Secondary Curriculum 2B: Modern History

Assignment 1

Jyotishna Priya Sen

1
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
 CONTENTS

1. Unit outline ………………………………………………. 12

2. Three professional resources …………………………….. 34

3. Critical discussion ……………………………………….. 39

4. References ………………………………………………. 43

2
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Stage 6 | Modern History Unit of Work

4 weeks
TOPIC: The Nature of Modern History: Representation and Commemoration of the Past Stage 6 Year 11 Duration:
The Australian War Memorial, What Is missing? 16 hours/ 16 lessons (4 per week)
Detail:

Rationale
The unit has been developed around the representation and commemoration of the past to ensure students demonstrate and form critical understandings related
to how history is represented and commemorated through the public. The unit has specifically focused on the representation of memorials, with a particular
focus on the Australian War Memorial. The topic The Australian War Memorial, what is missing? Has been developed to engage students through its highly
controversial debates and discussion over the last few years. Particular focus has been given to understanding the frontier war , where lack of recognition and
representation has been given to Indigenous communities and people. Students will discuss these aspects by critically analysing why important aspects of
Australian history have not been represented. Through the unit students develop critical skills in analysis and evaluation of authors, critics and historians’
arguments about the Australian War Memorial. Furthermore, this unit will enhance student learnings through research-based task, historical inquiry,
Information and Communication Technologies along with essential critical discussions and debates. This unit and topic fits into the two-year study plan as
students will look into Indigenous perspectives and aspects, which is related to their National study on Australia 1918-1949 and The Nuclear Age 1945-2011.

3
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Focus questions Historical Concepts and Skills

 Historical interpretation: interpreting representations of the past and analyzing

 How has the Australian War Memorial represented history?
arguments presented by critics and historians.
- Identify and analyse the varying causes and effects of events and
 Has the representation of Indigenous history been limited or
developments in order to construct historical arguments (ACHMH001)
misrepresented at the Australian War Memorial?

- Form judgements about historical significance, Recognising that significance

 What are some reasons or issues related to the representation of may be attributed for different purposes
Indigenous history?
- Analyse and evaluate contested interpretations and representations of the past
(ACHMH011, ACHMH012)
 What are some ethical issues related to the Australian War Memorial in
 Historical investigation and research: Developing an Inquiry approach through
terms of its developmental aspects?
researching and investigating sources about the past/present
- Frame questions to guide historical inquiry and develop a coherent research
plan (ACHMH004)

- Use evidence from a range of sources to inform investigation and research

(ACHMH005)

- Acknowledge sources appropriately (ACHMH015)

 Explanation and communication: Reflecting, arguing and presenting knowledge

gathered about the past through written and oral forms
- Develop texts, particularly historical accounts and arguments, supported by

4
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 relevant evidence from sources (ACHMH013)

- Communicate historical understanding, using historical knowledge, concepts

and terms, in forms appropriate to purpose and audience (ACHMH01)

Outcomes

 MH11-6: Analyses and interprets different types of sources for evidence to support an historical account or argument

 MH11-7: Discusses and evaluates differing interpretations and representations of the past

 MH11-9: Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

 MH11-10: Discusses contemporary methods and issues involved in the investigation of Modern History.

5
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
 Resources
Australian Associated Press ( 2015, November 26). War memorial ceremony recognises Indigenous Soldiers who died in first world war. The Guardian.

https://www.theguardian.com/australia-news/2015/nov/26/war-memorial-ceremony-recognises-indigenous-soldiers-who-died-in-first-

world-war

Australian Frontier Conflicts (2019). Retrieved from https://australianfrontierconflicts.com.au/timeline-of-australian-frontier-conflicts/

Australian War Memorial. (2018, December 16). Australian War Memorial: 2018 A Year in Review [Video file]. Retrieved from

https://www.youtube.com/watch?v=d5qmnOBEdss

Australian War Memorial. (2019). https://www.awm.gov.au/

Birkbeck, University of London. (2018, February 13) Birkbeck Explains: What is Public History? [Video file]. Retrieved from

https://www.youtube.com/watch?v=0xc4FrN2AVg

Daley, P. (2013, September 12).Why does The Australian War Memorial Ignore the frontier war. The Guardian. Retrieved from

https://www.theguardian.com/world/2013/sep/12/australian-war-memorial-ignores-frontier-war

6
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Daley, P. (2018, June 8). Australia’s frontier war killings still conveniently escape official memory. The Guardian. Retrieved from

https://www.theguardian.com/australia-news/postcolonial-blog/2018/jun/08/australias-frontier-war-killings-still-conveniently-escape-

official-memory

Daley, P. (2018, May 23). Manufacture, sell deploy, commemorate – is this how we should memorialise war. The Guardian. https://www.theguardian.com/australia-

news/postcolonial-blog/2018/may/23/manufacture-sell-deploy-commemorate-is-this-how-we-should-memorialise-war

Daley, P. (2019, March 4). As the toll of Australia’s Frontier brutality keeps climbing, truth telling is long overdue. The Guardian. Retrieved from

https://www.theguardian.com/australia-news/2019/mar/04/as-the-toll-of-australias-frontier-brutality-keeps-climbing-truth-telling-is-long-

overdue

David, S. (2019). Australian War Memorial sidles a little closer to a balanced view of Indigenous warriors. Retrieved from http://honesthistory.net.au/wp/stephens-david-

for-our-country-australian-war-memorial-sidles-a-little-closer-to-a-balanced-view-of-indigenous-warriors/

Electric Pictures. (2011, May 4). Jandamarra’s war [Video file]. Retrieved from https://www.youtube.com/watch?v=cXejE5DXR9E

