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Investigating five case studies in Australian history

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Teachers’ Guide<br />

Classroom planner<br />

Classroom Resource Suggested Approximate<br />

activity pages required classroom format classroom time<br />

1 Page 104–105 Class 15 m<strong>in</strong>s<br />

2 Page 106 & video Class 15 m<strong>in</strong>s<br />

3 Page 107 Individual 15 m<strong>in</strong>s<br />

4 Pages 108–111 Group 40 m<strong>in</strong>s<br />

5 Pages 112–119 Groups/class 80 m<strong>in</strong>s<br />

6 Page 120 Individual/group 120 m<strong>in</strong>s<br />

There are more resources for this unit — read<strong>in</strong>g guides, updates,<br />

extra resources and activities for the classroom, <strong>in</strong>clud<strong>in</strong>g an <strong>in</strong>ternet<br />

‘game’ — at .<br />

Classroom strategies<br />

Activity 1 raises issues of what a hero is. Students should discuss their images, and fill <strong>in</strong> the<br />

‘hero’ and ‘villa<strong>in</strong>’ columns. Then ask them to complete a bra<strong>in</strong>storm about Ned Kelly. At the<br />

end students will be able to come back to this page and test their new knowledge, as well as<br />

th<strong>in</strong>k more deeply about how they will categorise Kelly.<br />

Activity 2 can be used to encourage students to survey parents about their knowledge of Ned<br />

Kelly — why has this person cont<strong>in</strong>ued to be known <strong>in</strong> our <strong>history</strong>? Teachers must make sure<br />

that students are clear what the ma<strong>in</strong> ‘mystery’ be<strong>in</strong>g explored is: Based on the kill<strong>in</strong>g of<br />

Constable Thomas Lonigan at Str<strong>in</strong>gybark Creek, was Ned Kelly a hero (the kill<strong>in</strong>g was<br />

justified) or a villa<strong>in</strong> (the kill<strong>in</strong>g was murder)?<br />

In Activity 3, students start to ga<strong>in</strong> <strong>in</strong>formation that will help their own <strong>in</strong>terpretation of Ned<br />

Kelly as villa<strong>in</strong> or hero.<br />

In Activity 4, students see how some writers have manipulated (and <strong>in</strong> some <strong>case</strong>s distorted)<br />

<strong>in</strong>formation to create effects. Work<strong>in</strong>g <strong>in</strong> groups, students have only one of the three accounts.<br />

They complete the summary table for that account. Students now form new groups so that<br />

there are ‘experts’ on each of the three accounts <strong>in</strong> each new group. All share their<br />

<strong>in</strong>formation, so that every person can complete the table for all three accounts. Discussion<br />

should br<strong>in</strong>g out the way <strong>in</strong> which each of the writers manipulates <strong>in</strong>formation to create<br />

an effect.<br />

Activity 5 is the key one <strong>in</strong> this unit. Students put Ned Kelly on trial for the kill<strong>in</strong>g of Thomas<br />

Lonigan at Str<strong>in</strong>gybark Creek <strong>in</strong> 1878. This is the crime that Kelly was tried for <strong>in</strong> 1880.<br />

102 <strong>Australian</strong> History Mysteries <strong>Investigat<strong>in</strong>g</strong> <strong>five</strong> <strong>case</strong> <strong>studies</strong> <strong>in</strong> <strong>Australian</strong> <strong>history</strong>

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