This was the keynote presentation delivered at HTAV Annual Conference 2011

1. KEEP
CALM
HTAV Annual Conference 2011
Annabel Astbury, HTAV
Thursday, 28 July 2011

2. Curriculum Summary Overviews: resources Historical Skills Summary: 7-10
All presentations available: www.slideshare.net/astbury
Thursday, 28 July 2011

3. What are the challenges that the new curriculum presents to teachers?
Thursday, 28 July 2011

4. Challenge 1: New content
Cross-curriculum priorities
Thursday, 28 July 2011

5. Year Level
Key Inquiry Questions
Strands
Historical Knowledge and understandings
Historical Skills
Curriculum Snapshot 5
Thursday, 28 July 2011

6. Year Level
Key Inquiry Questions
Strands
Historical Knowledge and understandings ‣Overviews
‣Depth Studies
Historical Skills
Curriculum Snapshot 5
Thursday, 28 July 2011

7. Year 8: The Ancient to the
Year 7: The Ancient World Modern World
Depth study 1: Depth study 1:
Investigating the Ancient Past The Western and Islamic World
Overview
Overview
Depth study 2: Depth study 2:
The Mediterranean World The Asia-Pacific World
Depth study 3: Depth study 3:
The Asian World Expanding Contacts
Year 9: The making of the Year 10: The Modern World
Modern World and Australia
Depth study 1: Depth study 1:
Making a Better World? World War 2
Overview
Overview
Depth study 2: Depth study 2:
Australia and Asia Rights and freedoms
Depth study 3: Depth study 3:
World War I The globalising world
Curriculum Snapshot Please see detailed summaries: www.slideshare.net/astbury
Thursday, 28 July 2011

8. Ancient Medieval Angkor
India Europe Wat
New Content at Years 7 & 8
Polynesia Spanish
c.700 - 1756 Conquest
Industrial
Challenge 2: New content
New ‘old’ content: challenge to teach ‘new’ material.
Thursday, 28 July 2011

9. Ancient
Slave
Trade Ideas Asian
Societies 1700 - 1918
New Content at Year 9
Industrial
Revolution
Challenge 2: New content
New ‘old’ content: challenge to teach ‘new’ material.
Thursday, 28 July 2011

10. Spanish
Ideas
New Content at Year10
Indigenous Environment
Rights Movements
Challenge 2: New content
New ‘old’ content:
Thursday, 28 July 2011

11. Challenge 3
World History Overviews
Thursday, 28 July 2011

12. Overviews
The place and position of overviews
‣An overview will constitute approximately 10% of
the total teaching time for the year
‣Overview content identifies important features of
the period as part of an expansive chronology
‣The overview could be built into different parts of
the depth studies as appropriate
Consider the some of the original aims of
the design of the curriculum:
‣appreciation of different cultures
‣be able to contextualise historical periods
‣world history approach
©User: Hanay / Wikimedia Commons
Content Structure | Annabel Astbury 2011
Thursday, 28 July 2011

13. Key inquiry questions
Overviews
_History.pdf
_resources/Australian_Curriculum_-
http://www.acara.edu.au/verve/
Historical knowledge and
understanding
Depth Studies Historical skills
Challenge 3: World history overviews
How to approach / consider the overviews
Thursday, 28 July 2011

14. Planning a course
‣ Look at content of the overview and assess where it
fits into the depth studies
‣ Use the key inquiry questions as a focus for the
teaching and learning
‣ Focus on integrating the overviews
‣ Over the year the course has to tell a bigger story
‣ Some aspects of overviews can be useful
introducing depth study
Thursday, 28 July 2011

15. Which Inquiry Questions can be
Depth Study answered in this Depth Study?
Which parts of the overview can be
addressed in this Depth Study?
‣This approach gets you to refocus on the broader
questions of inquiry
‣Does not allow for the approach of the overview being
taught as a discreet topic
Challenge 3: World history overviews
Planning
Thursday, 28 July 2011

