inspiring with humanities education

8/7/2019 Inspiring With Humanities Education

1/123


2/123

2

WELCOME! Before We Start:


3/123

3

The Aims of the Day:1.Our Challenge:

Humanities Under Threat. The BraveNew World!

The Case for Humanities. The Fight Back.3. Effective Humanities Teaching

and Practical Ideas.4. Questions and Answers.


4/123

4


5/123

5

Our Challenge!Humanities Under Threat.


6/123

6

AS IF!!?TECHNOFEAR!

WHO ARE THEY KIDDING?A NEW PARADIGM orJUST a NEW

TOOL?

TECHNOLOGY, CHANGE and CONTINUITY
http://listverse.com/wp-content/uploads/2007/10/main-farnsworth.jpg


7/123

7


OR is it that

THE MORE THINGSCHANGE, THE MORETHEY STAY THE

SAME?


8/123

8


OR is CONTINUITY MORE

IMPORTANT?


9/123

9


if Grog the caveman was defrosted, he could be taught to

text, burn DVDs and set up a Facebook account!


10/123

10


what it means to be human has

not essentially changed

throughout the years. If changeoutpaces this continuity toomuch, then society and peoplebecome dysfunctional and

alienated. We have to keep inmind what is important to us ashuman beings.

DYSFUNCTION

ALIENATIONor

CONTINUITY


11/123

11

THEN AGAIN, I could be WRONG.

Plenty of People have underestimated theimpact of technology on change over the

years. But maybe we have still lost sight of

what is really important.



12/123

12


otherwise, we head towards

FUTURE SHOCK!


13/123

13

Throughout history mankind has been

making predictions of the future. With theadvent of technology, the predictionsmoved away from religious topics to

scientific and technological.Here is a selection of the 30 best.



14/123

14

1. There is no reason anyone would want a

computer in their home. Ken Olson, president, chairman and founder of Digital Equipment Corp.

(DEC), maker of big business mainframe computers, arguing againstthe PC in 1977.

2. We will never make a 32 bit operating system. Bill Gates


15/123

15

3. Lee DeForest has said in many newspapers

and that it would be possible to transmit thehuman voice across the Atlantic before manyyears. Based on these absurd and deliberatelymisleading statements, the misguided public

has been persuaded to purchase stock in hiscompany

a U.S. District Attorney, prosecuting American inventor LeeDeForest for selling stock fraudulently through the mail for hisRadio Telephone Company in 1913.


16/123

16

4. There is practically no chance communications

space satellites will be used to provide better

telephone, telegraph, television, or radio serviceinside the United States.

T. Craven, FCC Commissioner, in 1961 (the first commercialcommunications satellite went into service in 1965).

5. To place a man in a multi-stage rocket and projecthim into the controlling gravitational field of themoon where the passengers can make scientificobservations, perhaps land alive, and then return toearth - all that constitutes a wild dream worthy ofJules Verne. I am bold enough to say that such aman-made voyage will never occur regardless of allfuture advances.

Lee DeForest, American radio pioneer and inventor of the vacuum tube,in 1926


17/123

17

6. A rocket will never be able to leave the Earths

atmosphere. New York Times, 1936.

7. Flight by machines heavier than air is unpractical

(sic) and insignificant, if not utterly impossible. -Simon Newcomb; The Wright Brothers flew at Kittyhawk 18 monthslater.

8. Heavier-than-air flying machines are impossible. Lord Kelvin, British mathematician and physicist, president ofthe British Royal Society, 1895.

9. There will never be a bigger plane built. A Boeing engineer, after the first flight of the 247,a twin engine plane that holds ten people
http://listverse.com/wp-content/uploads/2007/10/3292-train-1020.jpg


18/123

18

10. Nuclear-powered vacuum cleaners will probablybe a reality in 10 years. Alex Lewyt, president of vacuum cleaner company Lewyt Corp., in the

New York Times in 1955.

11. This is the biggest fool thing we have ever done.The bomb will never go off, and I speak as an expertin explosives.

Admiral William D. Leahy, Chief of Staff to the Commander in Chief of theArmy and Navy during World War II, advising President Truman onthe atomic bomb, 1945.[6] Leahy admitted the error five years later in

his memoirs


19/123

19

12. The energy produced by the breaking down of

the atom is a very poor kind of thing. Anyone who

expects a source of power from the transformationof these atoms is talking moonshine. ErnestRutherford, shortly after splitting the atom for the first time.

13. There is not the slightest indication that nuclear

energy will ever be obtainable. It would mean thatthe atom would have to be shattered at will. Albert Einstein, 1932

14. The cinema is little more than a fad.

Its canned drama. What audiences reallywant to see is flesh and blood on thestage.Charlie Chaplin, actor, producer, director, and studio founder, 1916
http://media.fastclick.net/w/click.here?sid=38677&m=6&c=1


20/123

20

15. The horse is here to stay

but the automobile is only a novelty - a fad. The president of the Michigan Savings Bank advising Henry Fords lawyer,

Horace Rackham, not to invest in the Ford Motor Co., 1903

16. The Americans have need of the telephone, but wedo not. We have plenty of messenger boys.

Sir William Preece, Chief Engineer, British Post Office, 1878.