Evans, S. (2018, November 6). War memorial expansion should include Aboriginal fighters: historian. Canberra Times. Retrieved from

https://www.canberratimes.com.au/national/act/war-memorial-expansion-should-include-aboriginal-fighters-historian-20181105-

p50e16.html

7
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Frontline Films. (2015, April 22). Remembering the Frontier Wars – A David Bradbury Film [Video File]. Retrieved from

https://www.youtube.com/watch?v=j2Z7QgMBAqI

Grant, S. (2019, March 28). $500 million war memorial upgrade should recognise unspoken conflicts. The Sydney Morning Herald. Retrieved from

https://www.smh.com.au/national/500-million-war-memorial-upgrade-should-recognise-unspoken-conflicts-20190328-p518nz.html

Greene, A. (2018, April 7). Underground war memorial expansion tipped to top 500 million. ABC News. Retrieved from https://www.abc.net.au/news/2018-04-

07/underground-war-memorial-expansion-tipped-to-top-500-million/9627910

Hardy, K. (2019, March 29). Australian War Memorial Sculpture reflects on Indigenous service. The Canberra Times. Retrieved from

https://www.canberratimes.com.au/national/act/australian-war-memorial-sculpture-reflects-on-indigenous-service-20190328-p518k4.html

Hassan, T. (2018, June 9). Should arms dealers really be funding the Australian War Memorial. The Sydney Morning Herald. Retrieved from

https://www.smh.com.au/politics/federal/should-arms-dealers-really-be-funding-the-australian-war-memorial-20180608-p4zkch.html

Hunt, D. (2017, June 16). The Art of forgetting Australians and their history’ [Video file]. Retrieved from https://tedxsydney.com/talk/tedxsydney-david-hunt/

8
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Jeffery, Y. (2019, January 25). Bungaree was the first Australian to circumnavigate the continent, but his less well known than Mathew Flinders. ABC. Retrieved from

https://www.abc.net.au/news/2019-01-25/bungaree-australian-circumnavigate-country-matthew-

flinders/10749476?pfmredir=sm&sf206575992=1

Marlow, K. & Pearson, L. (2016, April 22). 8 War Heroes you didn’t learn about in school. SBS. Retrieved from https://www.sbs.com.au/nitv/article/2016/04/21/8-war-

heroes-you-didnt-learn-about-school

Marlow, K.(2016, June 9).What was the Myall creek massacre. SBS. Retrieved from https://www.sbs.com.au/nitv/explainer/explainer-what-was-myall-creek-massacre

Medical Association for prevention of war (Australia). (n.d). Retrieved from https://www.mapw.org.au/

National Council on Public History. (2019). About the Field | National Council on Public History. [online]. Retrieved from https://ncph.org/what-is-public-history/about-

the-field/.

Newton, D. (2018, November 7). Merchants of death should not be funding Australian War Memorial. The Sydney Morning Herald. Retrieved from

https://www.smh.com.au/national/merchants-of-death-should-not-be-funding-australian-war-memorial-20181104-p50dxs.html

SBS on Demand. (2016, February 24). Frontier War 1792 [Video File]. Retrieved from https://www.sbs.com.au/ondemand/video/631657539711/frontier-war-1792

9
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
SBS. (2019, March 28). Australian War Memorial dedicates new monument to Indigenous soldiers. NITV. Retrieved from https://www.sbs.com.au/nitv/nitv-

news/article/2019/03/28/australian-war-memorial-dedicates-new-monument-indigenous-soldiers

Stephens, David: For Our Country: Australian War Memorial sidles a little closer to a balanced view of Indigenous warriors | HONEST HISTORYHONEST HISTORY.

(2019). Retrieved from http://honesthistory.net.au/wp/stephens-david-for-our-country-australian-war-memorial-sidles-a-little-closer-to-a-

balanced-view-of-indigenous-warriors/

The Drum ABC. ( 2018, November 1)[Video File]. Retrieved from https://www.abc.net.au/news/2018-11-01/the-drum-thursday-november-1/10457944

The Drum ABC. (2018, May 22). [Video file]. Retrieved from https://www.abc.net.au/news/2018-05-22/the-drum-tuesday-may-22/9788900

The Feed. (2018, June 27). Myall Creek Massacre [Video file]. Retrieved from https://www.youtube.com/watch?v=-kBtlqpRceU

The Killing Times. (2019). Interactive Map of sites. Retrieved from https://www.theguardian.com/australia-news/ng-interactive/2019/mar/04/massacre-map-australia-the-

killing-times-frontier-wars

Travel Movies. (2011, January 9). Australian War Memorial Canberra [Video file]. Retrieved from https://www.youtube.com/watch?v=8UDXfrKv7f8

10
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Whyte, S. (2019, March 29). Green oppose war memorial expansion promises to ban weapon donations. The Canberra Times.

https://www.canberratimes.com.au/national/act/greens-oppose-war-memorial-expansion-promises-to-ban-weapon-donations-20190329-

p518x6.html

11
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

 The public nature of history and the uses of
history
Introduction: The Representation and Commemoration of the Past  White board/markers
 Introduce students to the scope of study for the term by highlighting the study on  Powerpoint slides – Historical
Investigating Modern History-The Nature of Modern History. Students are to inquiry/focus questions
download or be given copies of the NSW Modern History syllabus.
 Access to Modern History
 Students are to be directed to page 33 of the syllabus in introducing the main area Syllabus
of focus for the semester – The Representation and Commemoration of the Past. electronically/handout
Briefly go through with students the intended focus of the study and content points
 Worksheet ‘Key terms’
to be addressed within this unit. Teacher is to further introduce to students that the
study of the representation and commemoration of the past will be developed
around understanding the Australian War Memorial through a close analysis on
what history is missing – focus on representation of Indigenous history (Example
Frontier Wars)

 Students to understand the historical inquiry/focus questions for the unit in framing
the topic objectives and purposes. Teacher should highlight that further focus
questions or historical inquiry may be developed by students as the unit progresses.