16. Let’s look at a
sample approach
Thursday, 28 July 2011

17. Overview elaborations - suggested approaches for teaching
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes
the following:
the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of the world, including
Australia
• using a map to describe the pattern of movement of humans ‘out of Africa’ and across other continents over time, and
looking at the types of evidence of these movements (for example stone tools, human remains and cave paintings)
the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools
and pottery)
• exploring an early example of art (for example the 17 000 BCE great bull paintings from the Lascaux Cave in France) and
discussing why they may have been painted
• discussing the evolving nature of the evidence in this period, which shows increasingly sophisticated forms of technology
(for example the transition from making tools out of stone, bone and wood to metalworking)
• identifying sources of evidence for the emergence of organised states (for example the Cuneiform script phonetic writing of
the Sumerians c.3500 BCE; the ancient law code of Hammurabi clay tablets from ancient Babylon c.1790 BCE; artefacts
found in the tombs at Ur Sumer c.2500 BCE, which indicate the presence of either royalty or priestesses; pottery shards and
fragments discovered in Palestine made of mud from the River Nile in Egypt as evidence of trade
key features of ancient societies (farming, trade, social classes, religion, rule of law)
• exploring why the shift from hunting and foraging to cultivation (and the domestication of animals) led to the development of
permanent settlements
• identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China
and the Maya); where and when they existed, and the evidence for contact between them
• locating the major civilisations of the ancient world on a world map and using a timeline to identify the longevity of each
ancient civilisation
• identifying the major religions/philosophies that emerged by the end of the period (Hinduism, Judaism, Buddhism,
Confucianism, Christianity, Islam), and their key beliefs (through group work)
16
Thursday, 28 July 2011

18. Overview Depth Study Content:
Investigating the Ancient Past
•the theory that people moved out of
Africa around 60 000 BCE and
migrated to other parts of the world,
including Australia
•the evidence for the emergence and
establishment of ancient societies
(including art, iconography, writing tools
and pottery)
•key features of ancient societies
(farming, trade, social classes, religion,
rule of law)
Thursday, 28 July 2011

19. Overview Depth Study Content:
Investigating the Ancient Past
•the theory that people moved out of
Africa around 60 000 BCE and
migrated to other parts of the world,
including Australia ‣How historians and archaeologists investigate history,
including excavation and archival research
•the evidence for the emergence and
establishment of ancient societies ‣The range of sources that can be used in an historical
(including art, iconography, writing tools investigation, including archaeological and written
and pottery) sources
•key features of ancient societies ‣The methods and sources that can be used to
(farming, trade, social classes, religion, investigate at least ONE historical controversy or
rule of law) mystery that has challenged historians or archaeologists
‣The nature of sources for Ancient Australia and what
they reveal about Australia’s past in the ancient period
‣The importance of conserving the remains of the past,
using examples of the ancient world
Thursday, 28 July 2011

20. Overview Depth Study Content:
Investigating the Ancient Past
•the theory that people moved out of
Africa around 60 000 BCE and migrated
to other parts of the world, including
Australia
•the evidence for the emergence and
establishment of ancient societies
(including art, iconography, writing tools
and pottery)
•key features of ancient societies
(farming, trade, social classes, religion,
rule of law)
It is my opinion that these
elements will be covered in
every depth study at Year 7
(and beyond?)
Thursday, 28 July 2011

21. Overview Depth Study Content:
Investigating the Ancient Past
•the theory that people moved out of
Africa around 60 000 BCE and migrated
to other parts of the world, including
Australia ‣How historians and archaeologists investigate history,
including excavation and archival research
•the evidence for the emergence and
establishment of ancient societies ‣The range of sources that can be used in an historical
(including art, iconography, writing tools investigation, including archaeological and written
sources
and pottery)
•key features of ancient societies ‣The methods and sources that can be used to
(farming, trade, social classes, religion, investigate at least ONE historical controversy or mystery
that has challenged historians or archaeologists
rule of law)
‣The nature of sources for Ancient Australia and what
they reveal about Australia’s past in the ancient period
‣The importance of conserving the remains of the past,
It is my opinion that these using examples of the ancient world
elements will be covered in
every depth study at Year 7
(and beyond?)
Thursday, 28 July 2011

22. Overview Depth Study Content:
Investigating the Ancient Past
e
•the theory that people moved out of Africa
l
around 60 000 BCE and migrated to other
parts of the world, including Australia
p
•[How this theory settles with discovery of
Mungo Man and woman
Range of sources and methods used to
m
investigate the past]
•the evidence for the emergence and
a
establishment of ancient societies (including
art, iconography, writing tools and pottery)
S
•key features of ancient societies (farming,
trade, social classes, religion, rule of law)
Key Inquiry Questions:
How do we know about the Ancient Past?
Where and Why did the earliest societies develop?
What emerged as the defining characteristics of ancient societies?
Thursday, 28 July 2011