17. This telephone has too many shortcomings to beseriously considered as a means of communication.The device is inherently of no value to us.

A memo at Western Union, 1878 (or 1876).
http://listverse.com/wp-content/uploads/2007/10/light.png


21/123

21

18. The world potential market for copying machines

is 5000 at most. IBM, to the eventual founders of Xerox, saying the photocopier had no

market large enough to justify production, 1959.

19. I must confess that my imagination refuses to

see any sort of submarine doing anything but

suffocating its crew and floundering at sea. HG Wells, British novelist, in 1901.

20. X-rays will prove to be a hoax. Lord Kelvin, President of the Royal Society, 1883.

21. The idea that cavalry will be replaced by these

iron coaches is absurd. It is little short oftreasonous.

Comment of Aide-de-camp to Field Marshal Haig, at tank demonstration,

1916.


22/123

22

22. How, sir, would you make a ship sail against the

wind and currents by lighting a bonfire under her

deck? I pray you, excuse me, I have not the time tolisten to such nonsense. Napoleon Bonaparte, when told of Robert Fultons steamboat, 1800s.

23. Fooling around with alternating current is just a

waste of time. Nobody will use it, ever. Thomas Edison, American inventor, 1889 (Edison often ridiculed thearguments of competitor George Westinghouse for AC power).

24. Home Taping Is Killing Music A 1980s campaign by the BPI, claiming that people recording music

off the radio onto cassette would destroy the music industry.

25. Television wont last.

Its a flash in the pan. Mary Somerville, pioneer of radio educational broadcasts, 1948.


23/123

23

26. [Television] wont be able to hold on to any market

it captures after the first six months. People will soonget tired of staring at a plywood box every night.

Darryl Zanuck, movie producer, 20th Century Fox, 1946.

27. When the Paris Exhibition [of 1878] closes,

electric light will close with it and no more willbe heard of it. Oxford professor Erasmus Wilson

28. Dear Mr. President: The canal system of thiscountry is being threatened by a new form of

transportation known as railroads As you maywell know, Mr. President, railroad carriages are

pulled at the enormous speed of 15 miles per hour byengines which,


24/123

24

in addition to endangering life and limb ofpassengers, roar and snort their way through the

countryside, setting fire to crops, scaring thelivestock and frightening women and children.The Almighty certainly never intended that peopleshould travel at such breakneck speed.

Martin Van Buren, Governor of New York, 1830(?).

29. Rail travel at high speed is not possible

because passengers, unable to breathe, woulddie of asphyxia.

Dr Dionysys Larder (1793-1859), professor ofNatural Philosophy and Astronomy,University College London.


25/123

25

30. The wireless music box has no imaginable

commercial value. Who would pay for a messagesent to no one in particular? Associates of DavidSarnoff responding to the latters call for investment in the radio

in 1921.

This article is licensed under the GFDL. It uses material from theWikipedia article: Failed Predictions
http://listverse.com/fdl.txthttp://en.wikipedia.org/wiki/Failed_predictionshttp://listverse.com/wp-content/uploads/2007/10/3292-train-1020.jpghttp://en.wikipedia.org/wiki/Failed_predictionshttp://listverse.com/fdl.txt


26/123

26

Predicting Technology


27/123

27

Subvert the Paradigm.


28/123

28



29/123

29



30/123

30

Changing History: Wikipedia


31/123

31

The Case for Humanities..

The only possible basis for a sound morality is mutualtolerance and respect: tolerance of one anothers customsand opinions; respect for one anothers rights and feelings;

awareness of one anothers needs.

A J Ayer, 19101989, Philosopher

A man's ethical behaviour should be based effectually onsympathy, education, and social ties; no religious basis is

necessary. Man would indeed be in a poor way if he had tobe restrained by fear of punishment and hope of rewardafter death.

Albert Einstein, 18791955, physicist.


32/123

32

Those who forget good and evil and seek only to know the

facts are more likely to achieve good than those who viewthe world through the distorting medium of their owndesires.

Bertrand Russell, 18721970, philosopher, mathematician, social reformer

and pacifist.

Sin lies only in hurting other people unnecessarily. All other'sins' are invented nonsense.

Robert Heinlein, 19071988, novelist.


33/123

33

Toleration is the best religion.

Victor Hugo, 18021885 poet, playwright, novelist, essayist.

Live so that you wouldn't be ashamed to sell the familyparrot to the town gossip.

Will Rogers, 18791935, Cherokee-American actor, comedian, socialcommentator.


