Homework due Tuesday 19th March - questions in your books.
Here is the link for Duck and Cover With Bert: https://www.loc.gov/item/mbrs01836081/
Here is the link for Duck and Cover With Bert: https://www.loc.gov/item/mbrs01836081/
Thursday 21st February - now with analysis sheet! Sorry, I thought it was up here! Fixed it at last! If Word format doesn't work, I've also uploaded the PDF.
Here are the PDF files of everything you have received so far regarding the Overview Portfolio Assessment Task:
year_10_history_–_assessment_task_one_2019.pdf | |
File Size: | 97 kb |
File Type: |
1._source_analysis_process_–_your_chosen_event.pdf | |
File Size: | 99 kb |
File Type: |
year_10_history_task_one_source_analysis_sheet_2019.docx | |
File Size: | 90 kb |
File Type: | docx |
year_10_history_task_one_source_analysis_sheet_2019.pdf | |
File Size: | 43 kb |
File Type: |
YEAR 10, 2019 - everything below here is not relevant to you!!!
YEAR 10, 2019 - everything below here is not relevant to you!!!
From Little Things Big Things Grow
by Paul Kelly and Kev Carmody
Gather round people I’ll tell you a story
An eight year long story of power and pride
’Bout British Lord Vestey and Vincent Lingiarri
They were opposite men on opposite sides
Vestey was fat with money and muscle
Beef was his business, broad was his door
Vincent was lean and spoke very little
He had no bank balance, hard dirt was his floor
From little things big things grow
From little things big things grow
Gurindji were working for nothing but rations
Where once they had gathered the wealth of the land
Daily the oppression got tighter and tighter
Gurindji decided they must make a stand
They picked up their swags and started off walking
At Wattie Creek they sat themselves down
Now it don’t sound like much but it sure got tongues talking
Back at the homestead and then in the town
From little things big things grow
From little things big things grow
Vestey man said I’ll double your wages
Seven quid a week you’ll have in your hand
Vincent said uhuh we’re not talking about wages
We’re sitting right here till we get our land
Vestey man roared and Vestey man thundered
You don’t stand the chance of a cinder in snow
Vince said if we fall others are rising
From little things big things grow
From little things big things grow
Then Vincent Lingiarri boarded an aeroplane
Landed in Sydney, big city of lights
And daily he went round softly speaking his story
To all kinds of men from all walks of life
And Vincent sat down with big politicians
This affair they told him is a matter of state
Let us sort it out, your people are hungry
Vincent said no thanks, we know how to wait
From little things big things grow
From little things big things grow
Then Vincent Lingiarri returned in an aeroplane
Back to his country once more to sit down
And he told his people let the stars keep on turning
We have friends in the south, in the cities and towns
Eight years went by, eight long years of waiting
Till one day a tall stranger appeared in the land
And he came with lawyers and he came with great ceremony
And through Vincent’s fingers poured a handful of sand
From little things big things grow
From little things big things grow
That was the story of Vincent Lingiarri
But this is the story of something much more
How power and privilege can not move a people
Who know where they stand and stand in the law
From little things big things grow
From little things big things grow
From little things big things grow
From little things big things grow
Copyright: Paul Kelly and Kev Carmody
by Paul Kelly and Kev Carmody
Gather round people I’ll tell you a story
An eight year long story of power and pride
’Bout British Lord Vestey and Vincent Lingiarri
They were opposite men on opposite sides
Vestey was fat with money and muscle
Beef was his business, broad was his door
Vincent was lean and spoke very little
He had no bank balance, hard dirt was his floor
From little things big things grow
From little things big things grow
Gurindji were working for nothing but rations
Where once they had gathered the wealth of the land
Daily the oppression got tighter and tighter
Gurindji decided they must make a stand
They picked up their swags and started off walking
At Wattie Creek they sat themselves down
Now it don’t sound like much but it sure got tongues talking
Back at the homestead and then in the town
From little things big things grow
From little things big things grow
Vestey man said I’ll double your wages
Seven quid a week you’ll have in your hand
Vincent said uhuh we’re not talking about wages
We’re sitting right here till we get our land
Vestey man roared and Vestey man thundered
You don’t stand the chance of a cinder in snow
Vince said if we fall others are rising
From little things big things grow
From little things big things grow
Then Vincent Lingiarri boarded an aeroplane
Landed in Sydney, big city of lights
And daily he went round softly speaking his story
To all kinds of men from all walks of life
And Vincent sat down with big politicians
This affair they told him is a matter of state
Let us sort it out, your people are hungry
Vincent said no thanks, we know how to wait
From little things big things grow
From little things big things grow
Then Vincent Lingiarri returned in an aeroplane
Back to his country once more to sit down
And he told his people let the stars keep on turning
We have friends in the south, in the cities and towns
Eight years went by, eight long years of waiting
Till one day a tall stranger appeared in the land
And he came with lawyers and he came with great ceremony
And through Vincent’s fingers poured a handful of sand
From little things big things grow
From little things big things grow
That was the story of Vincent Lingiarri
But this is the story of something much more
How power and privilege can not move a people
Who know where they stand and stand in the law
From little things big things grow
From little things big things grow
From little things big things grow
From little things big things grow
Copyright: Paul Kelly and Kev Carmody
Welcome back for Term 3!
Here are three of our major inquiry questions in this topic which is our Core Study – Depth Study 4: Rights and Freedoms (1945-Present):
Here are three of our major inquiry questions in this topic which is our Core Study – Depth Study 4: Rights and Freedoms (1945-Present):
- How did Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms develop in Australia?
- What have been the major turning points in that struggle?
- What role have various advocates played in this struggle? What can we learn about advocacy from their example?
Work for Tuesday 26th June and Wednesday 27th June
After completing the sheet and handing it in to Mrs Argall, go on with the work below:
The Freedom Rides
Answer the following questions in full sentences in your books. This is not to be done as group work, this is to be completed individually.
Look at the cartoon included on the National Museum of Australia website.
If this cartoon was the only evidence you had about this issue, what would you say about:
• what the main problem was
• the attitudes of both sides
• the feelings or emotions of people involved
• the seriousness of the issue
Compare the cartoon with this newspaper report.
If this article was the only evidence you had about this issue, what would you say about:
• what the main problem was
• the attitudes of both sides
• the feelings or emotions of people involved
• the seriousness of the issue
One of the controversies associated with the Freedom Ride was whether it was appropriate for ‘outsiders’ to enter a community, create controversy and excitement, and then leave again.
Now look at the justification offered in the journal Crux. Leave enough time to read this article carefully. Do you agree with this justification?
When you have answered all the questions above prepare a report that starts: The Freedom Ride is significant in understanding the development of Indigenous rights because ...
Explain the issue fully providing details such us who, what, when, where, why and how.
After completing the sheet and handing it in to Mrs Argall, go on with the work below:
The Freedom Rides
Answer the following questions in full sentences in your books. This is not to be done as group work, this is to be completed individually.
Look at the cartoon included on the National Museum of Australia website.
If this cartoon was the only evidence you had about this issue, what would you say about:
• what the main problem was
• the attitudes of both sides
• the feelings or emotions of people involved
• the seriousness of the issue
Compare the cartoon with this newspaper report.
If this article was the only evidence you had about this issue, what would you say about:
• what the main problem was
• the attitudes of both sides
• the feelings or emotions of people involved
• the seriousness of the issue
One of the controversies associated with the Freedom Ride was whether it was appropriate for ‘outsiders’ to enter a community, create controversy and excitement, and then leave again.
- Do you think this would this do more harm than good?
- Present some arguments for and against the Freedom Ride. Do you think it was an appropriate tactic to use?
Now look at the justification offered in the journal Crux. Leave enough time to read this article carefully. Do you agree with this justification?
When you have answered all the questions above prepare a report that starts: The Freedom Ride is significant in understanding the development of Indigenous rights because ...
Explain the issue fully providing details such us who, what, when, where, why and how.
Work for Wednesday 13/6
Find your initials on the list to the left.
This is the case study you'll be working on today.
Scroll down to find your heading. Warburton people need to scroll down to Wednesday 6/6.
You can work on your own but collaborate for your final paragraph.
If you finish, go on with your assessment task.
Work for Tuesday 12/6 and Wednesday 13/6
Before undertaking this work, you need to scroll down and ensure that every task under the heading “Work for Wednesday 6/6” and every task under the heading “Work for Tuesday 5/6” is complete. All relevant sheets and materials need to be be stuck into your book.
You have an assessment task due on Tuesday 19th June so you should bring in to school whatever materials or resources you might need to enable you to keep working on that once all your class work is complete.
Albert Namatjira and Citizenship
As you have seen in the civil rights summary Aboriginal people were not allowed to have alcohol. Albert Namatjira was an exception — he had been granted full civil rights status because of his fame.
1. Follow this link to read about the Indigenous artist Albert Namatjira.
2. Answer the following questions in your book under the heading “Albert Namatjira and Citizenship”
Who was Albert Namatjira and why was he famous?
Why was he jailed in 1958?
3. Follow this link to read about the public response to that jailing and describe how people reacted in your workbooks.
4. Unlike Albert Namatjira, most Aboriginal people did not have full citizenship rights. Those who had special restrictions were known as ‘wards’. Follow this link to read the article on the ‘Stud Book’ and explain why the journalist found this situation so offensive.
5. Conclude your investigation into the Albert Namatjira incident in your books by writing a detailed paragraph that begins “The Albert Namatjira incident is significant in understanding the development of Indigenous rights because…”
Social Service Benefits
One area where equality of citizenship can be tested is access to the services provided by the state — such as social services. Do all people get these equally?
Follow the supplied links below to look at the information on the National Museum of Australia website and discuss the problems that Aboriginal people in remote areas had in accessing social services, and how this would have affected their lives.
1. In your books, under the heading “Social Service Benefits” for each individual/family listed below:
a) access and read all the provided documents
b) summarise their life story and circumstances
c) describe the reasons why they did not have equality of access to social services.
Follow the links below to access documents for each individual/family.
Joyce Meyer / Daisy and Angel Imari (scroll down a little)
Norman Bilson / Lulu Bilson / Alec Bilson
Bowee and Gidum (Tommy) Noble
Beverley Joy Noble and Ron Noble
2. Conclude your investigation into the social service case studies in your books by writing a detailed paragraph that begins “The social service case studies are significant in understanding the development of Indigenous rights because…”
Mapoon
Mapoon was a mission area in northern Queensland. It was subject to Queensland law. In 1963 the people of the mission were forced to move elsewhere to allow a company to take over the settlement area to mine bauxite to produce aluminium. This case study brought the issue of land rights to the fore.
1. Follow this link to locate Mapoon on the map of Australia and mark it on the map stuck in your book under your Indigenous and Non-Indigenous Rights Table.