Worksheet Activity: Key Terms

 Handout worksheet ‘Key terms’ related specifically to the unit for students to
understand and develop knowledge about terminology – Key terms include
Nationalism, Nation Building, Ethics, representation, commemoration,
perspective, significance, historical inquiry and reconciliation.
Discussion/Brainstorm

12
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

 Form a class discussion/brainstorm for students to start thinking and discussing

about the representation of history. Following questions can be used as a guide
to get students actively involved in discussion about the representation of
history. Brainstorm student responses on the board (create mind-map)

1. How is history represented ?

2. How do we know about the past?

3. What do we mean when we say the representation of history?

4. What forms can historical representation take?

5. What is the purpose of historical representation ?

 The public nature of history and the uses of Recap  Worksheet ‘Public
history  Briefly recap with students about their understandings gathered from the History’
previous lesson in relation to the representation of history.  Smartboard
Defining/understanding ‘Public History’
 Computer room/laptops
 Discuss with students what is meant by public history, by providing students
access
with a definition. Worksheet ‘Public history’. Discuss with students how the
term applies to understanding the way history it portrayed within the public  Video: What is public

and how society engages with aspects of history. history

https://www.youtube.co
 How is history represented in the public? (Allow students to think critically)
m/watch?v=0xc4FrN2A
 Understanding public history, should lead discussion into understanding the
Vg
uses of history by questioning students about how history is used in today’s
society. Allow students to think about what significance history has to their
lives currently and what it means to them.

13
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

 Video: ‘What is Public History’- Students can also view this video to develop
greater understanding. Students to watch the video explaining public history
and write down at least three key points to discuss with the class.
Research Activity: How is history represented
 How history is represented through one of  Students are to research in pairs/groups either about a museum, memorial,
the following: memorials, museums, the exhibition, media, film or documentary in Australia or globally. Research
media, film, documentaries and online about how particular forms of representation conveys history to the public.

 Communicate historical understanding, Questions to guide this task include:

using historical knowledge, concepts and - Context/Background information

terms, in forms appropriate to purpose and - Consider what type of history is represented

audience (ACHMH014) - The purpose and significance of its representation and history?
- How is it available to the public?
- Location (where is it)
 Students are to present and discuss their research findings to the class

 The various ways the past is commemorated, Discussion: Commemoration

including the role of key influences, e.g.  Form a class discussion in relation to the aspects related to understanding
nationalism and nation-building commemoration. Ensure students understand what is meant by the term

 Communicate historical understanding, using commemorate and its significance to how it shapes history in the present.

historical knowledge, concepts and terms, in

forms appropriate to purpose and audience  Worksheet ‘Commemoration
(ACHMH014) Activity: Worksheet Commemoration in Australia in Australia’
 Students to identify historical events that are commemorated in Australia
today: Students are to discuss the following aspects:

14
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

1. Discussion about why it is commemorated and its purpose  Access to computer

2. How is the event or individual commemorated ? Explain room/laptop
3. What particular date/day is it commemorated?
4. Important/interesting facts about the commemoration
 Students are then to discuss with the class what specific commemorations in
Australia they investigated

Class Debate: Representation & Commemoration

 Students to participate in a class debate addressing if they think that other  Whiteboard/markers
events in history need to be represented and commemorated (Form two sides
yes/no). Divide board into two sides (Yes/No). Students write up their points
and discuss with the class: The following can be used as guidance to lead
debate and get students started:
- Students to discuss why it should be represented and commemorated
- Provide at least three main points about its significance
- Consider its purpose to Australian History
- Consider thinking about aspects that are missing from commemorations
that take place within Australia
- What should be commemorated In Australia ? Included in the
representation of history about Australia

 How history is represented through one of Introduction: Australian War Memorial  Worksheet ‘The Australian
the following: memorials, museums, the  Students to undertake research about the Australian War Memorial in War Memorial’
media, film, documentaries and online understanding its significance in representing history. Students are to work in pairs (Professional Resource 1)

15
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

and conduct research about the Australian War Memorial by addressing  Assess to computer
activities/questions highlighted on their research task worksheet ‘The Australian room/laptops
War Memorial’.

 Following their research class discussion to take place in understanding the

Australian War Memorial in terms of its significance and representation of history.
Students should discuss their findings with the class and develop knowledge about
what history is represented at the memorial. Discussion about the representation of
war and its significance in understanding Australian history.

 Students can also watch the two videos to provide an understanding into how
events are represented and commemorated at the Australian War Memorial to  Smartboard

further develop their knowledge about its significance and purpose. Ask students to  Video: Australian War
write down points about what is represented in the videos. Follow through with a Memorial Canberra
discussion and ask students to think about the following https://www.youtube.com/w
- What are some essential key points we can take from these videos in atch?v=8UDXfrKv7f8
understanding about the Australian War Memorial?

- What did you expect to see in the video ?  Video: Australian War

 The need for critical analysis of Memorial: 2018 A Year in

- Do you think some parts of Australian history is missing from the
representations of the past and historical Review
Australian War Memorial? Explain?
methods that can be used for this purpose https://www.youtube.com/watch
Form critical thinking with students in understanding the representation of history at
?v=d5qmnOBEdss
the Australian War Memorial. Through the research task students should have an
understanding about what particular events the Australian War Memorial represents to

16
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 1

the public. Form discussion with students in relation to what aspects of history may not
be covered or given attention.

