Wed 2 Oct Workshop 2

Title: Wider implications for the study of the Historicity of Jesus.

Bio: Mr Julian Beath

I have been an Ancient History and History Extension teacher at Hunter Valley Grammar School since 2006. In 2018 I completed a Graduate Certificate in Archaeology from Flinders University. I am interested in sharing the wider implications of the Historicity of Jesus case study for the study of History.


The study of the historicity of Jesus is perhaps one of the most complex areas of historical study. Yet very few high school students have the opportunity to investigate this topic. There are more interpretations of Jesus by far than any other historical figure and so many of those who write in this field have an agenda. What can we make of these interpretations? Is there an agreed historical method of research? Do tenured academics in this field have the scholarly freedom that they should have? What of the written and archaeological evidence? How much consensus is there amongst the peer reviewed literature? This topic yields fascinating insights into the nature of historical methodology and the current state of research.

Title: This is Sparta!

Bio: Dr Denis Mootz

Dr Denis Mootz was a K-12 classroom teacher for more than 40 years. He coordinated History method courses at UNSW and was, at the same time, contracted as educational consultant to the Australian History Channel for almost 20 years. He currently shares his time between retirement, consulting, museum education, research and archaeology.


For many years historians have ‘cherry-picked’ and mis-represented the History and culture of the Greek city-state known as Sparta to suit their various political and social agendas. The result can be seen in media offerings that portray the Spartans as brutish war-mongers or ancient “black-op” warriors.

This presentation will examine some of the more common representations of Sparta and the Spartans and demonstrate that they were much more interesting than the stereotypes suggest.


Bio: Mandy Hall

Mandy Hall has been a Secondary School Teacher since the end of the last millennium, She credits her youthful appearance to more than two decades of working with teenagers, in Australia, Canada and the U.K, acquiring youthful exuberance by osmosis. She has developed a moderately effective ” bag of tricks” which she willingly admits vary in effectiveness according to the clientele, time of day, wind direction or moon phase. She’s here to share a few of her strategies for enhancing literacy in the HASS classroom and share the dream of turning out socially literate students.


HASSALIT, the latest buzzword! Attendees will participate in an interactive workshop with cooperative learning and classroom game strategies in a safe but accountable environment. Attendees with be provided with an electronic “bag of goodies” containing activities demonstrated so that participants are tooled up and ready to play.

Title: Indigenous narratives, conflict and war.

Bio: Courtney Evans

Courtney has experience teaching Year 7-12 History; her classrooms have been found in the ACT, VIC, WA; in government and private schools due to her past life attached to the army. History is a passion and her experiences across faculties and systems have created a unique appreciation for challenges faced across Australia.


As a white seven year old I was more scared of the mummaries and woodartjis (Whadjuk Nyoongar spirits) that walked my farm than I was of the boogeyman. I knew the history of my farm, my town, and the Nyoongar people who had walked the land that I walked and that history mattered. The narratives of my childhood were not divided in to colours.

Beneath Hill 60 (2010), an Australian feature film, had finally presented an alternative perspective; an Aboriginal soldier, a member of the 2nd Tunnelling Company, killed in action. The real story was that he had survived the war. Released during my practicum, I started using it in the classroom. I have continued my own research, taking it in to the classroom and am working with Aboriginal community members to develop sensitive and engaging cross-curricular units.

Allow me to share how Indigenous war narratives can be embedded seamlessly, instead of studied in isolation, within investigations into primary sources in a classroom. Consider an array of engaging cross-curricular approaches. Walk away with a mini-unit to take straight into a Year 9/10 History class including ready-to-go resources and curriculum links. The students subjected to them endorse all activities enthusiastically!

Title: Running an exhibition in your classroom

Bio: Mrs Joceyln James

Jocelyn James has been an educator for 20 years; involved in AISACT learning events as well as being a member of the ACTHTA. Jocelyn currently works at Covenant Christian School (ACT) where she is Secondary English and Humanities co-ordinator.


After attending the Gandel Holocaust Studies Program at Yad Vashem in January 2019, I have devised a unit of teaching around the concept of an exhibition. Students are drawn into the Nazi era by use of large-sized printed images of the Warsaw Ghetto. My seminar will explore the use of historical photographs and images, narratives for empathy and interactive online research to enable students to delve deeply into this subject matter. This presentation will also look at ways to teach the Holocaust within the Year 10 Australian Curriculum when teachers are constrained to shorter periods and what they can do with longer period allocations. ‘It is recommended that those attending this session have access to their own wifi enabled device.’

Title: Innovative digital technology in history education – make your artefacts interactive!

Bio: Mr Mukesh Soni

Mukesh looks after the courseware development and educators’ training. He is a PhD researcher (Melbourne University) and has been associated with technology education in universities and schools for over 9 years. Mukesh brings in over 15-years of industry experience in technology, research and development (General Electric, Bosch, Wipro Technologies and Tektronix).


Teaching history may involve use of artwork and sculptures. For maximizing information delivery and making the artefacts self-explanatory, modern digital tools can be employed. What could be a better way to making your artwork interactive by integrating the available STEM technology into your artwork and making it learner friendly? The Bare Conductive electric paint and touch board solution enable you to bring artwork and technology together and create interactive touch points to reach your audience. This presentation will showcase the solutions from Bare Conductive and demonstrate its usage in combining artwork with technology.

Title: Their stories, Their words, Our history – Engaging students in oral history

Bio: Mr Mitchell Preston

Mitch Preston has extensive experience in the education sector, including secondary Visual Arts teaching and museum education at the National Film and Sound Archive and the National Museum of Australia. He recently joined the Community Engagement team at the Department of Veterans’ Affairs and looks forward to presenting some of the team’s excellent resources to attendees at the 2019 HTAA national conference.


Oral histories play an important role in historical research and this presentation will focus on the experiences of veterans from a range of services and conflicts. These engaging and often moving stories from DVA’s Veterans’ Stories project provide an insight into war from a veterans’ perspective. They are rich primary sources which will broaden students’ knowledge of the experiences of those who have served and promote empathy in your classrooms.

We will also explore Reflections: Gathering Veterans’ Stories, a guide which serves as a starting point for you and your students to undertake oral history interviews with veterans. Offering practical advice and some examples from the Veterans’ Stories project, this guide serves as a useful resource for any group planning an oral history project of its own.