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DAY 1 - Friday 26 July 2019





The NSW Curriculum Review: A Progress Report
Professor Geoff Masters AO, Chief Executive Officer, Australian Council for Educational Research

The independent review of the NSW school curriculum is being conducted over an eighteen-month period and will report at the end of 2019. The Review has been described by the NSW government as the first major review of the entire school curriculum in thirty years. Late in 2018, fourteen public meetings were held across the state to gather input on community aspirations for, and concerns about, the school curriculum. Participants were encouraged to take a long-term perspective by envisaging what the curriculum ideally might look like in 2030 and beyond. Several dozen other meetings were held with a range of stakeholder groups, and more than 2100 online submissions were made and considered. These Review consultations and submissions revealed widely shared aspirations for the curriculum of the future. They also revealed shared concerns about features of current curriculum, teaching, learning and assessment arrangements in NSW schools. This presentation will outline identified community aspirations and concerns, and explain the Review's current thinking in relation to these.

Friday 1A


Re-evaluating Spartiate life: a grassroots perspective
Professor Stephen Hodkinson, University of Nottingham, UK

This talk will examine the daily lives of the adult male citizens of classical Sparta, the Spartiates. I will approach their everyday life from a new perspective that swims against the tide of previous approaches, ancient and modern. These traditional approaches have typically viewed Spartiate life from the top down: in antiquity from the perspective of Sparta's legendary lawgiver Lykourgos: in recent scholarship from that of the 'Spartan state'. In contrast, I will attempt to view Spartiate life from the 'grassroots', from the standpoint of rank-and-file Spartiates. I will examine the practical operation of the diverse range of groups and gatherings - public and private, formal and informal, large and small -  in which Spartiates spent their lives. I will argue that the standard view that adult Spartiates were closely controlled from above ignores important features of everyday citizen life; that Spartiate life included large amounts of leisure time to conduct one's private affairs, that the multiplicity of groups and gatherings led to a diffusion of official control; and that the self-regulating character of many of these groups provided all citizens, and especially the wealthy, with considerable scope to shape the precise character of their everyday way of life.

Friday 1B

Thinking about Stalin and Stalinism
Professor Sheila Fitzpatrick, University of Sydney

How do we study Stalin and the main aspects of his rule? This presentation will overview Stalin's rule and highlight some of its key features, including collectivization and famine, the industrialisation drive, the Great Purges, the Second world War and post-war anti-Semitism. The focus will be on the Soviet Union in the period 1929-53.

Friday 2A


Junior History - Innovation and Engagement
Joshua Wiggins, Elizabeth Macarthur High School

Engagement and innovation are the key to solving the disconnect we sometimes see between History and our students, to hearing that response we cherish so much 'I love History'. This session will examine a number of different pedagogies in the never-ending quest to bring a little more innovation and engagement to junior history. Topics for exploration include examining the use of Murder Mysteries for skill development, a different method for teaching social structure across Stage 4, the inclusion of ethical dilemmas and teaching conceptual based learning. Join the session to broaden your pedagogy and leave with resources to begin your journey.     

Friday 2B


Writing evidence based history responses in Ancient History
Emily Shanahan, Northern Beaches Christian School

Ancient History has many wonderful stories to tell, and students are quick to engage with the narrative and develop critical evaluations of personalities and events. However, a key skill is in using evidence to draw conclusions, which many students have great difficulty doing well. This presentation will look at evidence based questions such as those asked in past HSC Examinations for Ancient Societies, and those in the NESA 2018 Ancient History sample questions, to provide teachers with approaches for teaching to ensure students are going beyond the narrative. Suggested tips and tools will equip teachers with the confidence to teach from primary sources, developing critical thinking and analysis. While the focus will be on Ancient History, the presentation will link to the Modern History Core Topic and will also be useful for any unit in Stages 4 and 5. By teaching from the evidence, students will then be better able to answer evidence based questions in examinations, and will have a more engaging learning experience throughout.

Friday 2C


Contemporary Forms of Historical Communication
Sally Johnstone, St Clare's Catholic High School, Hassall Grove

Within this presentation, we will examine how the past has been presented in oral, visual and digital forms over the last ten years. In doing so, we will explore what it means to be a producer of history in the 21stcentury. At the same time, we will also examine how history is being used and misused by contemporary historians. While this presentation is primarily aimed at those teaching History Extension, it would also be of benefit to those studying the nature of Ancient or Modern History.

Friday 2D


Year 11 Historical Investigation - Who Killed JFK?
Duane Galle, Banora Point High School

Participants will be presented with a practical approach to integrating the Year 11 Historical Investigation with the Nature of Modern History topics from the new syllabus, through the study of the assassination of President JFK. This unit allows teachers to deliver 'just the facts' of the assassination, combined with an analysis of the Nature of Modern History topic, while requiring students to undertake their own individual research. This approach is engaging, simple to deliver, and caters to a wide range of different student ability. A sample program combining the Historical Investigation with the various options in the Nature of Modern History, along with a detailed assessment task and resource list, will be provided.