2. Follow this link to read about the campain for Mapoon
In your books, under the heading “Mapoon and Indigenous Land Rights”, answer the following questions:
3. Conclude your investigation into the Mapoon case in your books by writing a detailed paragraph that begins “The Mapoon case is significant in understanding the development of Indigenous rights because…”
Yirrkala
Yirrkala is a settlement in Arnhem Land in the Northern Territory. In 1963 the Australian Government authorised bauxite mining on land that was part of the settlement.
The Commonwealth argued that the economic activity would be beneficial to the community. The Australian Labor Party opposition said that it should be up to the Aboriginal residents to decide what happened on their land — and for the first time the issue of land title was raised.
1. Follow this link to a map showing you the whereabouts of Yirrkala and mark it on the map stuck in your book under your Indigenous and Non-Indigenous Rights Table.
2. Follow this link to see the parlimentary statement by Paul Hasluck – in your books, under the heading “Yirrkala – Paul Hasluck’s Arguments”, make summary notes of his argument in dot points under the following headings:
- the motives of the supporters of the Aborigines
- the benefits of industrial development
- social benefits
- who speaks for the Aborigines
- employment
- protection of sacred areas
- compensation
- housing and living conditions.
3. The Australian Labor Party Opposition argued against leasing the land to the developers, unless the local people wanted to. Follow this link to read Kim Beasley (Senior)’s arguments. In your books, under the heading “Yirrkala – Kim Beasley Snr’s Arguments”, make summary notes of his argument in dot points under the following headings:
- Aboriginal land title
- Consultation with traditional owners.
4. The Yirrkala people presented a petition to the Commonwealth. It is currently on display as a significant document in Parliament House, Canberra. Follow this link to have a look at it and, under the heading “The Yirrkala Petition”, briefly summarise in dot points what the people want.
5. Answer the following question in your work book: Is the Yirrkala Petition a claim for land rights?
6. In 1971 a court case against the mining on the grounds that it was Aboriginal land failed in the Federal Court. Justice Blackburn rejected the argument that the Aboriginal people had title to the land based on their history of occupation. This was a decision that would be reversed in 1991 — in the famous Mabo decision that found that there was native title to land under certain conditions.
Conclude your investigation into the Yirrkala case in your books by writing a detailed paragraph that begins “The Yirrkala case is significant in understanding the development of Indigenous rights because ...”
If you have finished all this, scroll down to HISTORY ASSESSMENT TASK TWO DUE TUESDAY 19TH JUNE and continue working on it.
Before undertaking this work, you need to scroll down and ensure that every task under the heading “Work for Wednesday 6/6” and every task under the heading “Work for Tuesday 5/6” is complete. All relevant sheets and materials need to be be stuck into your book.
You have an assessment task due on Tuesday 19th June so you should bring in to school whatever materials or resources you might need to enable you to keep working on that once all your class work is complete.
Albert Namatjira and Citizenship
As you have seen in the civil rights summary Aboriginal people were not allowed to have alcohol. Albert Namatjira was an exception — he had been granted full civil rights status because of his fame.
1. Follow this link to read about the Indigenous artist Albert Namatjira.
2. Answer the following questions in your book under the heading “Albert Namatjira and Citizenship”
Who was Albert Namatjira and why was he famous?
Why was he jailed in 1958?
3. Follow this link to read about the public response to that jailing and describe how people reacted in your workbooks.
4. Unlike Albert Namatjira, most Aboriginal people did not have full citizenship rights. Those who had special restrictions were known as ‘wards’. Follow this link to read the article on the ‘Stud Book’ and explain why the journalist found this situation so offensive.
5. Conclude your investigation into the Albert Namatjira incident in your books by writing a detailed paragraph that begins “The Albert Namatjira incident is significant in understanding the development of Indigenous rights because…”
Social Service Benefits
One area where equality of citizenship can be tested is access to the services provided by the state — such as social services. Do all people get these equally?
Follow the supplied links below to look at the information on the National Museum of Australia website and discuss the problems that Aboriginal people in remote areas had in accessing social services, and how this would have affected their lives.
1. In your books, under the heading “Social Service Benefits” for each individual/family listed below:
a) access and read all the provided documents
b) summarise their life story and circumstances
c) describe the reasons why they did not have equality of access to social services.
Follow the links below to access documents for each individual/family.
Joyce Meyer / Daisy and Angel Imari (scroll down a little)
Norman Bilson / Lulu Bilson / Alec Bilson
Bowee and Gidum (Tommy) Noble
Beverley Joy Noble and Ron Noble
2. Conclude your investigation into the social service case studies in your books by writing a detailed paragraph that begins “The social service case studies are significant in understanding the development of Indigenous rights because…”
Mapoon
Mapoon was a mission area in northern Queensland. It was subject to Queensland law. In 1963 the people of the mission were forced to move elsewhere to allow a company to take over the settlement area to mine bauxite to produce aluminium. This case study brought the issue of land rights to the fore.
1. Follow this link to locate Mapoon on the map of Australia and mark it on the map stuck in your book under your Indigenous and Non-Indigenous Rights Table.
2. Follow this link to read about the campain for Mapoon
In your books, under the heading “Mapoon and Indigenous Land Rights”, answer the following questions:
- Describe the Aboriginal mission settlement at Mapoon.
- What did the developers want?
- How would this affect the Aboriginal inhabitants?
- Why did the local inhabitants not want to move to Bamaga?
- What were the laws that applied to Mapoon?
- What did the Queensland Government do?
- Why did the local people resist this solution?
3. Conclude your investigation into the Mapoon case in your books by writing a detailed paragraph that begins “The Mapoon case is significant in understanding the development of Indigenous rights because…”
Yirrkala
Yirrkala is a settlement in Arnhem Land in the Northern Territory. In 1963 the Australian Government authorised bauxite mining on land that was part of the settlement.
The Commonwealth argued that the economic activity would be beneficial to the community. The Australian Labor Party opposition said that it should be up to the Aboriginal residents to decide what happened on their land — and for the first time the issue of land title was raised.
1. Follow this link to a map showing you the whereabouts of Yirrkala and mark it on the map stuck in your book under your Indigenous and Non-Indigenous Rights Table.
2. Follow this link to see the parlimentary statement by Paul Hasluck – in your books, under the heading “Yirrkala – Paul Hasluck’s Arguments”, make summary notes of his argument in dot points under the following headings:
- the motives of the supporters of the Aborigines
- the benefits of industrial development
- social benefits
- who speaks for the Aborigines
- employment
- protection of sacred areas
- compensation
- housing and living conditions.
3. The Australian Labor Party Opposition argued against leasing the land to the developers, unless the local people wanted to. Follow this link to read Kim Beasley (Senior)’s arguments. In your books, under the heading “Yirrkala – Kim Beasley Snr’s Arguments”, make summary notes of his argument in dot points under the following headings:
- Aboriginal land title
- Consultation with traditional owners.
4. The Yirrkala people presented a petition to the Commonwealth. It is currently on display as a significant document in Parliament House, Canberra. Follow this link to have a look at it and, under the heading “The Yirrkala Petition”, briefly summarise in dot points what the people want.
5. Answer the following question in your work book: Is the Yirrkala Petition a claim for land rights?
6. In 1971 a court case against the mining on the grounds that it was Aboriginal land failed in the Federal Court. Justice Blackburn rejected the argument that the Aboriginal people had title to the land based on their history of occupation. This was a decision that would be reversed in 1991 — in the famous Mabo decision that found that there was native title to land under certain conditions.
Conclude your investigation into the Yirrkala case in your books by writing a detailed paragraph that begins “The Yirrkala case is significant in understanding the development of Indigenous rights because ...”
If you have finished all this, scroll down to HISTORY ASSESSMENT TASK TWO DUE TUESDAY 19TH JUNE and continue working on it.
Work for Wednesday 6/6.
FIRST - you need to ensure that EVERYTHING is completed and stuck in your book from yesterday.
That means:
1. With your allocated groups, you have completed your summary of the documents below (scroll down to Work for Tuesday 5/6) for your allocated state/territory. You should hand your completed group summary sheet in to the supervising teacher who will pass them on to me.
2. As a class, groups have shared their findings and you have all completely filled out your tables on the sheet entitled "Summary Table Citizens' rights in 1960" - these sheets have been stuck into your books.
3. You have read through and stuck in the sheets entitled "Indigenous Australians' Rights Timeline"
If all this is complete, here's what you need to do next:
1. Follow this link and scroll down until you find the map of Australia. Under the table on the sheet you have glued into your books entitled "Summary Table Citizens' rights in 1960", there is a map of Australia.
2. Mark the Warburton Ranges onto your map.
3. This controversy concerned the appalling conditions in which a particular group of Indigenous people were living. The issues raised were: how could a group of Australians be so disadvantaged, and how could they be supported and their conditions improved to an acceptable standard? Scroll back up to the top of the page and read the provided information about the Warburton Ranges Controversy. Keep these questions in mind as you read.
4. Follow this link to read more about the controversy
5. Scroll down to find and read the newspaper article "Big Bayswater meeting sees the most horrible film made in Australia"
6. What does the article tell you about the state of the Indigenous Australians living on the Warburton Ranges? Make notes in your books under the heading "Manslaughter on the Warburton Ranges"
Your notes should be gathered under the headings:
Health
Education
Food
Water
7. Returning to the Manslaughter page, answer the following questions in your books:
How did people react to the film?
What messages did they get from it when it was shown?
How did the Australian government react to the criticism?
What sense of responsibility did they show?
8. Go to this link to read about what action began to be taken as a result of the film
Answer the following questions in your books:
What problems were there with existing organisations that limited their ability to react effectively?
Why did some people look to the British Anti-Slavery Society to help?
9. Follow this link to see a document from the Adelaide Conference at which the Federal Council for Aboriginal Advancement was formed and answer the following question in your book:
What was significant about the organisations that formed as a result of the crisis?
If you have finished all this, scroll down to HISTORY ASSESSMENT TASK TWO DUE TUESDAY 19TH JUNE and continue working on it.
FIRST - you need to ensure that EVERYTHING is completed and stuck in your book from yesterday.
That means:
1. With your allocated groups, you have completed your summary of the documents below (scroll down to Work for Tuesday 5/6) for your allocated state/territory. You should hand your completed group summary sheet in to the supervising teacher who will pass them on to me.
2. As a class, groups have shared their findings and you have all completely filled out your tables on the sheet entitled "Summary Table Citizens' rights in 1960" - these sheets have been stuck into your books.
3. You have read through and stuck in the sheets entitled "Indigenous Australians' Rights Timeline"
If all this is complete, here's what you need to do next:
1. Follow this link and scroll down until you find the map of Australia. Under the table on the sheet you have glued into your books entitled "Summary Table Citizens' rights in 1960", there is a map of Australia.