23. Overview Depth Study Content:
Investigating the Ancient Past
e
•the theory that people moved out of Africa
l
around 60 000 BCE and migrated to other ‣How historians and archaeologists investigate
parts of the world, including Australia history, including excavation and archival research
p
•[How this theory settles with discovery of
Mungo Man and woman
‣The range of sources that can be used in an
historical investigation, including archaeological
Range of sources and methods used to and written sources
m
investigate the past]
•the evidence for the emergence and ‣The methods and sources that can be used to
investigate at least ONE historical controversy or
a
establishment of ancient societies (including mystery that has challenged historians or
art, iconography, writing tools and pottery) archaeologists
S
•key features of ancient societies (farming,
trade, social classes, religion, rule of law) ‣The nature of sources for Ancient Australia
and what they reveal about Australia’s past
in the ancient period
‣The importance of conserving the remains of the
past, using examples of the ancient world
Key Inquiry Questions:
How do we know about the Ancient Past?
Where and Why did the earliest societies develop?
What emerged as the defining characteristics of ancient societies?
Thursday, 28 July 2011

24. Overview Depth Study Content:
The Mediterranean World
•the theory that people moved out of ‣The physical features of the area under study
Africa around 60 000 BCE and
migrated to other parts of the world,
‣Roles of key groups in the ancient society
including Australia ‣The significant beliefs, values and practices of the
ancient culture
•the evidence for the emergence and ‣Contacts and conflicts within and/or other societies,
establishment of ancient societies resulting in developments such as expansion of trade
(including art, iconography, writing tools The role of a significant individual in the ancient
‣
and pottery) society
•key features of ancient societies
(farming, trade, social classes, religion,
rule of law)
‣One can see here that certain parts of the overview are going to be more relevant depending
upon the depth study.
Key Inquiry Questions:
How do we know about the ancient past?
What emerged as the defining characteristics of ancient societies?
What have been the legacies of Ancient Societies?
Thursday, 28 July 2011

25. Activities that may assist in student learning of overviews
‣Activities that allow students to work individually / small groups which
generate questions and thought:
‣Mapping exercise: annotated maps on Google maps - great to give
overviews and maintain throughout the course
‣small group work on analysis of objects: ‘mystery’ objects from
collections such as History of the world in 100 Objects
‣Small group work on analysis of images
‣Timelines: using online tools that can be amended or added to.
Danger that the teaching of the overviews could be completely teacher centred /
comprehension type questions - no critical analysis or thought.
Thursday, 28 July 2011

26. For teaching activities
Thursday, 28 July 2011

27. Essential Resources for Year 7:
Overview
BBC: The Incredible Human Journey
BBC: The Incredible Human Journey: Episode 1 Out of Africa
BBC: The Incredible Human Journey: Episode
4 Australia
The Journey of Mankind Interactive Map (Bradshaw Foundation)
The Bradshaw Foundation Rock Art Galleries
World History for us all (University of San Diego Study Guide)
colonies and emporia (Map)
The work of an archaeologist BBC Interactive
Thursday, 28 July 2011

28. Essential Resources for Year 7: Overview
History of the world in 100 objects
1001 Inventions of the Muslim World
David Rumsey Cartography Collection
Thursday, 28 July 2011

29. Essential Resources for Year 8:
Overview
David Rumsey Cartography Collection
BBC: The Beauty of Maps
Anglo Saxon Activities
1001 Inventions of the Muslim World
Thursday, 28 July 2011

30. Essential Resources for Year 9:
Overview
Slave Voyages
Internet Modern History Sourcebook: Industrial
Revolution
Images of the industrial revolution
Create a timeline of ideas: equality & democratic
values
Thursday, 28 July 2011

31. Essential Resources for Year 10:
Overview
Jazz Age Culture (Uni of Pittsburgh)
Picturing the century (National Archives USA)
Australian Screen Online
National Archives of Australia Learning Resources
Thursday, 28 July 2011

32. Teacher Reading
Thursday, 28 July 2011

33. Teacher Reading
Thursday, 28 July 2011

34. Teacher Reading
Thursday, 28 July 2011

35. For teaching activities
Thursday, 28 July 2011

36. For teaching activities
Thursday, 28 July 2011

37. Familiarise yourself with new content Think about the overviews Enjoy taking the risk!
Remember ...
Thursday, 28 July 2011

38. KEEP
CALM
Thursday, 28 July 2011