Friday 2E


Teaching the Salem Witch Trials through Sources in Elective History
Michael Street, Green Point Christian College

The Salem Witch Trials carry the weight of myth, History and American identity on their perpetually confounding shoulders. From beginning to end, 18 people were hanged, 1 man was pressed to death, and almost 200 people were formally accused and imprisoned. It is an event which many New Englanders at the time hoped to forget. However, the massive number of sources produced in and around the trials, both written and material, have stubbornly stimulated and haunted historical discussion for three centuries. In this seminar, you will have the opportunity to engage with some of these sources and learn how to use them yourself to encourage engaging and exciting historical inquiry in the History Elective Classroom. Programming and resourcing will be discussed throughout.



The Partition of India: politics, statecraft, diasporas
Christopher Tidyman, Loreto Kirribilli

South Asiais of immense significance to the wider world. It is home to a quarter of the global population and a third of the Islamic community. This paper addresses important components of the new History Extension case study The Partition of India and its shifting historiography centred on the causes of partition, the role of prominent individuals and the enduring legacy of 1947. Discussion on the reasons for such changing historical focus will address the important work of Ranajit Guha and the Subaltern Studies Group which emphasised the human dimension of partition - localized religious communities torn apart, targeted violence against women - as opposed to that of regional and national high politics. This paper will also investigate contemporary partition histories being newly created through the establishment of dedicated museums and development of internet South Asian diaspora projects.  

Friday 3A


Big History: Developing students' research and analytical skills

Charles Rushworth, Liverpool Boys High School

The Big History Project is a philanthropic initiative which challenges students to ask the big questions about the universe, earth, life and humanity. Explore where we came from, how we got to where we are now and what the future may hold for us. It also equips students with the skills to find the answers to these questions using a combination of historical skills and an interdisciplinary approach. This session will outline how the Big History Project engages students while at the same time developing their analytical and research skills. It will also look at ways in which teachers can implement the course within their school context.

Friday 3B


The Delian League: An examination of Athenian motivations

Dr Stephen Clarke, Frensham & University of Sydney

The Delian League was the first form of expression of Athenian leadership of 'the Greeks'. An extensive network alliance, its sole purpose was to fight the Persians and seek revenge. This was a reasonable and practical goal since there was no way of telling if there would be a third, more overwhelming, Persian invasion. At some point, the goals of Athens changed solely from defence against the Persians to something more personal. Why did that happen? Who led this change? Was it 'The People' or someone else? This session will explore the various possible reasons for the transformation of Athens from the leader of a free alliance to an overbearing hegemon of an early arche (Empire). It will examine resources that can be used in the classroom to add depth of student knowledge to this critical area of study in the Historical Period 'The Greek World, 500-440BC.'

Friday 3C


Building a new museum with old collections: The Chau Chak Wing Museum as an educational resource
Dr Craig Barker, University of Sydney

In mid-2020 the University of Sydney will open its new museum complex, the Chau Chak Wing Museum. This state of the art facility will house the Nicholson, Macleay and University art collections and provide a unique opportunity to allow better access to those collections, much of which has never been seen before. In new galleries dedicated to the study of the ancient Mediterranean world, Australian history, historic photographs, natural history and historic and contemporary art, the role of object-based learning will take centre stage for both the university and school communities. 

This paper aims to review the complexities and challenges of constructing a new museum in the 21stcentury, outline the planned exhibitions for the opening of the Chau Chak Wing Museum and some of the collection items that are being presented to the public for the first time ever, or in decades. The talk will also summarise some of the educational opportunities that this greater access to the collections will provide for educators and students both formally and informally.

Friday 3D


Teaching order amdist chaos: Stategies for teaching 'The Changing World Order 1945-2011'
Nathan Bessant, Northern Beaches Christian School

Students are bombarded with news stories indicating the imminent collapse of the post-Cold War order, the only world that they have ever known. The changing nature of American power and influence, Brexit and the tensions within the EU, the rise of China and the worlds growing refugee crisis are all challenges that confront our students as they step into the world outside of our schools. These challenges make the effective teaching of the Changing World Order unit vital, equipping students with knowledge and understanding of the institutions that have shaped the world as they know it. This session will provide ways of thinking about the development and transformation of international institutions, strategies to incorporate economic theory and models into the development of programs within this unit and provide insights into international security risks that have had a significant influence on the world order. The workshop will also provide insight into incorporating the Rwanda peacekeeping case study into the unit, including providing resources and connection points.