2. Mark the Warburton Ranges onto your map.
3. This controversy concerned the appalling conditions in which a particular group of Indigenous people were living. The issues raised were: how could a group of Australians be so disadvantaged, and how could they be supported and their conditions improved to an acceptable standard? Scroll back up to the top of the page and read the provided information about the Warburton Ranges Controversy. Keep these questions in mind as you read.
4. Follow this link to read more about the controversy
5. Scroll down to find and read the newspaper article "Big Bayswater meeting sees the most horrible film made in Australia"
6. What does the article tell you about the state of the Indigenous Australians living on the Warburton Ranges? Make notes in your books under the heading "Manslaughter on the Warburton Ranges"
Your notes should be gathered under the headings:
Health
Education
Food
Water
7. Returning to the Manslaughter page, answer the following questions in your books:
How did people react to the film?
What messages did they get from it when it was shown?
How did the Australian government react to the criticism?
What sense of responsibility did they show?
8. Go to this link to read about what action began to be taken as a result of the film
Answer the following questions in your books:
What problems were there with existing organisations that limited their ability to react effectively?
Why did some people look to the British Anti-Slavery Society to help?
9. Follow this link to see a document from the Adelaide Conference at which the Federal Council for Aboriginal Advancement was formed and answer the following question in your book:
What was significant about the organisations that formed as a result of the crisis?
If you have finished all this, scroll down to HISTORY ASSESSMENT TASK TWO DUE TUESDAY 19TH JUNE and continue working on it.
Work for Tuesday 5/6:
If the gallery below isn't working for you, try clicking on this link and opening the files from here:
indigenousrights.net.au/resources/documents/the_australian_aborigines_a_summary_of_their_situation_in_all_states_in_1962
If the gallery below isn't working for you, try clicking on this link and opening the files from here:
indigenousrights.net.au/resources/documents/the_australian_aborigines_a_summary_of_their_situation_in_all_states_in_1962
To ensure you're up to date with History by Tuesday 5th June, complete the following:
work_for_my_classes_wed_23.5.18.docx | |
File Size: | 127 kb |
File Type: | docx |
gun_law_satire.docx | |
File Size: | 314 kb |
File Type: | docx |
babakiueria notes.docx | |
File Size: | 170 kb |
File Type: | docx |
work_for_history_tues_29.5.docx | |
File Size: | 164 kb |
File Type: | docx |
HISTORY ASSESSMENT TASK TWO DUE TUESDAY 19TH JUNE
history_rights_and_freedoms_task_2018.pdf | |
File Size: | 71 kb |
File Type: |
For Ben S:
m113a1_armoured_personnel_carriers__apcs__of_1st_armoured_personnel_carrier_squadron__1apc_sqn__..._|_the_australian_war_memorial.pdf | |
File Size: | 199 kb |
File Type: |
sean_flynn__photojournalist__-_wikipedia.pdf | |
File Size: | 254 kb |
File Type: |
Tonight's homework (Tues 20/3) due Wednesday 21/3 (vid file below):
Yr 10 History Portfolio Assessment Task One 2018 | |
File Size: | 90 kb |
File Type: |
Yr 10 History Portfolio Task Source Analysis Sheet 2018 | |
File Size: | 34 kb |
File Type: |
Sample Source Analysis Sheet Word Doc.docx | |
File Size: | 205 kb |
File Type: | docx |
Timeline Activity Instructions Week 4 | |
File Size: | 47 kb |
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labelled_timeline_images.pdf | |
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timeline_activity_p27.pdf | |
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timeline_activity_p_28_29.pdf | |
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timeline_activity_p_31.pdf | |
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timeline_activity_p_47_48_49_50.pdf | |
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timeline_activity_p_55_56_57_78_79.pdf | |
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timeline_activity_p_61_62_63.pdf | |
File Size: | 1533 kb |
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timeline_activity_p67_68_69.pdf | |
File Size: | 1527 kb |
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timeline_activity_p_245_246_247_248.pdf | |
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timeline_activity_p265.pdf | |
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timeline_activity_p266_267.pdf | |
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timeline_activity_p_272_273_274_275.pdf | |
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timeline_activity_p_281_282_283_284_285.pdf | |
File Size: | 2213 kb |
File Type: |
Yr 10 History Task One - Source Analysis Portfolio Task Procedure:
Analysis and Use of Sources: Using Historical Sources
Sources and evidence
In history, a source is anything that can be used to investigate the past. Historians base their research on sources that are relevant to their inquiry. They need to analyse them to discover if they hold any evidence that will be relevant to their particular historical inquiry. The evidence is the information contained in the source and historians can retrieve it by asking relevant questions. Thus a source is not the same as evidence.
A source becomes evidence if it is used to answer a question on the past. It may be evidence for one aspect of history but not for another. Some sources contain useful information but often not all of the evidence that is needed in the inquiry.
Primary sources
Primary sources are interesting to read or interpret as they give us first hand ‘you are there’ insights into the past. They are also the important tools an historian has for developing an understanding of an event. Primary sources serve as the evidence an historian uses in developing an interpretation and in building an argument to support that interpretation.
Examples of primary sources that we may use are:
• personal sources such as letters, diaries, personal narratives, photographs (after 1850s), paintings, memoirs and oral history
• official sources such as newspapers, government publications and archives, speeches, birth and death certificates, shipping lists, court records, council records, maps, military records such as enlistment papers
• artefacts such as gravestones, buildings, war memorials, foundation plaques, war medals, tools, household implements.
Interpreting primary sources
Primary sources have to be interpreted. Students require the skills to analyse historical sources as an integral part of their historical research and inquiry. A primary source’s meaning may not always be instantly clear especially if it is from a time or culture significantly different to our own. It is therefore necessary to try and understand what it means and to figure out what the source can tell us about the past.
A simple process to follow in your analysis may include the following:
What is it?
• Identify the type of source and what it contains.
• Is it a letter, newspaper article, photograph, document?
• Is it a primary or a secondary source?
What does it show?
• Identify images, symbols, characters.
• What are the key words and what do they mean?
• What is it about?
When was the source written, produced, made?
• At the time of events described or later?
• How much later – 5 years or 100?
Who wrote, produced or made it?
• Is it an eyewitness, someone involved in events described or someone writing about what they’ve heard or researched?
• From whose perspective is the source written?
Why was it written or produced?
• Are there personal motives, e.g. letter to parents?
• Are there political reasons, e.g. censored newspaper article?
• Is it propaganda, e.g. recruitment poster?
How is it written or produced?
• Does it give a particular point of view?
• Does it give a detached, balanced account?
• Is it biased either for or against the issue?
• How useful is it for an historian researching a particular aspect of history?
Context
• What historical event/issue/personality is it describing?
• What else is happening at the time the source was created?
Analysing a photograph
• Who took the photograph?
• What does it show?
• Where was it taken?
• Where was it published?
• What is its date? Location?
• What is its caption?
• What is written about it?
• Why was it taken?
• Was it posed?
• What further questions do you need to ask?
If we know very little about a photograph, it will be difficult to use as a reliable source; we need to know its origin or provenance.
Analysing a cartoon
A cartoon may be an important historical source, yet it is one of the most difficult for students to understand. By following several steps in deconstructing a cartoon, students learn to understand the broader historical meaning.
Cartoons have been used to poke fun at authority figures, criticise political actions, decisions and policies and to comment upon historical events. Sometimes the message conveyed is a conscious manipulation of the reader in the form of propaganda.
Students particularly need to understand the ‘stock’ characters and symbols used in different time periods, such as the small boy representing Australia at the time of Federation, the fierce portrayals of our ‘enemies’ such as the brutish German ‘Hun’ of World War I and the sinister depictions of Chinese migrants. The following process may guide students in their analysis of a cartoon.
1. Examine the cartoon for details: people, buildings, background, dress and clues for historical data. What is the date, title, caption and source? What is happening in the cartoon?
2. Symbols – what characters are represented or what symbols can be identified? Are they used for emotive purposes?
3. Background context – to what issue/event is the cartoon referring? What background knowledge can be added?
4. Bias – who drew the cartoon? What viewpoint is being expressed?
5. Interpret the meaning. What is the overall message of the cartoon? Explain in your own words what the cartoonist is saying.
6. Evaluate its effectiveness. How does the cartoon attempt to influence the reader? Is it successful? What would the responses to the carton have been from different groups at the time? How influential was it at the time?
Secondary sources
Secondary sources are those sources produced after the period or event under investigation. They may include histories written over one hundred years after the event, later newspaper accounts, biographies, documentaries, political commentaries and encyclopaedias. Secondary sources may provide an overview of an event or issue, different opinions and/ or interpretations of events, access to statistics, photographs, maps and other sources and provide the latest research and scholarship on a particular historical subject.
To help interpret secondary sources the following questions can help.
• Who wrote it?
• When was it written?
• What sources were used to write it?
• Are these sources reliable?
• What has been omitted?
• Why was it written?
• Who was the intended audience?
• Have any facts been omitted?
• Have emotive phrases or words been used?
• Has the writer any reason to be one-sided?
Three ways to use a secondary source:
1. As a collection of facts
Use a secondary source if you need to find a particular piece of information quickly. You might need to know, for example, where Gallipoli is, what year Gough Whitlam was dismissed or the names of Indigenous tribes in your area.
2. As a source of background material
If you are studying one topic but you need to know something about what else was happening at that time, or what happened earlier, you could use a secondary source to find the background material that you need. For example, if you are studying the Great Depression in Australia, you may use a secondary source to help you see which other countries were affected, or what the 1920s were like.
3. As an interpretation
Since the facts do not speak for themselves, it is necessary for the historian to give them some shape and to put them in an order that people can understand. This is called an interpretation. Many secondary sources provide not only information but also a way of making sense of that information. You should use a secondary source if you want to understand how the writer makes sense of a particular person, trend or event.
What do we mean by usefulness and reliability?
When you are trying to establish the reliability of a source, you’re looking for clues like:
-author
-origin
-motive of source
-period written
-date source was created
-content (what is the source saying)
-intended audience
-bias of source
However, a source can be unreliable but still can be useful to historians. A source is always useful for a certain purpose - your job is to find out how accurate it is.
Let’s say you had a photo of nice, clean British trenches (content) and you were told it was taken by a British senior officer (author/origin/bias) and was to be sent back to the home front (intended audience/motive).
From your own study you would know that British trenches were terrible. Thus you could infer that due to the position of the author and the audience he was creating the text for, his intended purpose would be to glorify war back on the home front.
From this you would be able to say that the source is not a reliable depiction of British trenches but it is useful in showing how British generals wanted people on the home front to view the war – to glorifying it rather than revealing the awful reality. This might have been to encourage more recruits to sign up to fight, this might have been to encourage the hearts of family members back home, this might have been to quash rumours of failure on the home front, to give an impression of success and order and everything moving efficiently toward victory, to boost morale – a whole range of motivations might exist and we need to try to consider them all.