Content Teaching and learning strategies Resources

Week 2

 The need for critical analysis of Recap: Australian War Memorial

representations of the past and historical  Recap with students about their knowledge and understanding associated with
methods that can be used for this purpose the Australian War Memorial. Ask students key aspects to what is represented
at the memorial and discussion around critically thinking about what has not
been represented.

Introduction to Frontier/Colonial history

 Introduce students to Frontier wars by showcasing to students the two videos
to build understanding about context and background. After watching the  Video: Frontier War 1792

videos form discussion about what students think in relation to Australia’s https://www.sbs.com.au/ondema
representation of the past: nd/video/631657539711/frontier-

- Ask students if they know about this history? war-1792

- Why has such a significant part of Australian history not been represented
at the Australian War Memorial
 Video: Remembering the
- What other learnings can we take from these videos ?
Frontier Wars – A David
Article Reading & Comprehension: Paul Daley Bradbury Film

17
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content
Week 2
 The need for critical analysis of
representations of the past and historical
methods that can be used for this purpose
 Communicate historical understanding, using
historical knowledge, concepts and terms, in
forms appropriate to purpose and audience
(ACHMH014)
 The need for critical analysis of
representations of the past and historical
methods that can be used for this purpose
 Analyse and evaluate contested
interpretations and representations of the
past
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
 Frontier and colonial history have been argued by critics and academics as a https://www.youtube.com/watch?
significant historical event missing from Australia’s representation of the past v=j2Z7QgMBAqI
especially in relation to the Australian War Memorial. Handout to students the
Article ‘Why does the Australian War Memorial ignore the frontier war’ by
Paul Daley. Read as a class and ask students to answer the comprehension  Article: Why does The
questions. Go through as a class once students’ have finished Australian War Memorial
 Following reading and comprehension of the article form a discussion with the Ignore the frontier war
class about what they think about Paul Daley’s argument. Ask students to https://www.theguardian.co
reflect on his argument and discuss if they agree or disagree? . Further prompt m/world/2013/sep/12/australi
discussion by allowing them to explain why they agree or disagree. an-war-memorial-ignores-
frontier-war
 Worksheet: Article
comprehension questions
(Professional resource 2)
Ted Talk by David Hunt  Smartboard
 Students to watch Ted talk by David Hunt on ‘The art of forgetting Australians  Ted Talk by David Hunt
and their History’. Students to watch the whole video and actively dot down ‘The Art of forgetting
essential points that David Hunt raises. Australians and their history’
 Following the video students are to engage in a critical class discussion about
https://tedxsydney.com/talk/tedx
some essential points raised by David Hunt’s Ted Talk. Prompt students to
sydney-david-hunt/
think about his arguments made and form discussion around if they agree or
18
Content Teaching and learning strategies Resources
Week 2

disagree and explain why. Brainstorm student responses on the board for class  Whiteboard/Markers
to create a mind-map of ideas.

Comparison Activity: Paul Daley & David Hunt  Worksheet ‘Comparison:

 Handout worksheet ‘Comparison: Paul Daley & David Hunt’- students are to Paul Daley & David Hunt
fill out the table on the worksheet in relation to comparison of ideas between
both individuals. Students to think about the similarities and differences
presented in relation to understanding Australian’s representation of history.
 Form a whole class discussion by allowing students to explain the comparisons
they have made.

 Explain the meaning and value of sources
for an historical inquiry (ACHM007,
ACHM009)
Developing further knowledge about the Frontier War  Source Analysis Activity
Activity Source Analysis
 Students are to undertake an activity on analysing sources to understand about
the frontier war. Students will be given a range of sources depicting Indigenous
history and culture. The source activity consists of students building
understanding, considering the usefulness and reliability, along with
developing knowledge about the past. Students are to consider if the sources
presented can assist in further building historical inquiry into the topic.
 Prompt discussion and critical thinking by considering the following questions:
- What do the sources tell us about Indigenous history ?
- How useful and reliable is it in developing knowledge about the past?
- Which one of the sources would you represent to the public? Why