34/123

34

A Humanist Code of Ethics

Do no harm to the earth, she is your mother.Being is more important than having.Never promote yourself at another's expense.Hold life sacred; treat it with reverence.

Allow each person the dignity of his or her labour.Open your home to the wayfarer.Be ready to receive your deepest dreams;sometimes they are the speech of unblighted conscience.Always make restitutions to the ones you have harmed.Never think less of yourself than you are.Never think that you are more than another.

Arthur Dobrin, Professor of Humanities


35/123

35


36/123

36

RESPECT and PERSONAL BEST

EMPATHY

VALUES

SENSE OF BELONGING

CULTURAL LITERACY

UNDERSTANDING CHANGE and CONTINUITY

CREATIVITY

SELF-ESTEEM & SUCCESS

LITERACY SKILLS & CRITICAL THINKING

PASSION

CURIOSITY


37/123

37

Humanities Under Threat.


38/123

38

Humanities Under Threat.

The Challenge.


39/123

39

The Challenge.


40/123

40

The Challenge.

'This School is Crap!" A contemporary educational fable.

Once upon a time there was a girl whose name was, let's say Kate, forargument's sake.

When she was in Year 7, her teachers gave her careful instruction about howshe should do her work, but Kate didn't listen. When she made mistakes, herteachers patiently corrected her, but Kate paid no attention. Instead, she listened

to her iPod and thought about how much she liked horses. As a result, Kate'swork got no better - but she was promoted anyway.When she was in Year 8, Kate's teachers gave her careful instruction about

how she should do her work, but Kate didn't listen. When she made mistakes,her teachers patiently corrected her, but Kate paid no attention. Instead, shelistened to her iPod and wrote her friends' birthdays in her diary. As a result,

Kate's work got no better - but she was promoted anyway.When she was in Year 9, Kate's teachers gave her careful instruction about

how she should do her work, but Kate didn't listen. When she made mistakes,her teachers patiently corrected her, but Kate paid no attention. Instead, shelistened to her iPod and wagged class to hang out at the bus shelters at KnoxCity. As a result, Kate's work got no better - but she was promoted anyway.


41/123

41

The Challenge.

When she was in Year 10, Kate's teachers gave her carefulinstruction about how she should do her work, but Kate didn't

listen. When she made mistakes, her teachers patiently correctedher, but Kate paid no attention. Instead, she listened to her iPodand messaged her friends under the table. As a result, Kate's workgot no better - but she was promoted anyway.

When she was in Year 11, Kate's teachers gave her carefulinstruction about how she should do her work, but Kate didn'tlisten. When she made mistakes, Kate's teachers patiently correctedher, but Kate paid no attention. Instead, she listened to her iPodand hurried to her part-time job. As a result, Kate's work got nobetter - but she was promoted anyway.

When Kate was in Year 12, she wanted to do well. Her teachersgave her careful instruction about how she should do her work, butKate didn't understand them. When Kate made mistakes, herteachers patiently corrected her, but this must just mean that theydidn't like her.

When Kate sat her exams, she did poorly, and was sad anddisappointed. 'This school is crap!" she wrote on her student survey.

Th Ch ll


42/123

42

The Challenge.


43/123

43

The Challenge.


44/123

44

Sorta Dunno Nuthin.

The Challenge


45/123

45

The Challenge.


46/123

46

Ignorance.


47/123

47

The Fight Back.

History

Man/(Woman:part-time onweekends)

Super Hero

..be PASSIONATE,COMMITTED &INSPIRING like heor she

Try not to beBORING!!


48/123

48

Make a Difference.. A DOSE OF SACCHARINE.. Not too sweet I hope..


49/123


50/123

50

The Fight Back.

Maybe such a goal has some merit, but it has significant potentialproblems ending up like a Medieval Morality Play and is in danger of

corrupting the very history in seeks to promote.

Establishing what is to be included in this didactic national narrative,designed to inculcate some sort of values education, is fraught withdifficulty. What is included and omitted and how it is taught becomes

someones value judgement.

More importantly, the model fails to understand the reality of engagingAustralian history teaching as practised by effective history teachers inschools. .


51/123

51

The Fight Back.

Recently, teaching Australian History in our schools has not beensuccessful due to several factors. Over the past decades history has

been it has been seriously squeezed further and further out of schools

timetables due to the crowded curriculum. For this reason, students areexposed to at best, a perfunctory glimpse of their history on the mostsuperficial level, and can never develop a love of the subject.

Non-specialist teachers have been forced to teach the subject underduress and survive by slavishly following the textbook and killing thesubject.

Its not their fault. A perception has therefore grown that Australian

History is boring and lacks the excitement narrative of say, ModernRevolutions.

Students have to study periods and themes such as Bushrangers,

Immigration or Federation because it is considered important for their

cultural literacy or political awareness, and they hate it.


52/123

52

The Fight Back.