Answering the Synthesis and Evaluation Question
Synthesis just means “drawing the threads together” – now that you’ve analysed and evaluated your sources for their usefulness and reliability, what have you learned about your event AND what have you learned about what the world was like when this event occurred.
For some of you, your “event” stretches over quite a period so you may want to comment on what the world was like at the start of your relevant period and how things had changed by the end.
You might choose two sources that show completely opposing views of your event – you’d want to make sure that you commented on that in your final question. History doesn’t always allow us to draw neat conclusions.
Bibliography
These notes have been compiled and adapted from:
http://www.hsiensw.com/uploads/4/7/7/1/47718841/fnl_teaching_history.pdf
http://community.boredofstudies.org/300/core-study-world-war-i/1590/usefulness-reliability.html
- Select your event based on what you already know something about or on what most interests you.
- Read all four parts of the task carefully and highlight key words in each part.
- Locate multiple reliable (probably secondary) sources (text books, encyclopaedias, articles etc) about your chosen event/development/period
- Take notes as you read. See this handy guide to “Taking Notes As You Read”
- Putting the sources away, use your notes to write Part One of the task, your 300 word summary. Be prepared to come back and revise this as you gather your sources and gain further insight.
- Look below for a head start on where you might find your sources. These are just supposed to provide inspiration for you as you find your own sources but if you’re really stuck, you could use one or two of my suggestions:
- The formation of the United Nations
- The Universal Declaration of Human Rights http://www.un.org/en/universal-declaration-human-rights/
- Extract of Fidel Castro’s 1960 United Nations Address http://www.school-for-champions.com/speeches/castro_un_1960.htm#.Wmkx89NuYd0
- The Logo: Origin of the Emblem and Other Recollections of the 1945 UN Conference https://www.cia.gov/news-information/blog/2015/images/McLaughlinMonograph.pdf
- Photo of the original 1942 document with signatures http://www.un.org/en/sections/history-united-nations-charter/1942-declaration-united-nations/index.html
- Memoir “When The UN was young” http://www.nytimes.com/1985/09/25/world/a-memoir-when-the-un-was-young.html?pagewanted=all
- The Australian Anti-Communist Bill and The Petrov Affair
- Newspaper article http://www.smh.com.au/articles/2002/07/26/1027497415042.html (also see photograph on this webpage)
- Memoir “Truth Will Out: ASIO and the Petrovs” by Michael Thwaites https://catalogue.nla.gov.au/Record/2808736
- A treasure-trove of Petrov Affair sources of all types https://petrov.moadoph.gov.au/index.html
- Clip of The Safe House, a short film made about the Petrov Affair from the perspective of young children https://vimeo.com/160842348
- The Berlin Wall – Construction and/or Collapse
- Novel “A Night Divided” by Jennifer A. Nielsen http://jennielsen.com/books/a-night-divided
- Photo of tanks during the 1961 showdown between the Soviet Union and the United States
- Ronald Reagan’s 1987 Speech “Tear Down This Wall” http://www.historyplace.com/speeches/reagan-tear-down.htm
- Berlin Wall Art Work My God, Help Me To Survive This Deadly Love https://en.wikipedia.org/wiki/My_God,_Help_Me_to_Survive_This_Deadly_Love
- Memoir – extract from Anna Funder’s Stasiland https://www.theguardian.com/books/2003/nov/06/guardianfirstbookaward2003.gurardianfirstbookaward
- JFK and The Cuban Missile Crisis
- Film Thirteen Days http://www.imdb.com/title/tt0146309/
- Grainy photos taken by U-2 reconnaissance planes over Cuba that showed evidence of a Soviet ballistic missile site under construction. http://cdn.history.com/sites/2/2015/07/hith-cuban-missile-crisis.jpg
- Robert F. Kennedy’s (JFK’s brother) memoir Thirteen Days: A Memoir of the Cuban Missile Crisis (book) http://jstandring.weebly.com/uploads/3/8/4/6/38467349/thirteen_days_-__document_packet.pdf.pdf
- John F Kennedy’s speech to the nation October 22nd 1962 informing them of Soviet missiles in Cuba https://www.youtube.com/watch?v=EgdUgzAWcrw
- The Vietnam War
- Australian War Memorial Photo of Iroquois helicopters land to take members of 7RAR back to Nui Dat after completion of Operation Ulmarra, August 1967. https://www.awm.gov.au/articles/event/vietnam
- Memoir SBS Stories of the Vietnam War https://www.sbs.com.au/guide/article/2017/12/08/stories-vietnam-war-soldiers-dog
- Australian Artists and the Vietnam War from the Australian War Memorial https://oldsite.awm.gov.au/sites/default/files/exhibitions/impressions/Art_Study.pdf
- Robert Menzies’ speech announcing Australia’s involvement in the Vietnam War https://national-history-challenge.moadoph.gov.au/assets/public/downloads/2007/menzies-text.pdf
- The Space Race
- Illustrations from the picture book Laika: Astronaut Dog by Owen Davey http://www.owendavey.com/Laika
- John F. Kennedy’s “We choose to go to the moon” speech https://er.jsc.nasa.gov/seh/ricetalk.htm
- Photo Inside the Launch Control Centre, personnel watch as the Saturn V rocket carrying the Apollo 11 astronauts lifts off the launch pad on July 16, 1969. Image credit: NASA https://www.nasa.gov/centers/kennedy/images/content/662790main_lcc-apollo.jpg
- Some extracts (in the context of a review) from Michael Collins’ Carrying the Fire: An Astronaut’s Journey http://spacebookspace.blogspot.com.au/2009/07/carrying-fire-michael-collins.html
- Abolition of the White Australia Policy, Multiculturalism and Refugees arriving in Australia
- A huge range of sources on the White Australia Policy including filmed memoirs, photographs, speeches, artefacts etc http://www.nma.gov.au/online_features/defining_moments/featured/white_australia_policy_begins
- Anh Do’s picture book The Little Refugee or his memoir The Happiest Refugee both in school library.
- Vietnam War Conscription and Protest Movement
- Arthur Calwell’s election speech, 1966, protesting conscription https://electionspeeches.moadoph.gov.au/speeches/1966-arthur-calwell
- Memoir - Interview with Bruce Dawe, Australian poet, asking him about his memories of his activism against conscription http://dl.nfsa.gov.au/module/1189/
- Poem Show-time (Texas-style) by Bruce Dawe – available in school library
- Photograph of protestors against the National Service Scheme https://www.awm.gov.au/articles/encyclopedia/conscription/vietnam
- The Gulf War
- Memoir - Interview with Tom Clancy and General Chuck Horner about their non-fiction text Every Man a Tiger https://charlierose.com/videos/756
- Poem Denise Levertov’s In California During the Gulf War https://www.poets.org/poetsorg/poem/california-during-gulf-war
- Photo “A crowd estimated in the tens of thousands makes its way down Market Street in San Francisco, on January 19, 1991, while protesting the United States attack on Iraq and Kuwait.” https://cdn.theatlantic.com/assets/media/img/photo/2016/01/operation-desert-storm-25-years-sin/g13_AP9101190339/main_900.jpg?1452801262
- The eve-of-battle speech made by Colonel Tim Collins to the 1st Battalion of the Royal Irish Regiment in Iraq in 2003. http://www.telegraph.co.uk/comment/3562917/Colonel-Tim-Collins-Iraq-war-speech-in-full.html
- Your Source Analysis Sheet requires you to use a number of your historical skills. Here’s some revision information to help you remember what you need to be doing for each aspect of the source analysis:
- Questions Asked By Historians
- How do we know what happened?
- What evidence is left?
- What is fact and what is opinion?
- Whose version of what happened is reliable?
- Is there more than one perspective to examine?
- Why did particular events happen?
- Is there more than one explanation?
- What were the consequences?
- Were the consequences the same for everyone?
- How have past events and their consequences helped shape Australia and/or the world as it is today?
- Historical Perspectives
- Each historian writes about the past from a particular point of view. New research and varying perspectives ensure that history is never static or unchanging. History is an ongoing intellectual debate between historians, and students need to be aware of a range of viewpoints or perspectives. Historians could be influenced by their gender, age, family and cultural background, education, religion, values and political beliefs, their life experiences and the time in which they live (e.g. Agrippina the Younger).
Analysis and Use of Sources: Using Historical Sources
Sources and evidence
In history, a source is anything that can be used to investigate the past. Historians base their research on sources that are relevant to their inquiry. They need to analyse them to discover if they hold any evidence that will be relevant to their particular historical inquiry. The evidence is the information contained in the source and historians can retrieve it by asking relevant questions. Thus a source is not the same as evidence.
A source becomes evidence if it is used to answer a question on the past. It may be evidence for one aspect of history but not for another. Some sources contain useful information but often not all of the evidence that is needed in the inquiry.
Primary sources
Primary sources are interesting to read or interpret as they give us first hand ‘you are there’ insights into the past. They are also the important tools an historian has for developing an understanding of an event. Primary sources serve as the evidence an historian uses in developing an interpretation and in building an argument to support that interpretation.
Examples of primary sources that we may use are:
• personal sources such as letters, diaries, personal narratives, photographs (after 1850s), paintings, memoirs and oral history
• official sources such as newspapers, government publications and archives, speeches, birth and death certificates, shipping lists, court records, council records, maps, military records such as enlistment papers
• artefacts such as gravestones, buildings, war memorials, foundation plaques, war medals, tools, household implements.
Interpreting primary sources
Primary sources have to be interpreted. Students require the skills to analyse historical sources as an integral part of their historical research and inquiry. A primary source’s meaning may not always be instantly clear especially if it is from a time or culture significantly different to our own. It is therefore necessary to try and understand what it means and to figure out what the source can tell us about the past.
A simple process to follow in your analysis may include the following:
What is it?
• Identify the type of source and what it contains.
• Is it a letter, newspaper article, photograph, document?
• Is it a primary or a secondary source?
What does it show?
• Identify images, symbols, characters.
• What are the key words and what do they mean?
• What is it about?
When was the source written, produced, made?
• At the time of events described or later?
• How much later – 5 years or 100?
Who wrote, produced or made it?
• Is it an eyewitness, someone involved in events described or someone writing about what they’ve heard or researched?
• From whose perspective is the source written?
Why was it written or produced?
• Are there personal motives, e.g. letter to parents?
• Are there political reasons, e.g. censored newspaper article?
• Is it propaganda, e.g. recruitment poster?
How is it written or produced?
• Does it give a particular point of view?
• Does it give a detached, balanced account?
• Is it biased either for or against the issue?
• How useful is it for an historian researching a particular aspect of history?
Context
• What historical event/issue/personality is it describing?
• What else is happening at the time the source was created?
Analysing a photograph
• Who took the photograph?
• What does it show?
• Where was it taken?
• Where was it published?