Friday 3E


Teaching Nazi Germany as a source based topic
Dr Robert Loeffel, Sydney Grammar

Teaching Nazi Germany is a well-worn path. However, this presentation will introduce some new ideas for teaching this critical part of the HSC core as a source-based topic. This presentation will focus on the elements of the syllabus related to the rise of the Nazis and their methods of control. It will offer a range of teaching strategies as well as suggestions for critical source analysis that actually address not only the elements of a range of source types, but the nature of the source base as a whole. This presentation will also offer an overview of some of the latest historiography of the Nazi period and argue that knowledge and understanding of the relevant historiography can provide a useful framework for class discussion and enhance student understanding.



Julius Caesar and the Historical Imagination
Associate Professor Kathryn Welch, University of Sydney

In 1990, the Austrian/New Zealand Jewish Ernst Badian wrote a stinging review of his 'good friend', German historian Christian Meier's biography of Caesar. It highlighted the way that even in the recent past Caesar has been employed in settings by both professional historians (e.g. Theodore Mommsen) and later political leaders as a symbol of the perfect leader. My talk will interrogate aspects of the image of Caesar from antiquity to now and in doing so show at least some of the ways that history is constructed over time. In Caesar's case at least, we can see how he himself contributed to his own historical persona but to my mind this is only the beginning of a complex and fascinating investigation.

Friday 4A


Creating digital resources to engage in junior history
Patricia Lemos,Rikki Commens,Melissa Ellis, Southern Cross Distance Education, Ballina

This session will present several digital resources and virtual excursions utilising professionally filmed footage, green screen and 360 video technology, which have been produced to overcome challenges of the face-to-face classroom as well as teaching via distance education. These digital resources are based on Lake Mungo (Stage 4), the Snowy Hydro Scheme (Stage 5 Migration Experiences) and Big History (Stage 5 Elective). Digital technologies and resources have become a reality of teaching in Australian schools. They offer a more engaging alternative and encourage active learning and knowledge construction, as well as the development of technological competencies, which is increasingly necessary to prepare our students for the twenty first century. These have been created with the aim of making learning more relevant to students through presentations from experts in the field which connect students to real world scenarios.

Friday 4B


Ancient China Options in the Year 12 course
Ian Finn, The Kings School

With options now available for the study of Ancient China in the Year 12 syllabus, this presentation will focus on achieving three key goals. Firstly, it will identify some of the key themes that run throughout the various Ancient China syllabus topics in order to provide a broad overview of the types of content that can be studied. Secondly, the presentation will suggest and provide a range of resources that will aid teachers in the development of programs. Finally, the presentation will include suggestions on both teaching strategies and assessments that can be utilised during the development of the units.

Friday 4C


How we have survived the 'nuclear age' ... so far
Dr Daryl Le Cornu, Australian Catholic University

On 20 November 1983, 100 million Americans gathered in their living rooms glued to their TV sets to watchThe Day After, a film about a nuclear attack on their homeland. In the early 1980s there was widespread doom and gloom about the ever-present threat of annihilation in a nuclear war.The Day Afterbrought home the reality of what nuclear war would be like. What those watching the film did not know at the time was that twice in 1983 the world came perilously close to being engulfed in a full-scale nuclear conflagration. Meanwhile, a global nuclear disarmament movement emerged during this period with millions taking to the streets in mass protests in cities around the world. The public awareness of nuclear war was very high. This is in stark contrast to today when it seems that we are 'sleepwalking to Armageddon,' blissfully unaware that we are now closer a nuclear war than at any time since 1953, according to theBulletin of Atomic Scientists. This session will overview the key content for the Nuclear Age unit and explore how it can be taught in an engaging way using online sources. We will consider the significance of the nuclear disarmament movement of the 1980s, assess the post-Cold War concerns about nuclear threats, and evaluate the effectiveness of the current 'humanitarian impact initiative.' This will help prepare students for 'active and informed citizenship in the contemporary world,' as required by the Syllabus.

Friday 4D


Gamification of the Cold War
Cassandra Lum, The Kings School

The gamification of education is on the forefront of pedagogical inquiry and is seen as a response to the concerns of a 21stcentury classroom that sees students valuing the virtual world more than reality. With the current international political climate, a study of the Cold War can be considered now, more than ever, something of relevance to students who are studying history. Developing empathetic understanding and perspective is crucial to a study of the Cold War as it rationalises political decisions that were made during this period. The gamification of education is a strategy that challenges this apathy, as gamification utilises the compelling aspects of games and integrates them into a non-gaming context. In other disciplines such as science and language studies, immersive learning has been employed to engage students in a multifaceted approach that assists in the development of empathetic understanding and perspective. Therefore, through this approach students are able to construct their own knowledge from the environment in which they have been placed. Bringing together these elements that draw upon the motivational power of games and the development of empathetic understanding through immersion, this teaching idea introduces a study of the Cold War period into a 21stcentury Australian classroom.