19
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content
Week 2
 Form judgments about historical
significance, recognising that significance
may be attributed for different purposes
 Use evidence from a range of sources to
inform investigation and research
(ACHMH005)
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
Interactive Activity: Frontier War  As the toll of Australia’s
 Students are to undertake an interactive task by investigating the massacres Frontier brutality keeps
that occurred around Australia by visiting the links provides and identifying climbing, truth telling is long
the killings associated in each state. Before undertaking this activity ensure that overdue:https://www.theguar
students are aware of the following: dian.com/australia-
“ The historical reproduced here use archaic terms that are offensive, and the news/2019/mar/04/as-the-
themes and content within will be distressing”. toll-of-australias-frontier-
 This interactive map gives students understanding about the killing of brutality-keeps-climbing-
Indigenous people during the frontier wars. Students reflect on the numbers truth-telling-is-long-overdue
and massacres that occurred. Discuss with students what they think about these  The killing times the
killings by considering the following question massacres of Aboriginal
- Do you think that the frontier wars have not been represented enough to people Australia must
Australia ? explain why/why not confront:
https://www.theguardian.co
m/australia-
news/2019/mar/04/the-
killing-times-the-massacres-
of-aboriginal-people-
australia-must-confront
 The Killing Time
https://www.theguardian.co
Article: Paul Daley – ‘Australia’s frontier war killings still conveniently escape m/australia-news/ng-
official memory’ interactive/2019/mar/04/mas
20
Content
Week 2
 The need for critical analysis of
representations of the past and historical
methods that can be used for this purpose
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
 Students are to read and discuss the following article by Paul Daley in relation sacre-map-australia-the-
to making comparison with the Myall creek massacre. Students to discuss and killing-times-frontier-wars
also consider some research in relation to the Myall creek massacre. Students  Australia’s frontier war
can watch the video: Reconciling murder: The Myall Creek massacre. Form killings still conveniently
discussion about what the video highlights about commemoration. escape official
memory:https://www.theguar
dian.com/australia-
news/postcolonial-
blog/2018/jun/08/australias-
frontier-war-killings-still-
conveniently-escape-official-
memory
 Reconciling murder: The
Myall Creek Massacre:
https://www.youtube.com/wa
tch?v=-kBtlqpRceU
21
Content
Week 3
Activity: Question/Answer (Topic Review/recap)
 How history is represented through one of
the following: memorials, museums, the
media, film, documentaries and online
 The need for critical analysis of
representations of the past and historical
methods that can be used for this purpose
 Communicate historical knowledge,
concepts and terms, in forms appropriate to
purpose and audience
 The various ways the past is commemorated,
including the role of key influences, e.g.
Nationalism and nation building
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
 Whiteboard/Markers
 Reflecting on students’ learnings undertaken in critical discussion about the
representation of history. Students are to answer the following questions  Worksheet ‘Topic
related to the Australian War Memorial and frontier war understanding. review/recap questions’
Handout worksheet ‘Topic review/recap questions. Students are to write full
responses to these questions and hand in for feedback and marking
1. What would be some possible reasons as to why the Frontier War has not been
represented ?
2. Who do you think is responsible for this lack of representation, especially the
at the Australian War Memorial?
3. Explain if you think enough has been done to represent Indigenous history?
4. What are some of the debates that authors, critics and historians have argued
about in relation to representation of Indigenous history?
5. How do we know what is more significant or less ? who decides?
6. Consider if movement towards reconciliation has been achieved or limited due
factors associated with the representation of Indigenous history at the
Australian War Memorial
22
Content
Week 3
 How history is represented through one of
the following: memorials, museums, the
media, film, documentaries and online
 The need for critical analysis of
representations of the past and historical
methods that can be used for this purpose
 Communicate historical knowledge,
concepts and terms, in forms appropriate to
purpose and audience
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
Reflecting on debates about the Australian War Memorial Development and  Article: War memorial
expansion issues expansion should include
 Students are to engage in understanding controversies surrounding the Aboriginal fighters:
Australian War Memorial in relation to its expansion and developmental historian:
aspects recently portrayed in media reports by authors, critics and historians. https://www.canberratim
Handout to students the articles and ask students to read and write three main es.com.au/national/act/w
points from each article and explain why they think it is important in relation to ar-memorial-expansion-
understanding the articles opinion/view. Following the reading task go through should-include-
as a whole class and engage students in discussion about what they thought aboriginal-fighters-
about the articles and Australian War Memorial. historian-20181105-
Video: The Drum ABC- Critical discussion p50e16.html
 Student to watch a video discussing the Australian War Memorial Expansion
(The Drum ABC). Students to write down key points from the discussion while  Article: $500 million
actively watching the video. Perform a class discussion about what arguments war memorial upgrade
and key points where presented within the topic discussion. should recognise
Class debate : For/Against unspoken
 Students are to engage in a class debate by dividing the class up into two sides conflicts:https://www.sm
with those being either for the development of the Australian War Memorial h.com.au/national/500-
and those against the development of the Australian War Memorial. Students million-war-memorial-
are to come up with at least four strong and logical points to address and upgrade-should-
provide reason to their argument. recognise-unspoken-
conflicts-20190328-
p518nz.html
23
Content Teaching and learning strategies Resources
Week 3

 Article/Video:
Underground war
memorial expansion
tipped to top 500
million:https://www.abc.
net.au/news/2018-04-
07/underground-war-
memorial-expansion-
tipped-to-top-500-
million/9627910

 Video: The Drum ABC

(Play Video from 14:39-
28:
https://www.abc.net.au/n
ews/2018-11-01/the-
drum-thursday-
november-1/10457944

 How history is represented through one of
the following: memorials, museums, the
media, film, documentaries and online
Critical Analysis – opinions/debates – Questioning Ethics of the Australian War  Article: Should arms
Memorial dealers really be funding
 Students build further understanding about the Australian War Memorial the Australian War
through raising ethical questions/discussion. Students reflect on articles and Memorial:
https://www.smh.com.au

24
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 3

 The need for critical analysis of media reports that bring attention to the development and funding aspects of /politics/federal/should-
representations of the past and historical the Australian War Memorial. arms-dealers-really-be-
methods that can be used for this purpose  Students are to watch videos and read the articles to engage in a critical funding-the-australian-

discussion about considering the ethics of the Australian War Memorial. Hand war-memorial-

 Communicate historical knowledge, out the articles and read with students and discuss the main points raised within 20180608-p4zkch.html

concepts and terms, in forms appropriate to these discussions. Students to Watch (The Drum ABC) that reflects on The  Article: Merchants of
purpose and audience Australian War Memorial operations with a discussion on how weapon death should not be
manufactures are funding the memorial. Questions to prompt discussion funding Australian War
include: Memorial:

- What are some issues that can be raised from The Australian War https://www.smh.com.au
 Identify and analyse the varying causes and
Memorial being funded through weapon manufacturers ? /national/merchants-of-
effects of events and developments in order
death-should-not-be-
to construct historical arguments - What arguments are raised within the video?
funding-australian-war-
(ACHMH001 - What are your thoughts? Does it make you question the authenticity of the
memorial-20181104-
memorial ?
p50dxs.html
- How does it hinder the representation of history?
 Article: Manufacture,
 Introduce students to the Medical association for the prevention of war and sell deploy,
discuss particular aspects of this website/association. Form discussion about commemorate – is this
what is being done to oppose weapon manufactures in being essential funders how we should
of The Australian War Memorial. memorialise
war:https://www.theguar
dian.com/australia-
news/postcolonial-