• What is its date? Location?
• What is its caption?
• What is written about it?
• Why was it taken?
• Was it posed?
• What further questions do you need to ask?
If we know very little about a photograph, it will be difficult to use as a reliable source; we need to know its origin or provenance.
Analysing a cartoon
A cartoon may be an important historical source, yet it is one of the most difficult for students to understand. By following several steps in deconstructing a cartoon, students learn to understand the broader historical meaning.
Cartoons have been used to poke fun at authority figures, criticise political actions, decisions and policies and to comment upon historical events. Sometimes the message conveyed is a conscious manipulation of the reader in the form of propaganda.
Students particularly need to understand the ‘stock’ characters and symbols used in different time periods, such as the small boy representing Australia at the time of Federation, the fierce portrayals of our ‘enemies’ such as the brutish German ‘Hun’ of World War I and the sinister depictions of Chinese migrants. The following process may guide students in their analysis of a cartoon.
1. Examine the cartoon for details: people, buildings, background, dress and clues for historical data. What is the date, title, caption and source? What is happening in the cartoon?
2. Symbols – what characters are represented or what symbols can be identified? Are they used for emotive purposes?
3. Background context – to what issue/event is the cartoon referring? What background knowledge can be added?
4. Bias – who drew the cartoon? What viewpoint is being expressed?
5. Interpret the meaning. What is the overall message of the cartoon? Explain in your own words what the cartoonist is saying.
6. Evaluate its effectiveness. How does the cartoon attempt to influence the reader? Is it successful? What would the responses to the carton have been from different groups at the time? How influential was it at the time?
Secondary sources
Secondary sources are those sources produced after the period or event under investigation. They may include histories written over one hundred years after the event, later newspaper accounts, biographies, documentaries, political commentaries and encyclopaedias. Secondary sources may provide an overview of an event or issue, different opinions and/ or interpretations of events, access to statistics, photographs, maps and other sources and provide the latest research and scholarship on a particular historical subject.
To help interpret secondary sources the following questions can help.
• Who wrote it?
• When was it written?
• What sources were used to write it?
• Are these sources reliable?
• What has been omitted?
• Why was it written?
• Who was the intended audience?
• Have any facts been omitted?
• Have emotive phrases or words been used?
• Has the writer any reason to be one-sided?
Three ways to use a secondary source:
1. As a collection of facts
Use a secondary source if you need to find a particular piece of information quickly. You might need to know, for example, where Gallipoli is, what year Gough Whitlam was dismissed or the names of Indigenous tribes in your area.
2. As a source of background material
If you are studying one topic but you need to know something about what else was happening at that time, or what happened earlier, you could use a secondary source to find the background material that you need. For example, if you are studying the Great Depression in Australia, you may use a secondary source to help you see which other countries were affected, or what the 1920s were like.
3. As an interpretation
Since the facts do not speak for themselves, it is necessary for the historian to give them some shape and to put them in an order that people can understand. This is called an interpretation. Many secondary sources provide not only information but also a way of making sense of that information. You should use a secondary source if you want to understand how the writer makes sense of a particular person, trend or event.
What do we mean by usefulness and reliability?
When you are trying to establish the reliability of a source, you’re looking for clues like:
-author
-origin
-motive of source
-period written
-date source was created
-content (what is the source saying)
-intended audience
-bias of source
However, a source can be unreliable but still can be useful to historians. A source is always useful for a certain purpose - your job is to find out how accurate it is.
Let’s say you had a photo of nice, clean British trenches (content) and you were told it was taken by a British senior officer (author/origin/bias) and was to be sent back to the home front (intended audience/motive).
From your own study you would know that British trenches were terrible. Thus you could infer that due to the position of the author and the audience he was creating the text for, his intended purpose would be to glorify war back on the home front.
From this you would be able to say that the source is not a reliable depiction of British trenches but it is useful in showing how British generals wanted people on the home front to view the war – to glorifying it rather than revealing the awful reality. This might have been to encourage more recruits to sign up to fight, this might have been to encourage the hearts of family members back home, this might have been to quash rumours of failure on the home front, to give an impression of success and order and everything moving efficiently toward victory, to boost morale – a whole range of motivations might exist and we need to try to consider them all.
Answering the Synthesis and Evaluation Question
Synthesis just means “drawing the threads together” – now that you’ve analysed and evaluated your sources for their usefulness and reliability, what have you learned about your event AND what have you learned about what the world was like when this event occurred.
For some of you, your “event” stretches over quite a period so you may want to comment on what the world was like at the start of your relevant period and how things had changed by the end.
You might choose two sources that show completely opposing views of your event – you’d want to make sure that you commented on that in your final question. History doesn’t always allow us to draw neat conclusions.
Bibliography
These notes have been compiled and adapted from:
http://www.hsiensw.com/uploads/4/7/7/1/47718841/fnl_teaching_history.pdf
http://community.boredofstudies.org/300/core-study-world-war-i/1590/usefulness-reliability.html
NSW Stage 5 History Syllabus | |
File Size: | 523 kb |
File Type: |
EVERYTHING BELOW THIS POINT IS ONLY RELEVANT TO
HSC EXTENSION ENGLISH
though we did study the topic "After The Bomb" which focused on the literature/art/film etc created in or about the period known as The Cold War. The "bomb" in the title refers to "Fat Man" and "Little Boy" dropped on Hiroshima and Nagasaki, bringing an end to World War II in 1945. So not entirely irrelevant to you!
HSC EXTENSION ENGLISH
though we did study the topic "After The Bomb" which focused on the literature/art/film etc created in or about the period known as The Cold War. The "bomb" in the title refers to "Fat Man" and "Little Boy" dropped on Hiroshima and Nagasaki, bringing an end to World War II in 1945. So not entirely irrelevant to you!
Image Source HSC EXTENSION ONE ENGLISH
From the syllabus:
The HSC Extension One Outcomes:
- A student distinguishes and evaluates the values expressed through texts.
- A student explains different ways of valuing texts.
- A student composes extended texts.
- A student develops and delivers sophisticated presentations.
Module B: Texts and Ways of Thinking
This module requires students to explore and evaluate a selection of texts relating to a particular historical period. It develops their understanding of the ways in which scientific, religious, philosophical or economic paradigms have shaped and are reflected in literature and other texts.
Each elective in this module involves the study of at least two print texts, relating to a particular historical period, that demonstrate the influence of particular ways of thinking on literary and other texts. In addition, students explore, analyse and critically evaluate a range of other texts that reflect these ideas.
Students explore the ways that values are inscribed in particular texts and how they are reflected by texts. They consider whether and why texts are valued in their own time. They also consider why and by whom those texts are valued today.
Students develop a range of imaginative, interpretive and analytical compositions, including some which explore the effects of particular paradigms for a range of audiences. These compositions may be realised in various forms, modes and media. Students investigate topics and ideas, engage in independent learning activities and develop skills in extended composition.
Elective 1: After the Bomb
In this elective, students explore and evaluate texts that relate to the period from the dropping of the atomic bombs on Hiroshima and Nagasaki up to the collapse of the Soviet Union and the dismantling of the Berlin Wall. A climate of Cold War anxiety permeates these texts in a number of ways. The texts may emerge from, respond to, critique, and shape our understanding of ways of thinking during this period. Many of these texts have a common focus on the personal and political ramifications of this era. They are often characterised by an intensified questioning of humanity and human beliefs and values. Experimentation with ideas and form may reflect or challenge ways of thinking during the period.
In this elective, students are required to study at least three of the prescribed texts, as well as other related texts of their own choosing. In their responding and composing, they explore, analyse, experiment with and critically evaluate their prescribed texts and a range of other appropriate texts. Texts can be drawn from a range of times, contexts and media, and should reflect the personal and political concerns of the post-war period.
Our Prescribed Texts:
Prose Fiction: Le Carré, John, The Spy Who Came in from the Cold
Poetry: Plath, Sylvia (click on the individual titles for links to online copies of the poems)
‘Morning Song’, ‘The Applicant’, ‘Lady Lazarus’, ‘Daddy’, ‘Fever 103°’, ‘The Arrival of the Bee Box’, ‘Words’
Film: Clooney, George, Good Night, and Good Luck.
The HSC Extension One Outcomes:
- A student distinguishes and evaluates the values expressed through texts.
- A student explains different ways of valuing texts.
- A student composes extended texts.
- A student develops and delivers sophisticated presentations.
Module B: Texts and Ways of Thinking
This module requires students to explore and evaluate a selection of texts relating to a particular historical period. It develops their understanding of the ways in which scientific, religious, philosophical or economic paradigms have shaped and are reflected in literature and other texts.
Each elective in this module involves the study of at least two print texts, relating to a particular historical period, that demonstrate the influence of particular ways of thinking on literary and other texts. In addition, students explore, analyse and critically evaluate a range of other texts that reflect these ideas.
Students explore the ways that values are inscribed in particular texts and how they are reflected by texts. They consider whether and why texts are valued in their own time. They also consider why and by whom those texts are valued today.
Students develop a range of imaginative, interpretive and analytical compositions, including some which explore the effects of particular paradigms for a range of audiences. These compositions may be realised in various forms, modes and media. Students investigate topics and ideas, engage in independent learning activities and develop skills in extended composition.
Elective 1: After the Bomb
In this elective, students explore and evaluate texts that relate to the period from the dropping of the atomic bombs on Hiroshima and Nagasaki up to the collapse of the Soviet Union and the dismantling of the Berlin Wall. A climate of Cold War anxiety permeates these texts in a number of ways. The texts may emerge from, respond to, critique, and shape our understanding of ways of thinking during this period. Many of these texts have a common focus on the personal and political ramifications of this era. They are often characterised by an intensified questioning of humanity and human beliefs and values. Experimentation with ideas and form may reflect or challenge ways of thinking during the period.
In this elective, students are required to study at least three of the prescribed texts, as well as other related texts of their own choosing. In their responding and composing, they explore, analyse, experiment with and critically evaluate their prescribed texts and a range of other appropriate texts. Texts can be drawn from a range of times, contexts and media, and should reflect the personal and political concerns of the post-war period.
Our Prescribed Texts:
Prose Fiction: Le Carré, John, The Spy Who Came in from the Cold
Poetry: Plath, Sylvia (click on the individual titles for links to online copies of the poems)
‘Morning Song’, ‘The Applicant’, ‘Lady Lazarus’, ‘Daddy’, ‘Fever 103°’, ‘The Arrival of the Bee Box’, ‘Words’
Film: Clooney, George, Good Night, and Good Luck.