So what has gone wrong? Quite simply, committed Australian historyteachers who know and love their subject, and who have empathy and

understanding of how students learn, have not been listened to norproperly supported.

The good Australian history teacher communicates passion for theirsubject with solid knowledge allowing compelling narratives of the past

to engage students and develop a love for the subject.

Students love story-telling even if their parents never told them stories,and history is the human story rather than lists of events and dates.With it comes an effective dose of values education; empathy for others

and a basis for national pride and identification with Australia in a non-jingoistic way.

This is perhaps what the politicians and policy makers are looking for,but they will not achieve it in any other way than supporting the realexpert practitioners in schools.


53/123

53

The Fight Back.

Australias past may not be awash with blood to the extent of other

places such as Europe or America, but there are limitations in the

identification of students with wars and revolutions.

These events lack the human scale of much of Australias historical

narratives, which are more approachable to students and have morepotential meaning for their lives.

In this age of instantaneous gratification and globalism, one of the mostimportant lessons contemporary Australians have not, but must, learnfrom Indigenous Australians is the vital importance of narrative andstory-telling in centring all of us as human beings and giving meaning to

our lives.

This is the very essence of history..


54/123

54

The Fight Back.

And there are plenty of great narratives in Australias history that

illuminate the past and bring it alive for students.

Too many of our newly graduated teachers seem to lack this depth ofknowledge because of the generalist nature of many courses offered.

Anyones life is enriched by knowing at least some of these stories or

similar ones. Tertiary institutions need to begin to develop a good broadknowledge of the story-telling capabilities of their trainee historyteachers and a passion for the subject.


55/123

55

The Fight Back.

When this happens all the other benefits from studying Australianhistory will flow on from our students growing enthusiasm for the

subject.

These may be summarised as follows: History is a way of thinking imparting rigour and thinking skills. History provides political and ethical education.

History teaches about change and continuity over time. Student self-awareness is not possible without a temporal perspective.

History teaches about the value of evidence and scepticism. and History is of increasing usefulness in many careers that utilise

these skills, notably in government, the law and the media..

.


56/123

56

The Fight Back.

When committed history teachers are once more properly valued andfacilitated in communicating their enthusiasm to their students, then

these students will develop a real sense of who they are as youngAustralians in the Twenty First Century.

Our young people will develop important skills and justifiable (and notjingoistic) pride, real belonging and empowerment as contented

citizens in their own country, free of any cultural cringe.

Just as our Indigenous antecedents, they will be free of anybewilderment about what it means to belong to this country .


57/123

57

The Fight Back.

There are many great narratives in Australias history that illuminate the

past and bring it alive for students. The following list is not meant to

be exhaustive:

It could include,

The inspirational stories of influential Australians;

The Indigenous triumph of the nomads, contact history andresistance to colonisation by legendry heroes such as Pemulwoy;

The story of the Mahogany Ship and the Batavia; The Rum Corps and Rum Rebellion; William Buckley, Mary Reiby

and the Cannibal Convict Alexander Pierce;

Compelling stories of immigration such as various ship wrecks suchas the Nevaconvict ship and the Loch Ard; Tales of successful migrants; The Eureka stockade and Gold Rush from the human perspective;


58/123

58

The Fight Back.

The writers of the Bulletinand painters of the Heidelberg School; Innovative social experiments such as The Harvester Judgement;

or the ideas of the great Alfred Deakin; or the champions of womenssuffrage;

The Gilgandra Cooee March of 1914; Charles Bean and the AnzacLegend; the AE2; the sinking of the Emden;the battle of Fromelles in1916; or the saving of Amiens and breaking the Hindenburg Line in

1918; Tobruk, El Alamein, Kokoda, Changi, the sinking of the Sydneyor the

Centaur, or the Sandakan Death March in World War 2; Growing up in the 1950s or 60s; The Battle of Kapyong in 1951, or Long Tan in 1966

or the fight over Conscription, or the Franklin Dam. And so on.

Such a list! It may not be really important what is included or left out,just so long as these narratives enthuse our students..


59/123

59

The Fight Back.


60/123

60

Effective Humanities Teaching and PracticalIdeas.

The Narrative.

The Primary Source.

The Research Task.The Monologue.

The Annotated Graphic Exercise.

Technology!!Designing Courses.


61/123

61

The Narrative.

and Napoleon'shemorrhoids


62/123

62

The Narrative.

and Little Big Horn andthe little drummer boy.


63/123

63

The Narrative.

and the FranklinExpedition.

h i


64/123

64

The Narrative.

and Bart and Lisa

Simpson.

The Narrative.


65/123

65

The Narrative.


66/123

66

Th P i S


67/123

67

The Primary Source.

CONTENT

Literal: What? When? And byWhom?

CONTEXT

Symbols & Society (P.E.R.S.I.A.T)

INTERPRETATION

Relevance at the time and today.

Conclusions.