Friday 4E


The Decline and Fall of the Ottoman Empire 1876-1923
Dr Metin Mustafa

As part of the Investigating Modern History - Case Studies component of the Stage 6 Modern History Syllabus, the unit 'The Decline and Fall of the Ottoman Empire 1878-1924' is a teacher developed Year 11 Case Study. The Year 11 Modern History unit is designed to provide contextual understanding for the Shaping of the Modern World Topics 5 and 6: 'World War 1' and 'End of Empire'. The unit can be included in the List B category of the syllabus (p.31) comprising of case studies from non-European history. Like the historical significance of the decline and fall of the Romanov Dynasty, the decline and fall of the Ottoman Empire had a profound effect on the modern history of the Balkans and the Middle East. The unit traces the complex historical factors, including political, social, economic and religious and the role of personalities beginning with the Balkan Crises of 1876 and ending with the abolishment of the Ottoman Empire and the Caliphate in 1922 and 1924 by Kemal Ataturk respectively. The unit further covers: the Ottoman-German Alliance, attempts at modernisation of the army along European lines, the Ottomans' involvement in World War 1 in the East, the Turkish War of Independence 1919-1922, the role of Sultan Abdulhamid II, Mehmed V, Mehmed VI, the Young Turks Triumvirate, Mustafa Kemal (Ataturk). Furthermore, it introduces the students to the contentious historical debate between Turkish and Armenian historians as well as Western historians surrounding the notion of 'genocide' of Ottoman Armenians in 1915 or a case of civil war in the midst of World War 1.

Friday 4F

Helping Students to Critically Evaluate Historical Content Online
Dr James Goulding, University of Sydney

What strategies do our students use when evaluating websites, and are they productive? What role do teachers play in helping or hindering students to interact critically with historical information they find online? This presentation will discuss the findings from recent research at the University of Sydney that compared how students and historians evaluate historical content on websites such as YouTube and Wikipedia. Problems and issues with current student evaluations will be discussed, as will suggestions for how to improve students' critical historical thinking online.


Teaching the Holocaust - A practical approach
Duane Galle, Banora Point High School

Participants will be provided with a practical overview of teaching the Holocaust as a school-developed unit in Stage 5 History, or as a case study in Year 11 Modern History, with sample programs, assessment tasks, worksheets, and resource list. Specific focus areas include the use of emerging technologies to access survivor testimony and Yad Vashem's concept of 'Choiceless Choices'. Teaching materials will also be aimed at providing greater focus on the survival of Jewish life and culture throughout the Holocaust, including Jewish resistance, as opposed to portraying Jews as defenceless victims. Additionally, the session will draw upon Duane s personal experiences as a participant in Yad Vashem's program for Australian Educators, along with information and support for teachers that are interested in participating in this amazing opportunity in the future.


A journey through Persia
Emily Shanahan, Northern Beaches Christian School

Ancient Persia provides something for everyone. From royal women owning shoe factories in the far reaches of the empire to multicultural battle formations, Persia provides ample opportunities to engage all learners. It can be difficult for teachers to move beyond Eurocentric comfort zones, with resources readily available to support studies of Egypt, Greece and Rome. This presentation will provide an overview of some of the most fascinating aspects of Achaemenid Persia, along with a discussion of accessible resources. The content is relevant for the Ancient Society and Historical Period in Year 12, as well as enhancing a study of Xerxes. The materials could also be incorporated into Year 11 Ancient History, with particular relevance for the Features of Ancient Societies unit. Ancient Persia is also effective for engaging students in Year 7 or providing a glimpse into the ancient world as part of an Elective History unit in Stage 5. Pick and choose the components that work for you as we journey through the more unusual parts of Ancient Persia.


Contributing toTeaching History Journal: a Collaborative Approach
Panel Chair:Catherine Bavell, Sydney Girls' High School

Teaching Historyhas been published by HTANSW since 1961. The quarterly production ofTeaching Historyis a collaborative process between the history teachers of NSW who value its articles, teaching and assessment ideas, reviews and expert advice on all things regarding the teaching of history.

This panel discussion with the editors ofTeaching Historywill address questions surrounding the submission process, including: what topics to focus on, how to start the writing process, the selection process, the roles of the editors and managing editor and how the content published inTeaching Historycan be used in the classroom.


