer/researcher and narrator will develop skills, examine points of view, evaluate evidence and understand oral history as a valuable primary source. The presentation will also include a demonstration of a collection of oral histories on a website about Italian migration in South Australia to demonstrate the potential of investigating, creating and communicating historical knowledge. The digital source of information will provide opportunities for participants to apply steps in the process of historical inquiry from posing questions, locating and analysing sources, and to the potential of constructing an historical narrative using oral history interviews on a dedicated website.