Similar representations.

Th P i S


68/123

68

The Primary Source.

Th P i S


69/123

69

The Primary Source.


70/123

The Primary Source


71/123

71

The Primary Source.

The Research Task


72/123

72

The Research Task.RESEARCH ASSIGNMENTS1. Will be original pieces of work (that is NOT just COPIED from the library or othersources including fellow students). Where library or other written sources are used

and work is copied directly from these, it must have a purpose that YOU will EXPLAINin your own words to show what this quote is proving or demonstrating about thetopic. EVERYTHING copied must be included within inverted commas/quotationmarks.2. When using the Internet you are not allowed to just copy and paste from Webpages (URLs), but you must put information in your own words. You need to keep a

list of the Web sites visited where you obtained your information. These are to beincluded at the end of your BIBLIOGRAPHY (or list of ALL books and resources thatyou have either looked at or quoted from).3. Finally, at the end of your research project, your bibliography must be correctly setout

This should be set out ALPHABETICALLY following the author'sSURNAME. Each reference must be set out AUTHOR INITIALS, FULL TITLEOF THE REFERENCE UNDERLINED, IN ITALICS OR IN QUOTES, PUBLISHEROR PLACE OF PUBLICATION, DATE OF EDITION.

For Example:-Coupe S. and Andrews M. Their Ghosts May Be HeardLongman Cheshire Melbourne

1984.

The Research Task


73/123

73

The Research Task.INTERNET REFERENCES SHOULD THEN BE INCLUDED, INCLUDING A DATEIF AVAILABLE.

For example:

http://www.uglypeople.com 2006.4. Once the TOPIC is selected, then KEY WORDS should be analysed to find outPRECISELY what is required. Using school and Regional library, the Internet and anyother relevant sources, find out as much as you can about your topic. DO NOT READEVERYTHING but read SELECTIVELY and INTELLIGENTLY using Lists of Contents andIndexes; call numbers and encyclopaedia bibliographies (reading lists), and CROSS

REFERENCE. As you read around the topic, make intelligent notes on the RELEVANTinformation.5. You should use as a MINIMUM at least TWO to THREE books or articles and TWOto THREE Web sites. (MINIMUM of 5 references.). Students who use 1 book of 1Website are effectively PLAGIARISING and will be heavily penalised.6. You may use a DATA GRID SHEET to make it easier to organise yournotes. Your teacher will show you how to set one out. DO NOTphotocopy/copy irrelevant information, KEEP A RECORD of RESOURCES for yourbibliography.7. PLAN YOUR ANSWER BEFORE WRITING THE FIRST DRAFT. (Prior PlanningPrevents Poor Performance)

The Research Task
http://www.uglypeople.com/http://www.uglypeople.com/http://www.uglypeople.com/


74/123

74

The Research Task.

TO SUMMARISE, there are TEN STEPS you should follow:1. Choose or be given a subject/topic to study.

2. Write your questions (or paragraph headings).3. Find the resources.4. Take notes from the resources.5. Write the first copy.6. Correct the first copy.7. Find pictures, maps, drawings and diagrams.

8. Plan the layout of your finished work.9. Prepare the final copy.10. Complete your bibliography.

The Research Task


75/123

75

The Research Task.

8. An ORAL PRESENTATION may be required based on you research task forASSESSMENT. Your verbal presentation to the whole class on your research topic will

usually be about three to five minutes duration.You will NOT read from notes. Prompt/cue cards ARE permissible, but ONLY

for prompting- YOU WILL NOT READ FROM THEM. ONE or TWO key points (notsentences) per cue card.

You will speak to everybody in the class so that variable eye contact will bewith all the class for a minimum of 80% of the time you speak.

You may use maps, diagrams or other aids to assist your address, and mustbe willing to answer questions at the end of your talk from your fellow students or theteacher.

Be confident, interesting and engage the audience!

The Research Task


76/123

76

The Research Task.

The Research Task


77/123

77

The Research Task.

The Research Task


78/123

78

The Research Task.

The Research Task.


79/123

79

The Research Task


80/123

80

The Research Task.

The Research Task


81/123

81

The Research Task.

The Monologue.


82/123

82

The Monologue.


83/123

83

The Monologue.


84/123

84

The Monologue.


85/123

85



86/123

86

CONTENT

Literal: What? When? And byWhom?

CONTEXT

Symbols & Society.

(P.E.R.S.I.A.T)

INTERPRETATION

Relevance at the time and today.

Conclusions.

Similar representations.



87/123

87



88/123

88



89/123

89



90/123

90



91/123

91



92/123

92

.



93/123

93



94/123

94



95/123

95



96/123

96

The Annotated GraphicExercise.


97/123

97

Exercise.

Other Tried and True Techniques such as cloze exercises


98/123

98

Other Tried and True Techniques such as cloze exercises


99/123

99

Using Technology.