Mutiny on the Western Front
Greg Raffin

The September 1918 mutiny of over 100 men from the 1stBattalion AIF provides an excellent opportunity to examine a number of different but related aspects of the war on the Western Front. 'Mutiny' is an emotive term which may conjure thoughts of cowardice but students need to examine the sources in order to gain a better understanding, perhaps an empathetic understanding (how would I have reacted in their situation?) Opinions on why this mutiny occurred have changed over time and so this study also provides a historiographical survey of a variety of opinions. This little-known event relates to military training and discipline, the conscription issue and changing attitudes to the war, propaganda as well as the allied response to Ludendorff's Spring Offensive. It also incorporates mental health issues and aspects of military leadership. Program outlines on some of these aspects will be examined.


Teaching History Symposium: follow-up discussion
Dr Paul Kiem, HTANSW

In April this year, HTANSW held a successful Teaching History Symposium that generated a great deal of interest and discussion among the relative few who were able to attend. The outstanding British history educator Christine Counsell was a challenging and inspirational keynote speaker and workshop presenter. As one of the delegates tweeted, "I think the highest praise I can give to @Counsell_C and the talks she has given is that I've been sitting in them thinking", "every principal and curriculum leader in Australia needs to hear this!" #19thsym. This session will attempt to summarise some of Christine's key points in the hope of giving them more exposure. There should be time for discussion, with thefocus on broad pedagogical and curriculum issues rather than specific syllabus concerns.


Indonesia National Study: museums, memorials and monuments
Christopher Tidyman, Loreto Kirribilli

This paper will address the Indonesian National Study option in the new Modern History syllabus, which offers teachers and students a wonderful opportunity to engage meaningfully with Australia's nearest Southeast Asian neighbour: Independence from the Dutch, Revolution, Sukarno and the 1955 Bandung Asia-Africa moment, the Year of Living Dangerously, the Killing Season of 1965-66, Suharto, September 30thand New Order politics, East Timor - invasion and occupation, Islam and the rise of identity politics. After a recent three week trip through East Timor and Indonesia, I would like to consider ways in which museums, memorials and monuments and other sites of significance I visited during my travels can enhance our understanding and teaching of modern Indonesian history, its people and place in the contemporary world. As part of this presentation I will also discuss ways in which Indonesians have constructed and understood their own post-colonial historical experience.    


SITE STUDY: Reading the Architecture of the Quadrangle of the University of Sydney

Craig Barker will lead a walking tour of the University of Sydney's historic Quadrangle and will use it as an example to examine ways students can interrogate architectural and landscape evidence to build a site study of a historical location and attempt to understand changes in the way the space was used over time. The tour is also a great chance to explore the gargoyles and grotesques of the University of Sydney's own Hogwarts!

Limit of 20.
Meet promptly near the registration desk at the start of this session.

Cocktail Welcome

Conference Cocktail Welcome at theCentre for Classical and Near Eastern Studies of Australia (building opposite Eastern Avenue Complex)

4.30 - 6pm

BOOKING ESSENTIAL- Cost: $20 per person (partners welcome)

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DAY 2 - Saturday 27 July 2019




The Use of Digital Mapping to Make the Past Visible: The Colonial Frontier Massacre Map Project

Professor Lyndall Ryan AM FAHAhttps://c21ch.newcastle.edu.au/colonialmassacres

Digital mapping is transforming the way historians understand the past. But it also makes new demands on historians in clarifying their conceptual approach to the research question.

Lyndall Ryan will begin her presentation with a review of the Aboriginal history wars and the topic was dominated by the debate about whether frontier massacres were a rare event or widespread across the Australian frontier. She will then survey the characteristics of massacre based on international scholarship and the origins of the digital massacre map project as a new way of making the past visible. The major part of Lyndall's presentation will be an explanation of the methodology that was devised to take account of the intellectual and technical components of the project. She will demonstrate some of the problems experienced by the research group of historians and digital mappers in preparing the data and how a new approach to data collection was required.

The presentation will conclude with an overview of the strengths and weaknesses of digital mapping as a tool for making the past visible.

Saturday 1A

Teaching the History of the League of Nations and the United Nations
Dr Marco Duranti, University of Sydney

The histories of the League of Nations and United Nations have been the object of a growing body of scholarship over the past decade. This presentation will give an overview of the latest research in these areas with the aim of encouraging teachers to move beyond a 'tunnel vision' approach, instead locating the origins of the League of Nations and United Nations in a broader array of contexts.

Historians have located the genesis of these global bodies in a wider history of internationalist thought, international organisations, and international law spanning North and South, East and West. Among the most important findings have been the close links between nationalism, internationalism, and imperialism; the critical role played by women and non-Western figures; the relationship between domestic politics, foreign policy, and transnational NGOs; the birth of technocratic visions of the international order, including in the fields of development, economics, education, health, and humanitarianism; the tension between universalist and particularist conceptions of safeguarding the rights of individuals and groups; the representation of the international order in cultural symbolism and historical memory; and the interplay between continuities and discontinuities between the 20thcentury and earlier developments. One of the most effective means of engaging students is to focus on the life stories of key individuals and key moments in the history of international organisations across the first half of the twentieth century.


