2.1 The Old History'
2.1 The Old History'
2.1 The Old History'
Until the 1970s, the ‘Old History’ had dominated schools. History was presented as a
straightforward and undebated chronicle of the past. It was often the story of heroic men
and their wondrous achievements. The ‘Old History’ celebrated the achievements of
nationalism, imperialism, militarism and industrialism. In Australian schools, History had a
strong Eurocentric emphasis. Much of what was taught focused on events and
developments in Britain and continental Europe, and on the expansion of European
influence in the rest of the world.
These ‘Old History’ approaches dominated the historical elements of Social Studies
courses in primary schools and the subject of History in secondary schools. Students
spent much time reading the set textbook, listening to the teacher embellish and explain
the stories in the text, and memorising key information about historical personalities,
events and developments. When undertaking projects, students often copied extracts
from encyclopaedia and texts, and dressed them up with illustrations and colourful
headings.
There was also a moral aspect to such teaching, as stories of heroism and achievement
were used to affirm such desirable values as diligence, bravery, altruism and honesty.
Characters such as Raleigh, Drake, Sidney, Horatio and a faithful Russian servant leapt
from the pages of Social Studies readers - spreading a cloak for the Queen, calmly
finishing a game of bowls, giving a cup of water to a dying soldier, defending a bridge, or
sacrificing self to save a noble family from wolves. Occasionally, a woman made an
inspiring appearance, nursing the wounded by lamplight in the Crimea, saving young
immigrant girls in Sydney from fates worse than death, or braving the surf to rescue
shipwrecked souls.
The New History began to change all that, especially under the influence of the innovative
Schools Council History 13-16 project in Britain. New approaches challenged the key
features of the old History and Social Studies: the undisputed character of the past; the
objectivity of historical accounts; the supremacy of Eurocentric values and achievements;
the dominant role of the teacher; the relative passivity of the student; the emphasis on rote
learning of information. And, at the same time, new developments in Social Studies
(largely emanating from the USA) dovetailed with the influence of the New History. These
developments ushered in a focus on inquiry, including the new approaches to both
primary and secondary sources that are widespread today.
Put simply, these new approaches encourage young people to see that histories are
interpretations of the past, and that they are constructed using the available sources of
evidence. Thus, histories are partial in two senses – they are incomplete (because no-one
can have all the evidence, and tell the whole story) and they reflect the backgrounds and
beliefs of the people who produce them (because it’s impossible to tell the objective story
of the past). Students are therefore encouraged to read histories more critically – to
discern perspectives, standpoints and biases.
Here’s an extract from a written History (a secondary source) that was used in
Queensland primary schools from around 1920 until the 1950s.
1
Progress of Britain from 1714 till 1820
During the eighteenth century Britain made a great advance in trade and manufactures, in
wealth, and in the number of her people...
... the brains and hands of clever and resolute men found out the means of making goods
with far more ease, speed, and cheapness than had ever before been possible. Machines,
instead of hands, began to spin and weave...
Not only in cotton and in wool, but in silk and iron, and many other articles, steam soon
gave our workmen the first place in the markets of the world. The trade of the country
grew so fast that the Thames, the Tyne, and the Mersey were filled with forests of masts,
borne by ships that sailed to and from every part of the world...
In this same age, by conquest and discovery alike, the British Empire was much enlarged.
In India, our power grew under the rule of Warren Hastings, Lord Cornwallis, and Lord
Wellesley, brother of the Duke of Wellington.
In the course of the great war we became masters of the Cape of Good Hope, Malta, and
other places of value. New lands of settlement for colonists were either first found or first
explored, by the famous Captain James Cook.
History Reader Book VI, Blackie and Sons, Glasgow, c. 1920.
Using a ‘New History’ perspective, the standpoints and biases of this version of past
events might be discerned through some probing questions, such as:
The source above, being from early in the twentieth century, is perhaps an easy target to
critique. But students could also think critically about a more recent source dealing with
the same topic, as below:
2
Margaret Macfarlane 'Revolutions in Agriculture and Industry' in B. Hoepper et al 1978,
Horizons, Thomas Nelson Australia, Melbourne, pp. 202, 205-6.
Students could ask similar questions about this source. In particular, they might note that
this author does refer to some elements overlooked by the earlier author – the
experiences of ‘common people’; social and economic disadvantages; the need for
reform; political and legislative responses. Still, they might also note that the overall
message is still an optimistic one, that celebrates growth and progress and that suggests
that existing systems are capable of providing effective remedies for social ills.
According to the principles of the ‘New History’, students are encouraged to construct their
own stories, explanations and interpretations. This involves examining and making
decisions about sources of evidence. In this way, ‘inquiry’ is a key activity in History and
SOSE classrooms. As an example, here’s a source that can be used by school students.
It’s from a book written by a woman who joined the Hitler Youth as a young girl in
Germany in the 1930s.
Now, here are examples of the types of inquiry questions that a student could ask about
the historical source:
Questions:
3
The author seems to be ‘patriotic’. What sentence, or parts of sentences, seems to
show that?