25
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 3

blog/2018/may/23/manuf
acture-sell-deploy-
commemorate-is-this-
how-we-should-
memorialise-war

 The Drum ABC:

https://www.abc.net.au/n
ews/2018-05-22/the-
drum-tuesday-may-
22/9788900

 Article: Green oppose

war memorial expansion
promises to ban weapon
donations:https://www.c
anberratimes.com.au/nati
onal/act/greens-oppose-
war-memorial-
expansion-promises-to-
ban-weapon-donations-
20190329-p518x6.html

 Medical Association for

prevention of war

26
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content
Week 3
 How history is represented through one of
the following: memorials, museums, the
media, film, documentaries and online
 The various ways the past is
commemorated, including the role of key
influences, e.g. Nationalism and nation-
building
 Communicate historical understanding,
using historical knowledge, concepts and
terms, in forms appropriate to purpose and
audience (ACHMH014)
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
(Australia):https://www.
mapw.org.au/
Australian War Memorial : What has been included/ progress  Article: Australian War
 Students to investigate articles about what has been included or what progress Memorial Sculpture reflects
has been made in relation to the recognition of Indigenous history. Students to on Indigenous service
refer to various articles and read into what has been commemorated. https://www.canberratimes.c
om.au/national/act/australian
Group Task: Poster -war-memorial-sculpture-
 Student to work in groups to present an argument if enough has been done to reflects-on-indigenous-
represent Indigenous history such as the frontier wars by looking at these service-20190328-
articles. Students to construct a poster advocating their decision or stance on p518k4.html
the recognition of Indigenous History. Students are required to further  Article: Australian War
investigate research on their decision. Once posters are finished students to Memorial dedicates new
engage in a class presentation. monument to Indigenous
soldiers:
https://www.sbs.com.au/nitv/
nitv-
news/article/2019/03/28/aust
ralian-war-memorial-
dedicates-new-monument-
indigenous-soldiers
27
Content Teaching and learning strategies Resources
Week 3

 Article: War Memorial

ceremony recognises
Indigenous Soldiers who
died in first world
war:https://www.theguardian
.com/australia-
news/2015/nov/26/war-
memorial-ceremony-
recognises-indigenous-
soldiers-who-died-in-first-
world-war

 Stephens, David: For Our

Country: Australian War
Memorial sidles a little
closer to a balanced view of
Indigenous
warriors:http://honesthistory.
net.au/wp/stephens-david-
for-our-country-australian-
war-memorial-sidles-a-little-

28
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 3

closer-to-a-balanced-view-
of-indigenous-warriors/

 Computer room/access to
laptop

 Butchers paper/markers

29
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content
Week 4
 The public nature of history and the uses of
history
 How history is represented through ONE
of the following: memorials, museums, the
media, film, documentaries and online
 The public nature of history and the uses of
history
 How history is represented through ONE
of the following: memorials, museums, the
media, film, documentaries and online
 Analyse and evaluate contested
interpretations and representations of the
past
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Teaching and learning strategies Resources
Day Excursion to Canberra: The Australian War Memorial  https://www.awm.gov.a/
 Students are to go on a day excursion to the Australian War Memorial in
Canberra to visit and experience the memorial. Students are to participate in  Australian War
various activities and tours around the memorial to explore. Teachers are to Memorial Excursion
ensure that students take place in this excursion as it will give them broader booklet
understanding in the representation and commemoration of history.
 Students will be given an excursion booklet – to ensure that key notes and
understandings have been grasped. The main aim of the excursion is to
encourage students to understand how history is represented, what is
represented and what is missing. Students are encouraged to take down notes
and essential information for also class use.
Reflection - Australian War Memorial  Reflection Task – Scaffold
 Students are to write a reflection about their experiences at The Australian War (Professional Resource 3)
Memorial. The following can help to guide students’ reflections task:
- How was history represented at the memorial
- What interested you at the memorial (specify)
- What did you learn on the day ? explain
- How did you think the Australian War Memorial represented and
commemorated history? (think about if it lived up to your expectations,
what was missing, what needs to be there, did it exceed your expectations)
30
Content Teaching and learning strategies Resources
Week 4

 Communicate historical understanding, - Any other interesting points you would like to include about your
using historical knowledge, concepts and experience
terms, in forms appropriate to purpose and  Students are to write about 250-500 words, teacher to provide students with a
audience (ACHMH014) scaffold to get students started.

Assessment Task  Handout Assessment Task:

 Analyse and evaluate contested
interpretations and representations of the
past
 Use evidence from a range of sources to
inform investigation and research
 Students are to be given notification about their assessment task. The Representing Indigenous
assessment task is group project-based assessment where students will be History at the Australian
working collaboratively. Students are to design a source, object, painting or War Memorial
any aspect of indigenous history (Frontier/colonial) they would showcase in  Article: Bungaree was the
the Australian War Memorial. Students are to work in groups and through first Australian to
specific class time work towards their project. Students will present their circumnavigate the
source during week 9-10 of the term. continent, but his less well
 Discuss with students and questions and explain the assessment task, students known than Mathew
are encouraged to from groups in this lesson. Teacher to write down names of Flinders:https://www.abc.n
groups. et.au/news/2019-01-

Frontier War 25/bungaree-australian-

 Introduce students to sources and more contextual information about the circumnavigate-country-

frontier war throughout the next few lessons for students to gain ideas and matthew-

understanding. flinders/10749476?pfmredi
r=sm&sf206575992=1

31
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 4

 Jandamarra’s war
https://www.youtube.com/
watch?v=cXejE5DXR9E
 Website: Australian
Frontier Conflicts
https://australianfrontiercon
flicts.com.au/aboriginal-
and-torres-strait-islander-
warriors/