Pompeii: An Update
Dr Estelle Lazer, Universities of Sydney & NSW

Dr Estelle Lazer is currently working in Pompeii. This abstract will be updated on her return. She will report to the conference on her latest work, which has included participation in a recent Italian conference on the ethics of the study and display of human remains.

Saturday 2A

Sasha Joura, Vincentia High School

Vikings - what's not to like in a junior history topic? This presentation will focus on an innovative unit structure that uses maritime archaeology as the connecting link between aspects of the topic. The unit will be centred around an investigation of an archaeological site and accompanying sources (similar to the new senior syllabus topic) as a springboard for the study of the daily life of Vikings, significant development and their conquests. We will also look at hands-on assessment ideas for this unit with differentiation for students of varying abilities. Props will be provided!

Saturday 2B 

Hatshepsut's Obelisks at Karnak - commemorating a Sed Festival
Pauline Stanton, Macquarie University

In the political aftermath of Tuthmosis II's premature death, Hatshepsut, 'King's Daughter', 'King's Great Wife' and 'God's Wife of Amun', assumed kingship alongside his heir, Tuthmosis III. Traditionally co-regency was a temporary arrangement between the senior ruler and the heir apparent, and kingship was typically reserved for men. Hatshepsut's ascension challenged both of these kingship traditions. During years 15 and 16 of Hatshepsut's reign, a pair of obelisks was erected between the 4thand 5thpylons at the Temple of Amun in Karnak, to commemorate her Sed festival. The text inscribed on the bases of the obelisks provides insight into how she reasserted and renewed her authority and legitimacy as pharaoh, which Amun had decreed for her. This paper will examine the text as a new source, which could be incorporated into the study of Hatshepsut's reign. The presentation will outline why the text is a valuable and useful source for understanding and evaluating the uniqueness of her reign. The text on the obelisk provides comparative study with other major sources such as the textual evidence from Hatshepsut's Chapelle Rouge.

Saturday 2C

Teaching Indigenous History with Respect
Margret Campbell, Dreamtime Southern X

When it comes to interpretation and teaching of Australia's history, all too often Indigenous history is based on the records of non-Indigenous people, unaware of Dreamtime Cultural knowledge and the impact of various aspects of colonisation from an Indigenous perspective. For example, when the English arrived in Dalawaladah - now known as The Rocks, Sydney, they began a brickworks industry, quarrying sandstone - cutting into our sacred 'Earth Mum' colours. Each colour of sandstone has a set of stories and ritual chant and there are protocols for use, and consequences when these are not followed. In this presentation Aboriginal Elder and teacher, Margret Campbell will share her Cultural knowledge and unique interpretation of Australian history, with the aim of empowering teachers to ensure respectful and accurate teaching of Indigenous history.        

Saturday 2D

Veni, Vidi, Vici -Conquering the HSC through a Study of Ancient Rome
Daniel Nilsson, The Kings School

This session will provide an overview of how to effectively plan and assess a number of the Ancient Rome HSC options. This session will particularly focus on Tiberius Gracchus, Julius Caesar, and The Fall of The Republic 78 - 31BC Options. Preliminary Options will also be discussed briefly. This session will also include a recommendation on starting resources that would be useful for teaching these areas. This session is ideal for teachers new to teaching Ancient History, or for those who are considering teaching an Ancient Roman Personality or Historical Period for the first time.

Saturday 2E

A different approach to the Nature of Modern History in Year 11 Modern
Jenn Howse, St George Christian School

In my first attempt in programming the new Year 11 Modern syllabus I tried an integrated approach blending the nature of modern history with the shaping of the modern world (French Revolution). The unit ended up being way too long and as a result lacked engagement. This year I wanted to really use this unit to teach the skills (especially related to the use of sources in modern history to support interpretations) but in a much more engaging way. The idea for the unit spring-boarded from a podcast - called the RFK tapes - and resulted in a unit which meets all the content & skills from the Representation & Commemoration of the past topic but make it much more interesting. This Presentation will show a possible way to take what could be a 'dry' topic and get students excited about history through the use of contemporary media.

Saturday 2F

'I Can' - Taking Another Look at Assessment 7-10
Brad Kelly, St Mary Star of the Sea College

In a world awash with unlimited information, contested narratives and 'fake news', developing the skills of source analysis only takes on greater significance. To add to the complexity outside the classroom, is the finding that there is a multi-stage gap between the highest and lowest achieving students inside the typical Australian classroom. So, how can we ensure that all students hone their skills in source analysis under the weight of these challenges? This presentation will examine the role of 'I can' statements in Stage 4 and 5 History to help teachers and students respond to the past - and the present - with greater clarity, flexibility and creativity. This presentation will give the teacher the tools and formative strategies to quickly assess where individual students are in their learning.