Background Reading/Viewing for the Cold War and After The Bomb
- Available Online
Capitalism and Socialism: Crash Course World History #33
https://www.youtube.com/watch?v=B3u4EFTwprM
Communists, Nationalists, and China's Revolutions: Crash Course World History #37
https://www.youtube.com/watch?v=UUCEeC4f6ts
World War II: Crash Course World History #38
https://www.youtube.com/watch?v=Q78COTwT7nE
USA vs USSR Fight! The Cold War: Crash Course World History #39
https://www.youtube.com/watch?v=y9HjvHZfCUI
Brittanica Online – Cold War: International Politics
http://www.britannica.com/event/Cold-War
Cold War – Wikipedia
https://en.wikipedia.org/wiki/Cold_War
Culture During The Cold War – Wikepedia
https://en.wikipedia.org/wiki/Culture_during_the_Cold_War
Annotated List of Ten Best Cold War Novels
http://www.telegraph.co.uk/books/what-to-read/the-10-best-cold-war-novels/
The Cold War Museum – Virginia, USA
http://www.coldwar.org/index.asp
Royal Air Force National Cold War Exhibition – Shropshire, England
http://www.nationalcoldwarexhibition.org/the-cold-war/
A prezi intro to After The Bomb (not made by me!)
https://prezi.com/hxd-4novla4l/after-the-bomb/
Links for the socio-political context of the After The Bomb elective
https://sites.google.com/site/afterthebombliterature/context
Helpful links/info for reading Plath's poetry in the After the Bomb Elective
https://sites.google.com/site/afterthebombliterature/sylvia-plath
An online gallery of sample After The Bomb creative pieces
https://afterthebomb-12extensionenglish.wikispaces.com/GALLERY-The+Creative+Writing+Page
Another super helpful Prezi from someone with a loooot of time on their hands
https://prezi.com/thv3fvwfjb7g/hsc-after-the-bomb-elective/
ARC website links to sample After The Bomb essays and creative writing HSC responses from 2010
http://arc2.bostes.nsw.edu.au/view/byband/course/15160?f=band:E3/4_
Twenty Cold War Novels
http://georgedanderson.blogspot.com.au/2012/12/after-bomb-best-cold-war-novels.html
- Available Online
Capitalism and Socialism: Crash Course World History #33
https://www.youtube.com/watch?v=B3u4EFTwprM
Communists, Nationalists, and China's Revolutions: Crash Course World History #37
https://www.youtube.com/watch?v=UUCEeC4f6ts
World War II: Crash Course World History #38
https://www.youtube.com/watch?v=Q78COTwT7nE
USA vs USSR Fight! The Cold War: Crash Course World History #39
https://www.youtube.com/watch?v=y9HjvHZfCUI
Brittanica Online – Cold War: International Politics
http://www.britannica.com/event/Cold-War
Cold War – Wikipedia
https://en.wikipedia.org/wiki/Cold_War
Culture During The Cold War – Wikepedia
https://en.wikipedia.org/wiki/Culture_during_the_Cold_War
Annotated List of Ten Best Cold War Novels
http://www.telegraph.co.uk/books/what-to-read/the-10-best-cold-war-novels/
The Cold War Museum – Virginia, USA
http://www.coldwar.org/index.asp
Royal Air Force National Cold War Exhibition – Shropshire, England
http://www.nationalcoldwarexhibition.org/the-cold-war/
A prezi intro to After The Bomb (not made by me!)
https://prezi.com/hxd-4novla4l/after-the-bomb/
Links for the socio-political context of the After The Bomb elective
https://sites.google.com/site/afterthebombliterature/context
Helpful links/info for reading Plath's poetry in the After the Bomb Elective
https://sites.google.com/site/afterthebombliterature/sylvia-plath
An online gallery of sample After The Bomb creative pieces
https://afterthebomb-12extensionenglish.wikispaces.com/GALLERY-The+Creative+Writing+Page
Another super helpful Prezi from someone with a loooot of time on their hands
https://prezi.com/thv3fvwfjb7g/hsc-after-the-bomb-elective/
ARC website links to sample After The Bomb essays and creative writing HSC responses from 2010
http://arc2.bostes.nsw.edu.au/view/byband/course/15160?f=band:E3/4_
Twenty Cold War Novels
http://georgedanderson.blogspot.com.au/2012/12/after-bomb-best-cold-war-novels.html
EVERYTHING BELOW THIS POINT IS ONLY RELEVANT TO PRELIMINARY EXTENSION ENGLISH
Bart The Murderer essay due Monday 30th November. See images below. Click on each image to enlarge and clarify.
Here is the link to the entire General Prologue of Chaucer's The Canterbury Tales
Only after you've tried everything else, you can visit this modern English translation to help you make sense of what you're reading.
And just for a bit of fun, when you're finished, you might like to watch this: (Though it won't be new to you, L.S. or D.G.)
To Woo A Lady by Flight of the Concords
Lyrics available here
An amazing resource for you as Extension English students is Rob Pope's The English Studies Book which is online here.
You might also find the late Ruth Wajnryb's blog to be a helpful resource.
Here is Axel Kruse's article entitled After postmodernism: literary theory, culture, and the new Higher School Certificate English syllabus
You might also find the late Ruth Wajnryb's blog to be a helpful resource.
Here is Axel Kruse's article entitled After postmodernism: literary theory, culture, and the new Higher School Certificate English syllabus
Below this point is not relevant to Extension 1 English
Those links above are:
The following websites will help you.
•http://www.crystalinks.com/YearoftheFourEmperors.html
•http://www.roman-emperors.org/impindex.htm
•http://www.unrv.com/early-empire/year-four-emperors.php
•http://en.wikipedia.org/wiki/Year_of_the_Four_Emperors
•chrome-extension://gbkeegbaiigmenfmjfclcdgdpimamgkj/views/app.html
The following websites will help you.
•http://www.crystalinks.com/YearoftheFourEmperors.html
•http://www.roman-emperors.org/impindex.htm
•http://www.unrv.com/early-empire/year-four-emperors.php
•http://en.wikipedia.org/wiki/Year_of_the_Four_Emperors
•chrome-extension://gbkeegbaiigmenfmjfclcdgdpimamgkj/views/app.html
For some great help on Agrippina II, have a look at this amazing online source book by John D Clare in the UK
Don't forget to be listening to these podcasts to help aid your understanding of the period - these ones are relevant to AgII and the JC's and they're extremely helpful to get a flow of the events:
What, me Claudius? [61] Claudius became Emperor after the assassination of Caligula in 41 AD. Far from a bumbling fool, Claudius turned out to be capable and dedicated ruler.
Take My Wife… Please [62] Though Claudius had great success in his public life, his private life was a different story. Each of his marriages ended in either divorce or execution.
A Farewell to Claudius [63] Claudius turned out to be one of the more successful Emperors in Roman history, but unfortunately in 54 AD he was assassinated to make way for one of the worst.
Smite My Womb [64] After Nero came to power he was dominated by Agrippina. But it didn't take long before the 16-year-old Emperor got tired of his mother telling him what to do.
Burn It To The Ground [65] Between 58 and 63 AD Rome dealt with a major conflict over the Kingdom of Armenia and a revolt in Britain led by the warrior Queen Boudica.
666 [66] Nero's popularity with the people began to wane in the early 60s AD. Things got so bad that after the Great Fire of Rome swept through the city, many held Nero responsible.
What An Artist The World Is Losing [67] In 66 AD the Great Revolt broke out in Judaea, leading Nero to appoint Vespasian to crush the uprising. But the Emperor did not live to see the end of the conflict- in 68 AD he committed suicide after a palace coup.
What, me Claudius? [61] Claudius became Emperor after the assassination of Caligula in 41 AD. Far from a bumbling fool, Claudius turned out to be capable and dedicated ruler.
Take My Wife… Please [62] Though Claudius had great success in his public life, his private life was a different story. Each of his marriages ended in either divorce or execution.
A Farewell to Claudius [63] Claudius turned out to be one of the more successful Emperors in Roman history, but unfortunately in 54 AD he was assassinated to make way for one of the worst.
Smite My Womb [64] After Nero came to power he was dominated by Agrippina. But it didn't take long before the 16-year-old Emperor got tired of his mother telling him what to do.
Burn It To The Ground [65] Between 58 and 63 AD Rome dealt with a major conflict over the Kingdom of Armenia and a revolt in Britain led by the warrior Queen Boudica.
666 [66] Nero's popularity with the people began to wane in the early 60s AD. Things got so bad that after the Great Fire of Rome swept through the city, many held Nero responsible.
What An Artist The World Is Losing [67] In 66 AD the Great Revolt broke out in Judaea, leading Nero to appoint Vespasian to crush the uprising. But the Emperor did not live to see the end of the conflict- in 68 AD he committed suicide after a palace coup.
Click here to get the link to this awesome Prezi presentation on the family tree of Agrippina the Younger ---------------------> |
Don't forget to revise terms - here's the link to the Sparta Quizlet page.
Historical Period -
Option O Rome: The Julio-Claudians and the Roman Empire AD 14 – 69
Here's the link to the Rome in the First Century documentary! You're watching Episode 2 called Years of Trial which is about the Julio-Claudians.
Here is the text of the sheet I handed out on Tuesday:
John Green’s Crash Course World History: The Roman Empire. Or Republic. Or…Which Was It?
You might be baffled by the reference to Romulus and Remus but don’t be too concerned. It’s just Rome: The Origin Story.
You only need to watch up to 7:07 to get the info you need. It’s pretty much The Roman Empire: The Origin Story. If you keep watching, you’ll get some debate about whether or not Rome became an empire with Augustus or whether it had already been one for ages. Only go there if you’re keen and remember, this is ALL JUST BACKGROUND. Ok, moving on. Now we meet the crowd we’re looking at.
Mike Duncan’s The History of Rome (THoR) Podcast Episode 54 – All In The Family
[There is some detailed military stuff from 6:05 to 8:48. Feel free to skip over it.]
The first one relevant to our period is called All In The Family and it focuses on problems of succession in Augustus’ reign. Some of it may be baffling to you to start off with, but this will provide us with a fantastic overview of the period that we'll be looking at
Gaius Octavius Augustus.
Born on 23 September, 63 BC, Augustus was the founder of the Roman Empire and its first Emperor, ruling from 27 BC until his death in 14 AD. He was the adopted son and heir of Julius Caesar but that didn’t make his rise to power straight forward at all.
After some violent and strategic political to-ing and fro-ing which we’ll look at in more depth later, Augustus (kind of) had power thrust upon him. He took the title Princeps Civitatis which means "First Citizen of the State". The resulting constitutional framework became known as the Principate.
This episode of THoR picks up mid-way through Augustus’ reign and discusses a major challenge facing Augustus – who would be his successor?
Duncan introduces us to two major players in this dilemma, Augustus’ step-sons, Tiberius and Drusus.