100/123

100

The Pitfalls and the Strengths.

Beware of Marshall McLuhan! Technology is a great tool but not an end initself. Nevertheless, if everything works and we have paid our electricity bill,technology has much to offer the teaching of History and the Humanities.

There are some wonderful resources out there, but they take time and a littleconfidence to marshal. They are not a substitute for good teaching though.

If a teacher can be replaced by the computer, thenperhaps they should be!....

Thankfully for us, they cant be!

Technology!!


101/123

101


102/123

102

Technology!! Interactive WebsitesTeaching Time - http://www.teachingtime.co.uk/
http://www.teachingtime.co.uk/http://www.teachingtime.co.uk/


103/123

103

Jeopardy Games - http://www.elainefitzgerald.com/jeopardy.htmJeopardy Games -http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm

Jeopardy Games - http://www.centennial.k12.mn.us/gle/Jeopardy/Games.htmClassroom Games - http://jc-schools.net/tutorials/PPT-games/Ready Made Power Points - http://jc-schools.net/PPTs-math.html#K-5_MathTeaching w/SmartBoards - http://www.hpsd48.ab.ca/hpe/smartboard.html#topSchoolZone - http://www.schoolzone.co.uk/Marco Polo - http://www.marcopolo-education.org/index.aspx

Teaching Time - http://www.teachingtime.co.uk/Illuminations - http://illuminations.nctm.org/WebLinks.aspxFroguts - http://froguts.com/flash_content/index.html#loaderdoneAmazon Interactive - http://www.eduweb.com/amazon.htmlI Know That - http://www.iknowthat.com/com?COOK=Whiteboard Resources - http://www.bgfl.org/bgfl/15.cfmEnglish Resources - http://www.primaryresources.co.uk/english/english.htmHistory Resources - http://www.primaryresources.co.uk/history/history.htmGeography Resources -http://www.primaryresources.co.uk/geography/geography.htmScholastic Resources - http://teacher.scholastic.com/activities/

ReadWriteThink - http://www.readwritethink.org/student_mat/index.asp

Technology!!WhiteBoard Resources - http://www.newdealedzone.com/interactivenum.html
http://www.elainefitzgerald.com/jeopardy.htmhttp://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htmhttp://www.centennial.k12.mn.us/gle/Jeopardy/Games.htmhttp://jc-schools.net/tutorials/PPT-games/http://jc-schools.net/PPTs-math.htmlhttp://www.hpsd48.ab.ca/hpe/smartboard.htmlhttp://www.schoolzone.co.uk/http://www.marcopolo-education.org/index.aspxhttp://www.teachingtime.co.uk/http://illuminations.nctm.org/WebLinks.aspxhttp://froguts.com/flash_content/index.htmlhttp://www.eduweb.com/amazon.htmlhttp://www.iknowthat.com/com?COOKhttp://www.bgfl.org/bgfl/15.cfmhttp://www.primaryresources.co.uk/english/english.htmhttp://www.primaryresources.co.uk/history/history.htmhttp://www.primaryresources.co.uk/geography/geography.htmhttp://teacher.scholastic.com/activities/http://www.readwritethink.org/student_mat/index.asphttp://www.readwritethink.org/student_mat/index.asphttp://teacher.scholastic.com/activities/http://www.primaryresources.co.uk/geography/geography.htmhttp://www.primaryresources.co.uk/history/history.htmhttp://www.primaryresources.co.uk/english/english.htmhttp://www.bgfl.org/bgfl/15.cfmhttp://www.iknowthat.com/com?COOKhttp://www.eduweb.com/amazon.htmlhttp://froguts.com/flash_content/index.htmlhttp://illuminations.nctm.org/WebLinks.aspxhttp://www.teachingtime.co.uk/http://www.marcopolo-education.org/index.aspxhttp://www.marcopolo-education.org/index.aspxhttp://www.marcopolo-education.org/index.aspxhttp://www.schoolzone.co.uk/http://www.hpsd48.ab.ca/hpe/smartboard.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/PPTs-math.htmlhttp://jc-schools.net/tutorials/PPT-games/http://jc-schools.net/tutorials/PPT-games/http://jc-schools.net/tutorials/PPT-games/http://jc-schools.net/tutorials/PPT-games/http://jc-schools.net/tutorials/PPT-games/http://www.centennial.k12.mn.us/gle/Jeopardy/Games.htmhttp://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htmhttp://www.elainefitzgerald.com/jeopardy.htmhttp://www.teachingtime.co.uk/http://www.newdealedzone.com/interactivenum.htmlhttp://www.newdealedzone.com/interactivenum.html


