Changing values, changing nation - Saint Ignatius' Moodle Community

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Explain that the work of the historian is also often described as a craft or profession. Ask students: What core values might apply to the work of professional historians? Is it possible for a historian to indulge in unprofessional conduct? What might that involve? Record class answers on the board for later reference. Distribute Resource sheet 1 and allow students approximately 15 minutes to study all the extracts. Suggest that students highlight or underline statements that they find difficult or for which they would like more explanation. Review the extracts and discuss any questions. The ensuing discussion should develop the idea that the work of creating history is guided by core values and standards. What values do the historians suggest are important to use when considering or writing about the past? Where do they agree and disagree about the core values of their discipline? Ask students to use ideas from the extracts and previous discussion to draft a ‘Charter for Historians’ which includes the profession’s core values. It might consist of 5–8 points and be modelled on one of the professional codes mentioned earlier. Select several students to read their Charters to the rest of the class. What similarities and differences do they note? How can they account for the variety of opinions among different historians? Explain how students ought to keep their Charter in mind as they undertake their work as historians researching Australia’s history in the 1960s and 1970s. Activity 2: Australia in the 60s and 70s Notes for teachers This activity uses images of the period to acquaint students with major issues, people and events, and asks how historical developments are affected by personal beliefs and societal values. Teachers could use this model to construct galleries of images or artefacts as evidence of historical developments and the impact of values in other times or places. Begin by engaging students in a discussion about what they know of Australia’s history of the 1960s and 1970s. What names and events do they associate with the period? What words might best describe the period? Have students read Resource sheet 2. Ask them to highlight the particular events, people and movements the author selects as significant. Ask them to assess if the author presents a particular point of view of the period. Students will need access to the Internet and library resources for the next part of the activity. The aims are: • to research and select images of Australian people, events and developments during the 1960s and 1970s to create captions for these images • to use images from the album as a basis for developing a narrative overview of the history of the time, and for reflection about Australian values at that time. Begin by browsing the appropriate sections of the time line at http://www.abc.net.au/archives/timeline/history.htm, allowing about 15 minutes for this task. Instruct students to identify four events or developments that they think brought significant change to Australian life during the 1960s and 1970s. Ask students to justify their choices by writing a short statement about each one and presenting the information in a table: Date Event Significance Distribute Resource sheet 3 and ask students to select a ‘gallery’ that they will research. Make sure that all galleries are covered by an approximately equal number of students. Have them write a 20–30 word caption for each photo in the gallery. Then have them use a think-pair-share strategy to analyse the questions that accompany the gallery. Allow 30–40 minutes for students to undertake the initial research and captioning tasks. Students might undertake additional out-of-class research online and through library references. Then have students share results with a partner who chose a different gallery and with the whole class in preparation for the next lesson. 156 Values for Australian Schooling – Teaching and Learning Units
Link class discussion to the study of history and the historical background in Resource sheet 2. Refer to the activities the students undertook earlier. • To what extent were the time line and image captioning activities based on students’ limited and selective use of evidence? How has the selection and captioning been guided by students’ own particular interests and values? • What approaches to evidence do historians use to arrive at more accurate conclusions? • How might personal and social/political/religious values influence historians’ treatment of evidence and the interpretive views about the past? If students wish to go further with this activity, they could locate images and construct other narrative galleries on particular themes and issues of the 1960s and 1970s. Some suggestions are: Dealing with dissent: the anticonscription debate; Off the sheep’s back: building a new economy; New heroes for a nation: sports stars; The Age of Aquarius: pop music in revolution; Constitution in crisis: the Dismissal; and Australia at war: Vietnam. Activity 3: Views of the 60s and 70s Have students work in groups of four to use their albums and their gallery research to develop and create their own 400-word overview history of the period. Groups could exchange narratives and compare their inclusions and exclusions and discuss the reasons for their selections. Discovering Following the development of a general overview of Australia’s history in the 1960s and 1970s, this section takes students to a deeper inquiry into one of its themes of change that is evident from the time: Changing Indigenous Rights. Notes for teachers The following inquiry is based on a four-stage process of historical investigation (defining the issues; reviewing and researching information; evaluating and synthesising evidence; drawing conclusions and reporting findings). This scaffold may be adopted for other areas of history to explore values in the context of historical change. The resources in this section include a key image to stimulate discussion; focus questions; a scaffold of historical inquiry; and selected primary and secondary resources. Changing Indigenous Rights has been selected as a significant ‘theme in close-up’ but teachers may wish to develop additional or alternative themes based on the same model. Some suggestions are: Changing white Australia; Changing rights for women; Australia’s changing relationships in the global community; Changing the way we saw ourselves – the rebirth of Australian film; Changing the natural and built environment; Changing the Australian economy. Teachers are advised to provide each student with a copy of all material in Changing Indigenous Rights. This will enable them to examine all sources and conduct independent research. Later adolescence – Changing values, changing nation 157
Page 1 and 2: Values for Australian Schooling Bui
Page 3: Changing values, changing nation Un
Page 7 and 8: Bringing it together This research
Page 9 and 10: Useful references Recommended books
Page 11 and 12: Resource sheet 2 A view of Australi
Page 13 and 14: Resource sheet 3 A picture album of
Page 15 and 16: Resource sheet 5 Changing Indigenou

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