Tiberius Claudius Nero
Born on 16 November 42 BC, Tiberius was Roman Emperor from 14 AD to 37 AD. Born Tiberius Claudius Nero, he was the son of Tiberius Claudius Nero and Livia Drusilla. His mother, Livia, divorced Nero and married Augustus in 39 BC, making Tiberius a step-son of Augustus, along with his younger brother Drusus. But all this emperor stuff comes later…
Along the way, we hear about Augustus’ best-friend and trusted advisor, Agrippa. Marcus Vepsanius Agrippa was a Roman statesman, general and architect. He was a close friend, son-in-law, and lieutenant to Augustus and was responsible for the construction of some of the most beautiful buildings in Rome and for important military victories, most notably at the Battle of Actium against the forces of Mark Antony and Cleopatra. As a result of these victories Augustus became the Princeps.
Agrippa assisted Augustus in making Rome a city of marble and renovating aqueducts to give all Romans, from every social class, access to the highest quality public services. Agrippa was father-in-law to Tiberius, maternal grandfather to Caligula, and maternal great-grandfather to Nero. [There is some detailed military stuff from 6:05 to 8:48. Feel free to skip over it.]
8:50 Back to the story of Tiberius’ road to becoming Augustus’ heir apparent.
Some political titles and terms you won’t be familiar with get a mention here: consul (magistrate), proconsul (magistrate with an extended period of rule), quaestorship (official in charge of public revenue), triumvirate (group of three men holding power), Pontifex Maximus (High Priest).
Mike Duncan, creator of THoR, provides us with a handy family tree on his website:
And, just in case you want to pay attention to the military stuff, here’s a map.
Once you’ve listened to All In The Family (54), move on to Teutoberg Nightmares (55) and just listen from 1:27 to 14:34. In this section we hear more of the Julio-Claudian family scandals and dramas, particularly those relating to Tiberius’ path to heir apparent. (We also get a nice plug for I, Claudius which we’ll be watching soon!)
You might be confused here about one reference to “renewing the old Roman spirit while strangling off republican roots” – if you cast your mind back to John Green earlier, hopefully you’ll have some sense of why that would be important.
After that, you can go straight onto The King is Dead, Long Live the King (56) which focuses on the achievements of Augustus, his death and what comes next.
“Twilight was settling in on the emperor and he knew it… The time had come to shore up the regime, secure his legacy and make sure that when he finally inevitably died the empire would not slip into chaos.”
Just in case you were wondering: “…Agrippa even took a step backwards on the Cursus Honorum, a thing not often done, just to take the office of city Aedile…” Here’s a handy diagram:
Option O Rome: The Julio-Claudians and the Roman Empire AD 14 – 69
Here's the link to the Rome in the First Century documentary! You're watching Episode 2 called Years of Trial which is about the Julio-Claudians.
Here is the text of the sheet I handed out on Tuesday:
John Green’s Crash Course World History: The Roman Empire. Or Republic. Or…Which Was It?
You might be baffled by the reference to Romulus and Remus but don’t be too concerned. It’s just Rome: The Origin Story.
You only need to watch up to 7:07 to get the info you need. It’s pretty much The Roman Empire: The Origin Story. If you keep watching, you’ll get some debate about whether or not Rome became an empire with Augustus or whether it had already been one for ages. Only go there if you’re keen and remember, this is ALL JUST BACKGROUND. Ok, moving on. Now we meet the crowd we’re looking at.
Mike Duncan’s The History of Rome (THoR) Podcast Episode 54 – All In The Family
[There is some detailed military stuff from 6:05 to 8:48. Feel free to skip over it.]
The first one relevant to our period is called All In The Family and it focuses on problems of succession in Augustus’ reign. Some of it may be baffling to you to start off with, but this will provide us with a fantastic overview of the period that we'll be looking at
Gaius Octavius Augustus.
Born on 23 September, 63 BC, Augustus was the founder of the Roman Empire and its first Emperor, ruling from 27 BC until his death in 14 AD. He was the adopted son and heir of Julius Caesar but that didn’t make his rise to power straight forward at all.
After some violent and strategic political to-ing and fro-ing which we’ll look at in more depth later, Augustus (kind of) had power thrust upon him. He took the title Princeps Civitatis which means "First Citizen of the State". The resulting constitutional framework became known as the Principate.
This episode of THoR picks up mid-way through Augustus’ reign and discusses a major challenge facing Augustus – who would be his successor?
Duncan introduces us to two major players in this dilemma, Augustus’ step-sons, Tiberius and Drusus.
Tiberius Claudius Nero
Born on 16 November 42 BC, Tiberius was Roman Emperor from 14 AD to 37 AD. Born Tiberius Claudius Nero, he was the son of Tiberius Claudius Nero and Livia Drusilla. His mother, Livia, divorced Nero and married Augustus in 39 BC, making Tiberius a step-son of Augustus, along with his younger brother Drusus. But all this emperor stuff comes later…
Along the way, we hear about Augustus’ best-friend and trusted advisor, Agrippa. Marcus Vepsanius Agrippa was a Roman statesman, general and architect. He was a close friend, son-in-law, and lieutenant to Augustus and was responsible for the construction of some of the most beautiful buildings in Rome and for important military victories, most notably at the Battle of Actium against the forces of Mark Antony and Cleopatra. As a result of these victories Augustus became the Princeps.
Agrippa assisted Augustus in making Rome a city of marble and renovating aqueducts to give all Romans, from every social class, access to the highest quality public services. Agrippa was father-in-law to Tiberius, maternal grandfather to Caligula, and maternal great-grandfather to Nero. [There is some detailed military stuff from 6:05 to 8:48. Feel free to skip over it.]
8:50 Back to the story of Tiberius’ road to becoming Augustus’ heir apparent.
Some political titles and terms you won’t be familiar with get a mention here: consul (magistrate), proconsul (magistrate with an extended period of rule), quaestorship (official in charge of public revenue), triumvirate (group of three men holding power), Pontifex Maximus (High Priest).
Mike Duncan, creator of THoR, provides us with a handy family tree on his website:
And, just in case you want to pay attention to the military stuff, here’s a map.
Once you’ve listened to All In The Family (54), move on to Teutoberg Nightmares (55) and just listen from 1:27 to 14:34. In this section we hear more of the Julio-Claudian family scandals and dramas, particularly those relating to Tiberius’ path to heir apparent. (We also get a nice plug for I, Claudius which we’ll be watching soon!)
You might be confused here about one reference to “renewing the old Roman spirit while strangling off republican roots” – if you cast your mind back to John Green earlier, hopefully you’ll have some sense of why that would be important.
After that, you can go straight onto The King is Dead, Long Live the King (56) which focuses on the achievements of Augustus, his death and what comes next.
“Twilight was settling in on the emperor and he knew it… The time had come to shore up the regime, secure his legacy and make sure that when he finally inevitably died the empire would not slip into chaos.”
Just in case you were wondering: “…Agrippa even took a step backwards on the Cursus Honorum, a thing not often done, just to take the office of city Aedile…” Here’s a handy diagram:
Marcus Crassus? Here’s what Horrible Histories has to say: https://www.youtube.com/watch?v=KikVqvNH0WA
Don’t worry about Trajan and Hadrian – they’re after our time…
From this point on, the next several episodes of THoR are directly relevant to our historical period (Option O Rome: The Julio-Claudians and the Roman Empire AD 14 – 69). The text next to each title is Mike Duncan’s synopsis of the episode. Each episode takes about 20-25 mins to listen to. Have a pad of paper next to you so you can jot down any questions or anything you think seems really important:
Germanicus [57] The early years of Tiberius's reign were defined by his growing jealousy of his nephew/adopted son Germanicus. After winning victories on the far side of the Rhine, Germanicus was sent east, where in 19 AD he died under mysterious circumstances.
Partner of my Labours [58] After the death of Tiberius's son Drusus, Praetorian Prefect Lucius Sejanus's influence grew exponentially. Sejanus was the defacto ruler of Rome from 26 AD until his fall from power 5 years later.
To the Tiber with Tiberius [59] Tiberius's final years were consumed with treason trials and private licentiousness. After he died in 37 AD, the infamous Caligula ascended to the throne.
No Better Slave, No Worse Master [60] Caligula was insane. Luckily for the Romans, he wielded absolute power.
What, me Claudius? [61] Claudius became Emperor after the assassination of Caligula in 41 AD. Far from a bumbling fool, Claudius turned out to be capable and dedicated ruler.
Take My Wife… Please [62] Though Claudius had great success in his public life, his private life was a different story. Each of his marriages ended in either divorce or execution.
A Farewell to Claudius [63] Claudius turned out to be one of the more successful Emperors in Roman history, but unfortunately in 54 AD he was assassinated to make way for one of the worst.
Smite My Womb [64] After Nero came to power he was dominated by Agrippina. But it didn't take long before the 16-year-old Emperor got tired of his mother telling him what to do.
Burn It To The Ground [65] Between 58 and 63 AD Rome dealt with a major conflict over the Kingdom of Armenia and a revolt in Britain led by the warrior Queen Boudica.
666 [66] Nero's popularity with the people began to wane in the early 60s AD. Things got so bad that after the Great Fire of Rome swept through the city, many held Nero responsible.
What An Artist The World Is Losing [67] In 66 AD the Great Revolt broke out in Judaea, leading Nero to appoint Vespasian to crush the uprising. But the Emperor did not live to see the end of the conflict- in 68 AD he committed suicide after a palace coup.
Three Emperors [68] The personalities of each of the men who vied for the throne in 69 AD had a major impact on how events unfolded.
Don’t worry about Trajan and Hadrian – they’re after our time…
From this point on, the next several episodes of THoR are directly relevant to our historical period (Option O Rome: The Julio-Claudians and the Roman Empire AD 14 – 69). The text next to each title is Mike Duncan’s synopsis of the episode. Each episode takes about 20-25 mins to listen to. Have a pad of paper next to you so you can jot down any questions or anything you think seems really important:
Germanicus [57] The early years of Tiberius's reign were defined by his growing jealousy of his nephew/adopted son Germanicus. After winning victories on the far side of the Rhine, Germanicus was sent east, where in 19 AD he died under mysterious circumstances.
Partner of my Labours [58] After the death of Tiberius's son Drusus, Praetorian Prefect Lucius Sejanus's influence grew exponentially. Sejanus was the defacto ruler of Rome from 26 AD until his fall from power 5 years later.
To the Tiber with Tiberius [59] Tiberius's final years were consumed with treason trials and private licentiousness. After he died in 37 AD, the infamous Caligula ascended to the throne.
No Better Slave, No Worse Master [60] Caligula was insane. Luckily for the Romans, he wielded absolute power.
What, me Claudius? [61] Claudius became Emperor after the assassination of Caligula in 41 AD. Far from a bumbling fool, Claudius turned out to be capable and dedicated ruler.
Take My Wife… Please [62] Though Claudius had great success in his public life, his private life was a different story. Each of his marriages ended in either divorce or execution.
A Farewell to Claudius [63] Claudius turned out to be one of the more successful Emperors in Roman history, but unfortunately in 54 AD he was assassinated to make way for one of the worst.