104/123

104

pThe Standards Site: Interactive Teaching Resources -http://www.standards.dfes.gov.uk/primary/teachingresources/Teacher Tap: Magnet Poetry, Stories, & Mad Libs -

http://www.eduscapes.com/tap/topic114.htmEdSitement - http://edsitement.neh.gov/ReadingQuest - http://www.readingquest.org/Literacy Teaching Resources for Whiteboard -http://www.athena.bham.org.uk/TR%20Literacy.htmSly's SmartRoom Hints, Ideas, & Tips -

http://www.edwardsly.com/smart.htmlVisual Story Starters - http://home.freeuk.net/elloughton13/setting.htmNational Geographic Activities -http://www.nationalgeographic.com/xpeditions/activities/matrix.htmlAmbleweb - http://www.amblesideprimary.com/ambleweb/index.htmGame Templates - http://www.leesummit.k12.mo.us/its/game_templates.htmInspiration - http://www.leesummit.k12.mo.us/its/inspiration.htmKidspiration - http://www.leesummit.k12.mo.us/its/kidspiration.htmPowerPoint - http://www.leesummit.k12.mo.us/its/powerpoint.htmTemplates -http://schoolweb.missouri.edu/morganr2.k12.mo.us/resources/templates.htm

Kidspiration, Inspiration, and Notebook templates.

Technology!!Templates for Smartboard -
http://www.newdealedzone.com/interactivenum.htmlhttp://www.standards.dfes.gov.uk/primary/teachingresources/http://www.eduscapes.com/tap/topic114.htmhttp://edsitement.neh.gov/http://www.readingquest.org/http://www.athena.bham.org.uk/TR%20Literacy.htmhttp://www.edwardsly.com/smart.htmlhttp://home.freeuk.net/elloughton13/setting.htmhttp://www.nationalgeographic.com/xpeditions/activities/matrix.htmlhttp://www.amblesideprimary.com/ambleweb/index.htmhttp://www.leesummit.k12.mo.us/its/game_templates.htmhttp://www.leesummit.k12.mo.us/its/inspiration.htmhttp://www.leesummit.k12.mo.us/its/kidspiration.htmhttp://www.leesummit.k12.mo.us/its/powerpoint.htmhttp://schoolweb.missouri.edu/morganr2.k12.mo.us/resources/templates.htmhttp://schoolweb.missouri.edu/morganr2.k12.mo.us/resources/templates.htmhttp://www.leesummit.k12.mo.us/its/powerpoint.htmhttp://www.leesummit.k12.mo.us/its/kidspiration.htmhttp://www.leesummit.k12.mo.us/its/inspiration.htmhttp://www.leesummit.k12.mo.us/its/game_templates.htmhttp://www.amblesideprimary.com/ambleweb/index.htmhttp://www.nationalgeographic.com/xpeditions/activities/matrix.htmlhttp://home.freeuk.net/elloughton13/setting.htmhttp://www.edwardsly.com/smart.htmlhttp://www.athena.bham.org.uk/TR%20Literacy.htmhttp://www.readingquest.org/http://edsitement.neh.gov/http://www.eduscapes.com/tap/topic114.htmhttp://www.standards.dfes.gov.uk/primary/teachingresources/http://www.newdealedzone.com/interactivenum.htmlhttp://www.eagles.k12.mo.us/sullivan/karen/pd4ets/templates.htm


105/123

105

http://www.eagles.k12.mo.us/sullivan/karen/pd4ets/templates.htmRoyal Kingston - http://www.lgfl.net/lgfl/...Virtual Field Trips - http://eduscapes.com/tap/topic35.htm

Engaging Learners with Smartboard -http://www.eduscapes.com/sessions/smartboard/#7Jefferson County Schools - http://jc-schools.net/tutorials/interactive.htmFree Software Downloads - http://www.smart-education.org/shared/filelist.asp?country=4&section=131http://edcompass.smarttech.com/ec/en-

US/Learning+Resources/Software+Resources/Free+Educational+Software/Lesson Plan LinksUSD 259's SMART Board Academy Lesson PlansEDCompass Lesson ActivitiesSmart Education Templates and FilesCarter School SMARTboard LessonsSMARTboard Lessons from Center School DistrictToolkits and Flash Interactives.Flexible Learning Frameworks http://www.flexiblelearning.net.au

and dont forgetYOU TUBE!