 Analyse and evaluate contested Working with groups for assessment task  Australian Frontier Conflicts:
interpretations and representations of the  Students are to focus on brainstorming their ideas about the assessment task https://australianfrontierconfl
past with their groups. Students are encouraged to consult with their teacher before icts.com.au/timeline-of-
starting to design their source. australian-frontier-conflicts/

 Use evidence from a range of sources to  8 War Heroes you didn’t

 Students will be booked in for the computer lab to undertake research and gain learn about in school:
inform investigation and research
ideas. Direct students to these specific sites to investigate the images presented https://www.sbs.com.au/nitv/
in order to gain ideas and learn about significant parts of frontier history. article/2016/04/21/8-war-
heroes-you-didnt-learn-
about-school

 What was the Myall creek

massacre:
https://www.sbs.com.au/nitv/

32
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Content Teaching and learning strategies Resources
Week 4

explainer/explainer-what-
was-myall-creek-massacre

33
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2019
Resource 1

The Australian War Memorial

Research Task: Answer the following questions by
conducting some research on the Australian War
Memorial

Name:
1. When was the Australian War Memorial

established?

2. Where is it located?

3. Why is the memorial significant and what is its main purpose ?

4. What are some of the events or ceremonies that take place at the memorial?

(Describe these events)

5. What does the memorial tell us about history?

6. What use is the memorial to the public? (Consider educational use, tourist, historical)

7. What are some of the major/significant elements of the Memorial

- Building features

- Exhibitions and galleries

34
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Resource 2

Paul Daley ‘Why does the Australian War Memorial Ignore the frontier war?

Comprehension Questions

Refer to the Article handout written by Paul Daley and answer the following questions

1. How much money does Daley highlight that is to be spent on the memorials upgrade

and why?

2. According to Daley what part of Australian History has not been given importance?

3. How many Indigenous Australians have been estimated to have died because of

Australian Military regiments, police forces and settlers?

4. How does Daley describe the debates over the past few years associated with the

limited representation of the frontier war ?

35
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
5. What word is used to describe Brendon Nelson ? What does this tell us about aspects

of moving towards reconciliation? Explain?

6. How does Daley describe the memorial and its brief representations?

7. Do you agree or disagree with Daley’s arguments put forward in the article? Explain

your answer

8. What do you think about the representation of Indigenous history within the public?

36
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Resource 3 Reflection Task
Write a reflection about your experience at the Australian War Memorial. Write about 250-
500 words. Consider the following points to help you.
 How was history represented at the memorial

 What interested you at the memorial (specify)

 What did you learn on the day ? explain

 How did you think the Australian War Memorial represented and commemorated

history? (think about if it lived up to your expectations, what was missing, what

needs to be there, did it exceed your expectations)

 Any other interesting points you would like to include about your

37
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Reflection Scaffold
- The following is a brief paragraph to guide you in how you might address your
reflection task

The visit to the Australian War Memorial in Canberra was definitely exciting and

knowledgeable. Exploring and learning about the memorial definitely provided a whole new

perspective and approach in understanding how history is represented and commemorated.

Reflecting back on the excursion I was definitely interested and intrigued by the

commemorative area. This area definitely allowed me to reflect on Australian history but also

to remember those who have fought for our freedom. Another area which I found very

interesting was the roll of honour, where all members of the Australian Armed Forces who

took part in war service are listed. It was definitely eye opening to reflect on these names

and it made me realise how much service men and women have done for our freedom.

Furthermore, the Australian War Memorial made me think about how history has been

represented to the public and commemorated. It also made me reflect on thinking is there

something missing at the Australian War Memorial? Learning about the frontier wars and not

seeing much portrayal of Indigenous history, definitely has made me question and be critical

to how history is represented to the public and the commemorations that take place. The

excursion was definitely a great experience in providing new perspectives and being able to

see the representations and commemoration of history through a new lens.

38
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
 Critical Discussion

The NSW Modern History syllabus for stage six learners enacts a well-developed course content and

outcomes that provides various opportunities for students to understand the complexities of modern history.

In recent times the NSW Modern History syllabus has undergone some significant changes to ensure depth

and the critical understanding of history (Robinson & Armitage, 2017). The NSW Modern History syllabus

seeks to “stimulate students’ curiosity and imagination” about how historical developments have defined the

modern world (NESA, 2017, p.9). Keeping these aspects in mind from the syllabus the unit of work has been

developed to engage students in year eleven, by presenting a topic that is controversial. The unit of work has

been developed around the controversial debates and discussion in relation to the Australian War Memorial.

The title for the unit is the ‘Australian War Memorial, what is missing’, which is aligned with the syllabus

requirements of teaching The Nature of Modern History through the Representation and Commemoration of

the Past (NESA, 2017).

The unit has been developed around the Australian War Memorial to present students with opportunities to

engage in historical inquiry processes. Historical inquiry has been a framework utilised to construct the basis

of this units focus. Historical inquiry has been developed around understanding the representation of history

at the Australian War Memorial. Inquiry processes have been used to depict and critically examine what

parts of history is missing at the memorial. The unit reflects on the frontier war to demonstrate how

significant parts of Australian history have not been portrayed at the Australian War Memorial. Therefore,

the processes of inquiry have been utilised to ensure that understanding around how history is represented,

ethical considerations and debates about the expansion and development of the memorial. It is argued by

Wright & Endacott (2017) that the use of historical inquiry in teaching the history syllabus within the

classroom allows students to be active citizens. This is depicted in the NSW Modern History syllabus which

highlights that “students are to develop transferable skills associated with the process of historical inquiry”

along with applying knowledge about “active and informed citizenship” (NESA, 2017, p.9).