Smite My Womb [64] After Nero came to power he was dominated by Agrippina. But it didn't take long before the 16-year-old Emperor got tired of his mother telling him what to do.
Burn It To The Ground [65] Between 58 and 63 AD Rome dealt with a major conflict over the Kingdom of Armenia and a revolt in Britain led by the warrior Queen Boudica.
666 [66] Nero's popularity with the people began to wane in the early 60s AD. Things got so bad that after the Great Fire of Rome swept through the city, many held Nero responsible.
What An Artist The World Is Losing [67] In 66 AD the Great Revolt broke out in Judaea, leading Nero to appoint Vespasian to crush the uprising. But the Emperor did not live to see the end of the conflict- in 68 AD he committed suicide after a palace coup.
Three Emperors [68] The personalities of each of the men who vied for the throne in 69 AD had a major impact on how events unfolded.
Welcome back to Term 2, 2015 and hello, HSC! I'm excited to have found this out there on the interwebs, the full chapter on Sparta from Antiquity 2! You might also like to have a look at this helpful collection of links that follows the flow of the syllabus.
Don't forget about the diigo site. I'm continually adding to our collection of helpful links there too.
To get access to our online flashcards, click on this link!
Tues 24/3 Ok, Ancient Peeps, revise well! I'm confident that you have everything you need.
You may also find this turns out to be helpful. I'm praying for you!
You may also find this turns out to be helpful. I'm praying for you!
Revision Homework due Tuesday 24th March:
Past Paper Section I Revision" Complete part (e) on p5 and then complete the entire last paper in the booklet (p14-20). If time is short you can set yourself a 40 minute exam-conditions time limit to complete that paper.
To revise any aspects of archaeology you are uncertain about, you might like to investigate Archaeosoup's A-Z of Archaeology videos.
Past Paper Section I Revision" Complete part (e) on p5 and then complete the entire last paper in the booklet (p14-20). If time is short you can set yourself a 40 minute exam-conditions time limit to complete that paper.
To revise any aspects of archaeology you are uncertain about, you might like to investigate Archaeosoup's A-Z of Archaeology videos.
For more info and helpful links, check https://www.diigo.com/user/mrsaatmcc/hsc
Homework from class Thurs 5th Feb is as follows PLUS complete marriage custom questions on back of Lipit-Ishtar handout.
Check near the bottom of this page for more helpful links and images on The Standard of Ur (updated 12:44pm 4/2)
Link to the syllabus document:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/ancient-history.html
Under the Preliminary Course you will have studied:
1. The Core Study (a) Investigating the Past: History, Archaeology and Science.
2. Historical Investigation
Case Study - Ancient Human Remains (Iceman)
3. Case Study - Ur
4. Ancient Society - Greek Drama
5. Historical Investigation - Case Study: Homer and the Trojan War.
Under the HSC Course, you will study (in the following order):
1. Ancient Societies
Option I Greece: Spartan Society to the Battle of Leuctra 371 BC (under discussion)
2. Historical Period
Option O Rome: Rome in the time of the Julio Claudians AD 14-69
3. Ancient Personality
Option L: Agrippina the Younger
4. Core Study: Cities of Vesuvius - Pompeii and Herculaneum.
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/ancient-history.html
Under the Preliminary Course you will have studied:
1. The Core Study (a) Investigating the Past: History, Archaeology and Science.
2. Historical Investigation
Case Study - Ancient Human Remains (Iceman)
3. Case Study - Ur
4. Ancient Society - Greek Drama
5. Historical Investigation - Case Study: Homer and the Trojan War.
Under the HSC Course, you will study (in the following order):
1. Ancient Societies
Option I Greece: Spartan Society to the Battle of Leuctra 371 BC (under discussion)
2. Historical Period
Option O Rome: Rome in the time of the Julio Claudians AD 14-69
3. Ancient Personality
Option L: Agrippina the Younger
4. Core Study: Cities of Vesuvius - Pompeii and Herculaneum.
Holiday homework – Ur
Extract from Antiquity 1.
P139
What evidence had Woolley found in the tombs to support his theory that these were royal burials?
Why was the headband lying beside the body of the lady not corroded like the others?
Is Woolley’s explanation of why one lady was not wearing a headband a plausible one?
What other explanations can you suggest?
Study Figures 13.5, 13.6 and 13.3. What do these sources reveal about the civilisation of Ur?
What is a ziggurat?
Why was the ziggurat an important focus of life in the city of Ur?
What do we know about the religious beliefs and practices of the people of Ur?
P141
The ziggurat was situated at the highest point of the city. Throughout history, humans have linked high places with the divine. Can you suggest a reason for this?
Can you think of examples of other religious monuments famous for their size and height?
Why did the Hebrews refer to the ziggurats of ancient Sumer as “towers of Babel”?
Look up the biblical account in Genesis 11:1-9
Look at Myths on diigo https://www.diigo.com/user/mrsaatmcc/
What were the main social groups in Ur?
How do you think a free person might have become a debt slave?
What evidence have you found so far in this chapter to support the identification of any of the social groups shown in this pyramid?
How does the pyramid suggest that Ur was a highly structured and bureaucratic society?
What aspects of urban life stimulated the invention of writing?
What were the key stages in the evolution of cuneiform from the earliest pictographs to the fully developed script of latter times?
Why was the invention of writing such an important step in the development of early civilisation?
P143
C.W. Ceram Gods, Graves and Scholars: the Story of Archaeology ch 19 & 20. What makes Grotefend and Rawlinson’s discovery of the cuneiform script so exciting? (p264)
Why was the evolution of cuneiform from a collection of symbols representing objects, to symbols that represented sounds, such an important development? How did this make the script more versatile?
The invention of writing marks the transition from prehistoric to historic times. What does this mean and why is it such a significant development in human history?
P143-144
The Epic of Gilgamesh. In what way do you think that the modern character of Indiana Jones resembles the ancient hero?
Great epics of Western literature – Iliad and Odyssey, Arthurian Legend. Anyone familiar?
Can you suggest reasons why the adventures of heroic figures – from Gilgamesh to Superman to Indiana Jones (Marvel’s Avengers?) – have such an enduring appeal for people of all times and cultures?
P145
Unfortunate schoolboy from Ur’s journal entry. P13 of Ancient Quest
In this source, what is similar to school life today?
In what ways was education at Ur different from Australian education?
How were the houses of the poor different from those of the rich?
What types of evidence have been found that tell us about life in Ur?
P146
What features of housing in Ur suggest that the wealthier classes enjoyed a higher standard of living?
What are the objects shown in Figure 13.12?
What do you think they were used for?
What do these objects tell us about life in Ur?
How do our marriage and legal customs differ from those of Ur?
What were the main legal and social disadvantages experienced by the women of Ur?
Compare this with the situation of women today.
Sumerian Religion Questions (Back of Sumerian Religion handout)
Name of God
City-state where they live
Special sphere of interest
What are our main sources of information about religious practices in Sumer?
To what extent where Mesopotamian religious beliefs influences by the Sumerians geographical and material situation?
Why was ritual so important in Sumerian religion?
What does Sumerian religion tell us about social values and priorities in Sumerian Society?
Cuneiform Writing Sheet
Extract from Antiquity 1.
P139
What evidence had Woolley found in the tombs to support his theory that these were royal burials?
Why was the headband lying beside the body of the lady not corroded like the others?
Is Woolley’s explanation of why one lady was not wearing a headband a plausible one?
What other explanations can you suggest?
Study Figures 13.5, 13.6 and 13.3. What do these sources reveal about the civilisation of Ur?
What is a ziggurat?
Why was the ziggurat an important focus of life in the city of Ur?
What do we know about the religious beliefs and practices of the people of Ur?
P141
The ziggurat was situated at the highest point of the city. Throughout history, humans have linked high places with the divine. Can you suggest a reason for this?
Can you think of examples of other religious monuments famous for their size and height?
Why did the Hebrews refer to the ziggurats of ancient Sumer as “towers of Babel”?
Look up the biblical account in Genesis 11:1-9
Look at Myths on diigo https://www.diigo.com/user/mrsaatmcc/
What were the main social groups in Ur?
How do you think a free person might have become a debt slave?
What evidence have you found so far in this chapter to support the identification of any of the social groups shown in this pyramid?
How does the pyramid suggest that Ur was a highly structured and bureaucratic society?
What aspects of urban life stimulated the invention of writing?
What were the key stages in the evolution of cuneiform from the earliest pictographs to the fully developed script of latter times?
Why was the invention of writing such an important step in the development of early civilisation?
P143
C.W. Ceram Gods, Graves and Scholars: the Story of Archaeology ch 19 & 20. What makes Grotefend and Rawlinson’s discovery of the cuneiform script so exciting? (p264)
Why was the evolution of cuneiform from a collection of symbols representing objects, to symbols that represented sounds, such an important development? How did this make the script more versatile?
The invention of writing marks the transition from prehistoric to historic times. What does this mean and why is it such a significant development in human history?
P143-144
The Epic of Gilgamesh. In what way do you think that the modern character of Indiana Jones resembles the ancient hero?
Great epics of Western literature – Iliad and Odyssey, Arthurian Legend. Anyone familiar?
Can you suggest reasons why the adventures of heroic figures – from Gilgamesh to Superman to Indiana Jones (Marvel’s Avengers?) – have such an enduring appeal for people of all times and cultures?
P145
Unfortunate schoolboy from Ur’s journal entry. P13 of Ancient Quest
In this source, what is similar to school life today?
In what ways was education at Ur different from Australian education?
How were the houses of the poor different from those of the rich?
What types of evidence have been found that tell us about life in Ur?
P146
What features of housing in Ur suggest that the wealthier classes enjoyed a higher standard of living?
What are the objects shown in Figure 13.12?
What do you think they were used for?
What do these objects tell us about life in Ur?
How do our marriage and legal customs differ from those of Ur?
What were the main legal and social disadvantages experienced by the women of Ur?
Compare this with the situation of women today.
Sumerian Religion Questions (Back of Sumerian Religion handout)
Name of God
City-state where they live
Special sphere of interest
What are our main sources of information about religious practices in Sumer?
To what extent where Mesopotamian religious beliefs influences by the Sumerians geographical and material situation?
Why was ritual so important in Sumerian religion?
What does Sumerian religion tell us about social values and priorities in Sumerian Society?
Cuneiform Writing Sheet
Interesting read about The Standard of Ur! Also, lots of good quality images you can enlarge to help with the questions you're answering.
http://sumerianshakespeare.com/88701.html
http://sumerianshakespeare.com/98401/index.html
http://sumerianshakespeare.com/41101.html
http://sumerianshakespeare.com/88701.html
http://sumerianshakespeare.com/98401/index.html
http://sumerianshakespeare.com/41101.html