Saturday 3A

Stage 4 History with a Twist
David Vassallo, The Kings School

'Yes! I've got History next!' This presentation will provide you with creative, engaging and fun teaching and learning strategies to capture even the most reluctant learner in the junior History classroom. Covering a range of topics from Investigating History to Ancient China, Ancient Egypt to Medieval Europe. Come away with hands-on, syllabus linked activities ready to use in your classroom tomorrow!

Saturday 3B

Sources and Akhenaten
Dr Sam Jackson, Arndell Anglican College

Little has changed in the new Ancient History syllabus for the Akhenaten personality study. However, there is a new emphasis on evaluating and critically analysing 'one particular source or type of source'. This presentation will explore some possible options for this element of the course including: the Amarna Letters; the Hymn to the Aten; the Boundary Stelae. We will discuss the value and limitations of these sources, and competing interpretations of their significance. Suggestions will also be made about how to smoothly integrate this material into the rest of the topic.

Saturday 3C

NEW!Teaching Civil Rights through Netflix (and other popular culture)
Bernie Howitt, HTANSW

Bernie Howitt will look at the wide range of resources available through Netflix that can assist the teaching of the Civil Rights topic in Modern History. He will also examine "Top Tens" of films and songs that will add depth to student understanding of Civil Rights.

Saturday 3D

Making the USA National Study a success for lower and middle ability students with a personal focus on rural and remote areas
Chivonne Gofers, Gulgong High School

Do you find it difficult to engage your middle-lower ability students with the new Modern History syllabus, despite their interest in History? Do they find the concepts, especially in the USA National Study, difficult to comprehend or are they unable to engage in further reading to develop their understanding? Research demonstrates that students who live in rural and remote areas underperform comparative to their urban counterparts. This is due to factors including access to opportunity and competition, expectations and prior instruction. The focus of my practice is to bridge this gap and develop historical understanding, writing skills and overall student engagement. This presentation will explore overall course structure, strategies, programming and assessment that support the engagement of lower and middle ability students, focusing on the USA National Study. The strategies utilised support student growth and engagement, improved sophistication of written work and overall HSC improvement.

Saturday 3E

Iran 1945-1989
Behazin Jafari, Xavier High School, Albury

Iran 1949 - 1989 gives us a clear understanding of the issues faced in the Middle East today. This area of study is rich in a variety of issues that will capture the imagination of any modern history student. Some of the areas include: kings and queens and the role of monarchy in the 20th Century, the CIA overthrow of democratic governments, police state politics, the rise of fundamentalist theocratic governance, freedom for women and warfare. This period of history is a worthwhile undertaking for any history department that is thinking of developing a topic that is a little different. The presentation will offer a topic overview followed by a survey of collated resources.

Saturday 3F

Introduction to the in-flip for History classrooms
Rebecca Stephens, Kirrawee High School

Attendees take part in an introductory overview of flipped classrooms and the benefits for differentiated and futures focussed learning. The presenter will share tips for how to manage student learning and useful scaffolds. During the session, attendees will see the process of converting a traditional unit to a flipped classroom unit. The presenter will support attendees to create a flipped video using Screencast-o-matic. Step-by-step procedure 'how to' sheets will also be shared. This session is for teachers who have not used the in-flip in their classrooms but who have an interest in utilising BYOD and building self-regulation in students.

Attendees must BYOD, have previously signed up for screencast-o-matic and have some content to convert into a video.

Watch the following flipped video BEFORE the session at:

Saturday 4A

Education Perfect for assessment and source analysis skills
Graham Flanagan, Education Perfect

Technology in the classroom can be used to open up a range of learning opportunities in today's digital age. Education Perfect's Historical Skills content is purpose-built for providing students with the tools needed to study history. It can be used as a tool to flip the classroom allowing more time in class for creative critical thinking, to automate formative assessment marking and to allow meaningful conversations connecting teachers and students. This session will show how this content can be assigned to students in a formative assessment context giving students timely and specific feedback and contributing to improving their learning outcomes. The aim is to give students autonomy and build their self-efficacy empowering them to engage in the study of History. Teacher accounts are free. We are keen to hear your feedback so join us at this session to start your Education Perfect journey today!

Saturday 4B

Health and Human Remains in New Kingdom Egypt
Alex Thompson, Canberra Grammar

This presentation will review several case studies which can be used to explore the new syllabus point for Egyptian societies in HSC Ancient History on health as revealed by human remains.

