Humanities and Social Sciences Education SP2 2015 Assessment 1

Review of Teacher Resources to teach History in Humanities and

Social Sciences.
The purpose of this review is to locate and discuss resources which would assist teachers in
teaching the Australian Curriculum History Year 4 level focus topic ‘First contacts’ (Australian
Curriculum, Assessment and Reporting Authority (ACARA) 2013). Using the First Fleet to teach
this focus topic, teachers will engage students in the Humanities and Social Sciences (HASS)
values of cultural history. It is important for students to learn about the focus topic of ‘First
contacts’ (ACARA 2013), to develop an understanding of Australia’s historical past, from
before colonisation, to why and how Australia was colonised.
Resources to build Teacher Knowledge:

 Unity and Diversity: The History and Culture of Aboriginal Australia. (website)
 The First Fleet and Year of Settlement, by Tony Cargo (Non-fiction book)
 First Fleet Fellowship Victoria Inc. (website)
Resources to give Teacher ideas:

 The First Fleet by Alan Boardman, illustrated by Roland Harvey. (children’s book)
 Behind the News: Activities: First Fleet (website)
 Scootle. (website)
Resources on how to teach HASS:

 A Literacy Lens on Historical Inquiry by Maree Whiteley. (article)

Website: Unity and Diversity: The History and Culture of Aboriginal Australia, Australian
This resource gives teachers prior knowledge on the focus topic which will enable them ‘to
develop an understanding of the past and present experiences of Aboriginal and Torres Strait
Islander peoples, their identity and the continuing value of their culture’ (ACARA 2012), within
their classroom.
It will also enable teachers to develop student historical knowledge and understanding in
‘The nature of contact between the Aboriginal People and/or Torres Strait Islanders and
others, for example the Macassans and the Europeans, and the effects of these interactions
on, for example families and the environment’ (ACARA 2013, ACHHK080).
The resource supports lesson ideas which provide an opportunity for students to engage in
the HASS value of diversity, as it outlines the perspectives of Aboriginal culture and their
societal needs before and after colonisation. Education on citizenship through ‘providing
experiences in examining events from multiple perspectives’(Claire, cited in Reynolds 2014,
p.209), could also be developed, if teachers initiated discussion on how the Aboriginal and
Torres Strait Islander felt compared to the feelings of the Europeans upon and subsequently
after their first meeting.

Melissa Hylan Student ID 110137261

Humanities and Social Sciences Education SP2 2015 Assessment 1

Through teacher initiated communications, such as brainstorming, students can be given

opportunity to reflect on their learning. Brainstorming ‘is a technique to encourage
alternative and multiple views towards the topic under discussion and to initiate deeper
thinking’ (Reynolds 2014, p.89). Engaging students in this activity could be used to develop
concept or mind maps, ‘to help students externalise and verbalise knowledge’ (Kerry, cited in
Reynolds 2014, p.91).
Non Fiction Book: The First Fleet and Year of Settlement, by Tony Cargo
This resource provides information to build knowledge on the history of the First Fleet from
before the ships sailed until a year after the settlement in Australia. This knowledge will assist
teaching the Historical Knowledge and Understanding of ‘Stories of the First Fleet, including
reasons for the journey, who travelled to Australia, and their experiences following arrival’
(ACARA 2013, ACHHK079).
Utilising the information in this resource enables educators to develop pedagogy outlined by
the National Council for Social Studies (2010) which is ‘integrative, meaningful, challenging,
value- based and active’ (National Council for Social Studies, cited in Reynolds 2014, pg.45).
Educators who have a firm knowledge of the information outlined in this resource will be able
to enhance the learning of their students through inquiry approaches outlined by Reynolds
(2014, p.51) as the ability to ‘address concepts from different angles’ and ‘to provide
interactive feedback about the learning that is specific and immediate’.
Using Lipman’s Philosophy for Children (Reynolds 2014, p.87) educators could utilise their
information to ‘utilise some sort of stimulus (book, picture, etc)’ (Reynolds 2014, p.87) to
encourage an inquiry into key questions of the History curriculum, for example ‘Why did the
Europeans settle in Australia?’ (ACARA 2013). The questions asked during discussions with
students should be used to plan and develop lessons which will allow students to investigate
their inquiries using different texts and perspectives.
Website: First Fleet Fellowship Victoria Inc.
The resource provides information for educators to utilise and build their ‘Technical
knowledge … an essential product of effective teaching providing the tools of teaching
practice’ (Habermas, cited in Reynolds 2014, p.51). The website provides information on the
history of the First Fleet, its ships, crew and the convicts on board.
Utilising the information accessible from this resource, educators can develop lesson plans
and ideas which will promote student learning in the historical knowledge and understanding
of ‘Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and
their experiences following arrival’ (ACARA 2013, ACHHK079). With a focus on developing the
historical skill ‘Locate relevant information from sources provided’ (ACARA 2013, ACHHS084),
in the investigation of inquiry question of the history curriculum ‘Why did the Europeans
settle in Australia?’ (ACARA 2013) and then scaffolding on the students’ knowledge by looking
at how they travelled, the ships they travelled on and the convicts on board the ships.