39
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Furthermore, it is important to recognise that developing inquiry-based learning allows students to be

engaged in lesson content and allows curiosity to form about topics associated within the history class

(David Nally, 2016; NESA,2017). Nally (2016) argues that inquiry-based learning engages students to

question, problem-solve and develop empathy. These aspects relate to the NSW Modern History syllabus

which relates to the depiction of teaching students “transferable skills” within the process of inquiry (NESA,

2017).

Furthermore, the unit outline has incorporated the aspects of collaboration to enhance senior students’

engagement and interest within the Modern History course. Barfield (2016) highlights that collaborative

learning takes place through many forms of dialogue and peer-interaction, which assist in the overall growth

of learning for all students. The unit has incorporated an overall collaborative approach through wide range

of class discussions, debates and project-based assessment task. The assessment task in particular aligns with

the syllabus as it caters to allow students to be “lifelong learners” (NESA, 2017,p.9). The assessment task

allows students to work in groups with other peers in collaboratively discussing their ideas. Formative and

summative assessment tasks have been integrated within the unit to understand if gaps exist in students’

knowledge (Black & William, 2018). Black & William (2018) identify that assessment practices are

essential aspect in terms of how curriculum and pedagogical approaches are developed. Furthermore, the

aspects of the unit undertake the pedagogical strategy of collaboration to ensure that a positive learning

environment is developed. Positive learning environments allows learners to be engaged within the content

and material presented in class (Barfield, 2016).

The unit further aligns with the syllabus requirements of ensuring that critical skills for students are

thoroughly developed. The NSW Modern History syllabus demonstrates the complexities of the modern

world and its construction and representation. It is important that as history teachers the development of

lessons focus on building students’ critical skills in being able to comprehend, evaluate, synthesis and

analyse the process of

40
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
inquiry (Nally, 2016; NESA, 2017; Janks, 2014). Critical literacy has been integrated within the unit through

ensuring that students develop understanding of articles and relevant arguments presented by critics, authors

and historians, specifically related to the Australian war Memorial. Furthermore, students are encouraged to

participate in class debates to ensure that they present their views and opinions in being able to think

creatively. Furthermore, the aspects of critical literacy align with the syllabus intent of being able to develop

student’s curiosity and imagination with understanding the complexities of modern history (NESA, 2017).

The unit has been designed to ensure that senior students in the modern history course are engaged and

interested with syllabus content but also pedagogical approaches. Firstly, the topic with the ‘Australian War

Memorial, what is missing?’ has been developed due to highly controversial debates and discussions that

have been presented to the public. Furthermore, this topic is also highly relevant to students as it allows

students to be critical thinkers in evaluating how history is represented and commemorated within the public.

Students learn how the representation of history takes many forms and reflect on what history might be

missing from the public. Considering these factors engagement has been developed through the

incorporation of utilising Information and Communication Technology (ICT) as an essential resource factor

for the entire unit. Students are presented with wide range of videos and ICT task that enables them to be

engaged within the lesson content. The use of technology as an essential resource has been influenced by the

SAMR model (Substitution, Augmentation, modification and redefinition) model to transform students

learning along with equipping essential critical skills (Schrock, 2013). Furthermore, the use of ICT also

aligns with the syllabus requirements of integrating general capabilities

The integration of general capabilities has also been developed through particular lessons with an interactive

website, where students study a map of Australia that provides numerical data in relation to killings

associated with the frontier wars (The Killing Times, 2019). This builds on students developing their skills

in ICT but also integrates aspects of numeracy. Furthermore, the unit has been developed through a sequence

by firstly providing an introduction to the unit, followed by contextual information about the frontier war,

then discussion on the Australian War Memorial and its controversies. To conclude, the unit has been
41
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
developed to ensure that students engage and build curiosity and around the complexities with understanding

how history is represented and commemorated. The unit outline has intended to create high levels of

engagement by creating a unit of work that is relevant, which allows students to think critically.

References
Barfield, A. (2016). Collaboration. Elt Journal, 70 (2), 222-224.

42
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019
Black, P. & Wiliam, D. (2018). Classroom assessment and pedagogy, Assessment in Education.

Principles, Policy & Practice, 1-25. doi: 10.1080/0969594X.2018.1441807

Janks, H. (2014). Critical Literacy's Ongoing Importance for Education. Journal of Adolescent & Adult

Literacy, 57 (5), 349-356. doi:10.1002/jaal.260

Kathy Schrock’s Guide to Everything. (2013). SAMR and Bloom’s. Retrieved from

http://www.schrockguide.net/samr.html

Nally, David. (2016). Curiouser and curiouser : Using overviews to cultivate inquiry. Teaching History, 50

(4), 4-7.

NSW Education Standards Authority. (2017). Stage 6 Modern History Syllabus. Retrieved from

https://syllabus.nesa.nsw.edu.au/download/

Robinson, N. & Armitage, R. (2017). New South Wales HSC syllabus gets overhaul with more complex

topic. Retrieved from https://www.abc.net.au/news/2017-02-21/nsw-hsc-syllabus-gets-radical-

overhaul-year-12-teaching-changes/8288000

The Killing Times. (2019). Interactive Map of sites. Retrieved from

https://www.theguardian.com/australia-news/ng-interactive/2019/mar/04/massacre-map-australia-

the-killing-times-frontier-wars

Wright, & Endacott. (2016). Historical inquiry and the limitations of the common core state standards. The

Journal of Social Studies Research, 40 (4), 309-324 http://dx.doi.org/10.1016/j.jssr.2015.07.003

43
This unit of work was written by Jyotishna Priya Sen 18335620 for the course Secondary Curriculum at Western Sydney
University in Semester 1, 2019