Technology!!..and What You Can Do!
http://www.eagles.k12.mo.us/sullivan/karen/pd4ets/templates.htmhttp://www.lgfl.net/lgfl/leas/rbk/accounts/staff/andrewt/web/PrimaryICT/resources/?verb=listhttp://eduscapes.com/tap/topic35.htmhttp://www.eduscapes.com/sessions/smartboard/http://jc-schools.net/tutorials/interactive.htmhttp://www.smart-education.org/shared/filelist.asp?country=4&section=131http://www.smart-education.org/shared/filelist.asp?country=4&section=131http://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://technology.usd259.com/resources/whiteboards/smartlessons.htmhttp://edcompass.smarttech.com/en/learning/activities/index.aspxhttp://smarteducation.cant.ac.uk/classroom-resources/smart-nb/default.asphttp://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrites/etipslesson1.htmlhttp://www.center.k12.mo.us/edtech/SB/templates.htmhttp://www.flexiblelearning.net.au/http://www.flexiblelearning.net.au/http://www.center.k12.mo.us/edtech/SB/templates.htmhttp://www.center.k12.mo.us/edtech/SB/templates.htmhttp://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrites/etipslesson1.htmlhttp://www.ecarter.k12.mo.us/dept/elementary/fourthgrade/ccrites/etipslesson1.htmlhttp://smarteducation.cant.ac.uk/classroom-resources/smart-nb/default.asphttp://smarteducation.cant.ac.uk/classroom-resources/smart-nb/default.asphttp://edcompass.smarttech.com/en/learning/activities/index.aspxhttp://edcompass.smarttech.com/en/learning/activities/index.aspxhttp://technology.usd259.com/resources/whiteboards/smartlessons.htmhttp://technology.usd259.com/resources/whiteboards/smartlessons.htmhttp://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://edcompass.smarttech.com/ec/en-US/Learning+Resources/Software+Resources/Free+Educational+Software/http://www.smart-education.org/shared/filelist.asp?country=4&section=131http://www.smart-education.org/shared/filelist.asp?country=4&section=131http://www.smart-education.org/shared/filelist.asp?country=4&section=131http://jc-schools.net/tutorials/interactive.htmhttp://jc-schools.net/tutorials/interactive.htmhttp://jc-schools.net/tutorials/interactive.htmhttp://www.eduscapes.com/sessions/smartboard/http://eduscapes.com/tap/topic35.htmhttp://www.lgfl.net/lgfl/leas/rbk/accounts/staff/andrewt/web/PrimaryICT/resources/?verb=listhttp://www.eagles.k12.mo.us/sullivan/karen/pd4ets/templates.htm


106/123

106

..and What You Can Do!The power of film and music Australian Screen http://australianscreen.com.auYou Tube http://www.youtube.com, Film Australias Digital resource Centre

http://dl.filmaust.com.au and the Australian War Memorial http://www.awm.gov.auare great sources of useful films. You usually have to pay at the AWM. You Tube isreally the best, as it has everything! Bit torrents and open P2P (Person to Person)sites are another source for film and music. Film and music are used as anothercompelling form of documentary evidence which you may deal with in class similarto an annotated graphic exercise..

Technology Tips:To capture video from You Tube, you must install a free program from the Internetcalled Orbit Grab Pro or You Tube Extractor. It downloads and converts YouTubeFLV files to AVI format.

Technology Tips..and What You Can Do!
http://australianscreen.com.au/http://www.youtube.com/http://www.youtube.com/http://australianscreen.com.au/


107/123

107

..and What You Can Do!Bit torrents need a second free program such as Limewire or Bitcomet todownload them. You will need to turn off your firewall to download. Download only

single un-zipped files. Limewire and Bitcomet P2P sites are usually free of virus, bymultiple zipped files may have them and reamin undetected by your virus protection.Dont forget Screen Capture (alt printscreen) as a great source of images fropresentations.

Technology!!.. and What You Can Do! Some results!Mrs AdaMartin, 99

years old, on


108/123

108

years old, onlife in the

GreatDepression.

Technology!!.. and What You Can Do! Some results!


109/123

109

Australianson the

WesternFront 1918Sir Hubert

Wilkins



110/123

110

TV series1915

C 1985



111/123

111

Caddie1976



112/123

112

TV movie

Vietnam

1988



113/123

113

Neil DavisFrontline

1979

Technology!!Just a small selection: How about? Melbourne Cup 1896, Marius Sestier & Walter Barnett. The Story of theKelly Gang (1906) The Establishment of Federation in Centennial Park Sydney (1901) The opening of


114/123

114

Kelly Gang (1906). The Establishment of Federation in Centennial Park, Sydney (1901). The opening ofParliament with Melba singing (silently) (1927)

One last one! Roy Rene (Mo) in Strike Me Lucky (1934)

Designing Courses.


115/123

115

Designing Courses.


116/123

116

Designing Courses.

Semester Course Outline LA: HUMANITIES Year 9 Mainstream. Core SOSE Integrated Geography and History.Year

Level: 6 Interdisciplinary Learning POLT #5Communication ICT Thinking Assessment


117/123

117

Communication ICT Thinking Assessment

Designing Courses.


118/123

118


119/123

Designing Courses.


120/123

120

Designing Courses.


121/123

121


122/123

Sir George HubertWilkins MC and Bar(1888 - 1958), byunknown


123/123

unknownphotographer, c1922,courtesy of AustralianWar Memorial.

P03171.002, with thepermission of OhioState University.

(QV Simon Nasht The LastExplorer Hubert Wilkins_

Australias Unknown Hero

2005)

inspiring with humanities education

Documents