Melissa Hylan Student ID 110137261

Humanities and Social Sciences Education SP2 2015 Assessment 1

Developing this inquiry question would enable educators to implement understanding of the
HASS concept cause and effect. Providing opportunities for students to investigate convicts
on the ships would help to develop the HASS value of empathy and perspective, as students
should be encouraged to think about life as a convict, travelling to a new land. Educators
should aim to make learning meaningful, ‘true learning will not have taken place until
students create meanings for themselves…They must construct knowledge rather than
passively absorb it’ (Cohen cited in Herman et al. 1997, p.187). Students could demonstrate
their ideas through role play or journal writing from the perspective of a convict. Educators
can adjust the depth of the information taught and activities they plan according to the year
level and abilities of the students.
Children’s book: ‘The First Fleet’ by Alan Boardman, illustrated by Roland Harvey.
This resource develops the content description of the Australian Curriculum, knowledge and
understanding of ‘Stories of the First Fleet, including reasons for their journey, who travelled
to Australia, and their experiences following arrival’ (ACARA 2013, ACHHK079).
Planning with this resource contributes to lesson ideas which enable students to begin to ‘Use
a range of communication forms (oral, graphic, written) and digital technologies’ (ACARA
2013, ACHHS087), The lessons should develop the understanding of the HASS concept, of
sources; which provide evidence whilst meeting the aim of the History Curriculum to ‘develop
knowledge, understanding and appreciation of the past and forces that shape societies,
including Australian society (ACARA 2013).
The resource links students to literacy ‘through the study of History students learn how to
find information, how to read texts with critical discernment and how to create their own
texts that present the results of historical understanding clearly and logically (National
Curriculum Board 2008, pg.6). The student and teacher should take on the role of ‘Text-
analyst- … where the reader examines the texts writer’s perspectives and assumptions’ (Luke
& Freebody, cited in Reynolds 2014, p.91).
Student collaboration of ideas using the resource develops the historical skill ‘identify points
of view’ (ACARA 2013, ACHHS085), for example, this resource makes no reference to the
Aboriginal People. Questioning used by both teacher and student whilst engaging in this
resource can be used ‘to deepen thinking levels and improve conceptualisation (Kerry, cited
in Reynolds 2014, pg. 91).
From this resource students can begin to form ideas of chronology and start to ‘sequence
historical people and events’ (ACARA 2013, ACHH081). This resource could be used to initiate
class discussion or used independently by students to develop their understanding further.
The use of the resource may require adaption in younger year levels, reading ability would
determine how the resource was shared and used.
Website: Behind the News: Activities: First Fleet
The resource provides lesson ideas for the historical knowledge and understanding of ‘Stories
of the First Fleet, including reasons for their journey, who travelled to Australia, and their
experiences following arrival’ (ACARA 2013, ACHHK079).

Melissa Hylan Student ID 110137261

Humanities and Social Sciences Education SP2 2015 Assessment 1

The Humanities and Social Sciences key concept of continuity and change is demonstrated
through the resource, ‘there can be multiple perspectives of an event in the past’ (Reynolds
2014, pg. 181). Perspectives of the Europeans and the Aboriginal People are shown in the
resource, along with their first interactions.
The resource gives many ideas to use which will engage students with different forms of
multimodal historical texts, such as documentaries, online museums, and maps. Students will
build historical skill knowledge and be able to ‘Sequence historical people and events’ (ACARA
2013, ACHHS081) and ‘Pose a range of questions about the past’ (ACARA 2013, ACHHS083).
The lesson ideas will require students to ‘Locate relevant information from sources provided’
(ACARA 2013, ACHHS084) and ‘Develop texts, particularly narrative’ (ACARA 2013,
ACHHS086).
Using this resource educators could adopt a constructivist teaching style. Engaging students
in initial thought and discussion using the teacher’s knowledge to construct practical
knowledge, as outline by Habermas as ‘…based on the notion of hermeneutic knowledge –
the communicative dimension of social interaction- allowing the use of technical knowledge
in a variety of ways.’ (Habermas, cited in Reynolds 2004, p.51). The teacher and students can
then develop inquiry questions based upon the discussion and the interest which are shown
by the students. Investigation of these inquiry questions can then be made through the
activities suggested in the resource, or with ones that have been changed to suit the learner’s
abilities. Teachers should include an opportunity for students to reflect on their learning.
Teachers can use Bloom’s Taxonomy ‘to ascertain the level of student’s learning (Reynolds
2014, p.83) when planning and reflecting on the lesson.
Website: Scootle
This resource contains ideas for lessons which link directly to the Australian Curriculums
Historical Knowledge and Understanding of ‘Stories of the First Fleet, including reasons for
their journey, who travelled to Australia, and their experiences following arrival’ (ACARA
2013, ACHHK079).
Using information gathered on student knowledge and interest in the area of the First Fleet,
teachers can use this resource to plan lessons which will scaffold student learning and build
historical skills outlined in the year 4 focus of History in the Curriculum.
Teachers should adopt lesson ideas which investigate the key questions students need to
answer in the scope and sequence of the year 4 level focus of First Contacts, and design them
in a way which will be inclusive and supportive of the needs of the students within the
classroom, using Howard Gardner’s multiple intelligences which assist teachers in catering for
‘individual differences in students in our classes…’ (Gardner, cited Reynolds 2014, pg. 81).
Lessons should be designed with a focus on inquiry and use models such as Taba’s inductive
thinking which ‘involved listing, grouping and labelling data; looking for connections between
the data; and then putting the various parts of the data together’ (Taba et al. cited in Reynolds
2014 pg. 80).