We will look at royal, noble and working class populations around Thebes to understand their different lifestyles and patterns of disease. While evidence of 'lifestyle' diseases, resulting from a sedentary lifestyle and rich diet is found among elites, there is also evidence of trauma and nutritional deficiencies. At Deir el-Medina, stress markers point to harsh working and living conditions. Through integrating textual material, it is possible to reconstruct waves of illness and the mechanisms of the community and State to respond.

Comparison between the Egyptian heartland and occupied Nubia reveals the impact of colonisation on those who moved from Egypt and local families at Tombos and Amara West. New Kingdom colonial strategy appears to make more use of non-violent means of control than the Middle Kingdom. However, climate change increasingly affected food security and the frequency and severity of sandstorms, negatively impacting health. We will conclude by evaluating the disposal of human waste, as the foremost diseases impacting the New Kingdom population were related to poor sanitation.

Saturday 4C

Nature of Modern History integrated study
Sasha Joura, Vincentia High School

The new Modern History syllabus topic on The Nature of Modern History provides opportunity to create an integrated study that encompasses more than one of the identified options. This presentation will focus on an integrated study that uses the Investigation of Sites and Sources and Contestability of the Past through a focus on the 1629 shipwreck Batavia, lost in the Abrolhos Islands off Western Australia. It allows students to take on the role of the maritime archaeologist as they investigate the site through simulated hands-on activities, including locating the wreck, conducting a site survey and an examination of human remains. They also study the written sources and make their own deductions about perspective, reliability and usefulness. Ultimately, students make an assessment of the significance of the wreck site to Australian and Dutch history.

Saturday 4D

Make History Fun Again: Gamifying the History Classroom
Daniel Nilsson, The Kings School

'Gamification is applying the most motivational techniques of games to non-game settings'. This workshop will focus on discussing a practical approach of utilising game theory and various games-based strategies to enhance the teaching of History across all year levels. When done poorly, gamification can simply end up in a one off 'board game' lesson with lollies as a prize. When done well, gamification can build upon the foundation of standards, enabling students to truly become lifelong learners and exceed expectations. This workshop will take a brief look at the theory of gamification, as particularly applicable to a History classroom. 'Gamification, when done with intention, is a vessel to augment many other pedagogical tools'. The workshop will also include practical examples of adapting board games, video games and other teacher created activities that teachers can begin to apply in their own lessons.

Saturday 4E


The Changing World Order 1945-2011
Brad Kelly, St Mary Star of the Sea College

The world entered the 1990s on a note of optimism. Seventy years of Soviet communism had collapsed. The United States emerged as the world's sole superpower. China began to open up to the rest of the world. Europe drifted towards greater integration and cooperation. And the United Nations finally seemed able to fulfil its Charter of promoting international peace and security.

But the end of the Cold War had lifted the lid on darker forces. Dormant nationalist and ethnic tensions in the former Yugoslavia and Rwanda introduced ethnic cleansing into the political lexicon. Post-Soviet sales of state assets enriched a new oligarchy in Russia. Peace was stubbornly difficult to achieve in the Middle East, and the American military presence in Saudi Arabia after the Persian Gulf War led to the events of September 11, 2001. The twin tower collapse meant the United States adopted a more militaristic and unilateral foreign policy.

Francis Fukuyama's promise of a triumphant liberal democratic world had given way to a declining America, a rising China, militant Islam, a resurgent Russia and a financial crisis that threatened the future of the European Union. The world order was indeed changing.


Transformative change? Lessons from the lingering structural, economic and social inequalities in post-apartheid South Africa
Melissa Riley, Our Lady of Mercy College Parramatta

Despite the promise of social democratic reform in post-apartheid South Africa, many of the 'born-free' generation feel less able to capitalise on opportunity than their parents and grand-parents who experienced the full-force of the oppressive Apartheid regime. Why is this the case?

By applying a retrospective lens and making personal connections in the teaching of this dark period of History, students can better understand the true nature of repressive control under the apartheid system, the hopes and aspirations of those who sought to bring it down, and the reasons economic and social disadvantage along racial lines persist in modern South Africa. This approach is unpacked in the context of the HSC classroom, exploring creative programming and engaging teaching strategies which incorporate modern perspectives and contemporary scholarship.


SITE STUDY: Hidden Histories - An indigenous walking tour

Join Koori guide Jimmy Smith as he leads us across the campus, exploring the remarkable Indigenous history of the location and stories of the University's historic relationship with community. Jimmy will also touch upon the Sydney basin, the Freedom Rides, ritual and ceremony, bush medicines and the trees, astronomy and life in his imitable style. A great way to explore the campus and change your thinking. 

Limit of 20.
Meet promptly near the registration desk at the start of this session.

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Accredited PD for History Teachers

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Immerse your students in the past with excursions across our historic houses & museums


National Museum of Australia
Classroom Resources