Melissa Hylan Student ID 110137261

Humanities and Social Sciences Education SP2 2015 Assessment 1

Using this resource teachers are able to include lessons which develop the HASS concepts of
empathy, perspective, cause and effect, whilst developing an understanding on why and how
Australia was colonised.
Article: A Literacy Lens on Historical Inquiry by Maree Whiteley.
This resource outlines the importance of teaching history through a range of different sources
and texts. ‘Doing’ history is now taught as an engaging, active process, presented in a variety
of forms so that every learner has the opportunity to be curious about the past by speculating,
questioning and drawing conclusions’ (Whiteley 2014, pg. 1). It describes the importance of
teaching through inquiry and involving students in all processes this involves. The way in
which to choose texts is outlined as important because the ‘purpose and audience are central
to any consideration when choosing relevant and appropriate texts for our students’
(Whiteley 2014, pg. 2). In essence the resource gives teachers a guide as to how to teach,
engage and help students learn about history whilst keeping in mind the strong link that
historical skills have with Literacy.

Melissa Hylan Student ID 110137261

Humanities and Social Sciences Education SP2 2015 Assessment 1

References

Australian Broadcasting Corporation (ABC) 2015, Activity: First Fleet, NSW, viewed 2 April 2015,
<www.abc.net.au/btn/resources/teacher/episode/20140204-first-fleet.pdf >

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2012, The Australian
Curriculum: Historical Knowledge and Understanding Scope and Sequence: Foundation to Year 6,
viewed 3 April 2015,
<http://www.vcaa.vic.edu.au/documents/auscurric/history_scope_and_sequence_ausvels.p
df

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013, F-10 Curriculum,
Humanities and Social Sciences: History, Foundation to Year 10 Curriculum v7.4, Australian
Curriculum, Assessment and Reporting Authority, viewed April 2 2015,
http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/history/curriculum/f-10?layout=1

Boardman, A 1982, The First Fleet, The Five Mile Press, Melbourne, Australia.

Cargo, T 2004, The First Fleet and year of settlement, Woollahra Sales and Imports, NSW Australia.

Education Services Australia Ltd 2015, Scootle, Victoria, Australia.

www.edu/au/ec/search?accContentld=ACHHK079

First Fleet Fellowship Victoria Historical Society Inc 1984, First Fleet Fellowship Victoria Inc :
Descendants of those who arrived with the First Fleet in 1788 with Captain Arthur Phillip, viewed 31
March 2015,
<www.firstfleetfellowship.org.au>

Herman, WH, Mary, K & Lannie, K 1997, Dialogic Reflection and Journaling, The Clearing House: A
Journal of Educational Strategies, Issues and Ideas, vol 70, no 4, pp.187-190.

Horton, Dr D R 2012, Unity and Diversity: The History and Culture of Aboriginal Australia, Australian
Bureau of Statistics, ACT, viewed 3 April 2015,
<http://www.abs.gov.au/Ausstats/[email protected]/Previousproducts/1301.0Feature%20Article31
994?opendocument&tabname=Summary&prodno=1301.0&issue=1994&num=&view=>

National Curriculum Board 2008, National History Curriculum: Framing Paper, Victoria, viewed 2
April 2015,
<www.acara.edu.au/verve/_resources/National_History_Curriculum_Framing_Paper.pdf >

Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary School, Third Edition,
Oxford University Press, Victoria, Australia.
Whiteley, M 2014, A Literacy Lens on Historical Inquiry, HTAA Primary Bulletin, Association of
Independent Schools of Western Australia, viewed 8 April 2015,
<http://www.historyteacher.org.au/htdocs/newsletter/HTAAPrimary1.pdf >

Melissa Hylan Student ID 110137261