All of the answers to the questions above can be used by the student when making a
judgment, or an interpretation, about the place of the Hitler Youth in German History. In
this case, the particular question being pursued might be: ‘Why did young Germans join
the Hitler Youth movement in the 1930s?'. When students make a judgment, it’s important
that they acknowledge that they can’t be one hundred per cent positive about that
judgment. So their answer might begin: ‘Some important historical sources suggest that
many young Germans were keen to join the Hitler Youth. They seemed to be motivated by
national pride and their love of Hitler, and also by the strong fellowship that they enjoyed
in the Hitler Youth’. At some stage, however, we would expect that students would
acknowledge that not all German youth felt that way. We would expect that they would
refer to evidence of dissent, reluctance or apathy.
There’s been much discussion recently about the ‘information superhighway’ and the
need for students to develop multiple literacies to navigate that highway. SOSE, including
4
its History elements, offers rich opportunities for that to happen. The critical approaches
described above can be applied to the special challenge of computerised texts.
This means more, of course, than enthusiastically embracing the use of computers in
education, and sharpening your technological skills. Some of the most ardent advocates
of computers in education have warned of possible pitfalls. Young people, they claim,
need to learn how the almost limitless information on the Internet can be used as a basis
for forming knowledge and, ultimately, as part of the deeper process of developing
wisdom. Thus, they need to approach new technologies critically.
There are also social justice issues. Even in a developed country like Australia, there are
many people without access to computers, and many schools that cannot afford new
technologies. So moves towards computer-based teaching and learning could produce
new inequalities. Further, it’s sobering to be reminded that over half the people on earth
have never used a telephone, much less surfed the Internet. There may be an information
superhighway, but most people are not yet travelling along it.
Still, for those with access to new technologies, there can be educational benefits. SOSE
students can be encouraged to ask critical questions about the materials they locate on
web sites. Because postings on the Internet are virtually uncontrolled, it’s
3.1 Strands
This is the strand in which History is central. In studies of time, continuity and change, the
key History concepts of agency, causation and motive are explored. Issues of heritage,
tradition, conflict and cooperation arise. The major 'isms' - capitalism, communism,
imperialism, colonialism, nationalism, internationalism, racism, industrialism,
totalitarianism, environmentalism, militarism and pacificism - are studied.
SOSE students use processes of historical inquiry, in which they construct explanations by
subjecting sources of evidence to analysis, interpretation, evaluation and decision making.
Through History studies, SOSE students may make informed judgments about possible,
probable and preferred futures. They also come to understand the ways in which people
may exercise agency in effecting desired changes and continuities.
Events and developments in History are influenced by, and impact upon, the social,
natural and built environments in which they take place. One major focus of the History of
humankind is the explanation and description of how people have used the resources of
particular localities to meet needs and wants. Studies of material development and
progress, and of maldevelopment and environmental damage, focus on changes in human
usage of place and space.
Place and space have been important factors in the historical development and definition
of communities and nations. Location has linked with racial, ethnic, folk and religious
5
factors. Disputes over territory have been key turning points in human History - whether in
civil or international wars, or in colonial occupation and resistance.
Studies of historical changes in technologies, cultures and economies can inform students'
understandings of the current processes of globalisation.
Culture and identity
Through historical studies, people can describe and explain the ways in which cultural
practices have emerged and changed over time. These studies can explain the
emergence of different cultures in different times and places, and the processes of cultural
adaptation, assimilation, rivalry and conflict.
Historical studies can also highlight the different ways in which 'identity' has been
conceptualised at different times and in different places - including invented and assumed
traditions that are variously religious, secular, individualistic or communal.
SOSE students can study the ways in which culture and identity have been used as
rallying points for major historical forces - tribalism, regionalism, militarism, nationalism,
religion and environmentalism.
All three elements of this strand are significant in historical studies. Such studies can focus
on the evolution of social systems, the human use of natural resources, and the ways in
which power functions in human societies.
Historical studies of social systems can focus on the development of communities, cities,
nations and supranational organisations. Within those broad contexts, more specific
systems can be explored - political, economic, military, legal, educational, cultural and
religious.
The History of resource usage includes studies of agricultural, industrial and technological
developments, and studies of the ways in which human and built environments have been
exploited, damaged, conserved and regenerated.
Power is central to studies of History. The concept of power is crucial in explaining why
particular changes occur and why others do not. Struggles over power have characterised
human History. Analyses of power relations are important in explaining systems of
inequality and disadvantage such as social class, racism and sexism. Power structures
also maintain and nurture cultural identity, artistic expression and systems of protection
and security.
Through History studies, SOSE students can understand the emergence of the various
values identified in the statement of SOSE key values. Studying and debating the meaning
and role of these key values – today and in the past - can provide criteria for students to
evaluate historical events, developments, traditions, institutions and practices. However,
because History focuses mainly on events remote in time and place, such evaluations
must be approached cautiously. In studying History, the emphasis is on understanding and
explaining the past, not on judging (and perhaps condemning) people's past ideas and
actions. Still, there is value in students asking whether past ideas and actions contributed
to the well-being of people and the planet - even while acknowledging that definitions of
'well-being' have varied over time and across cultures.
6
Democratic process
Through History studies, SOSE students can investigate the development of democratic
ideas, institutions and practices. They can understand the ways in which democratic ideals
challenged previously dominant ideological beliefs and practices. Students will understand
how the scope of the term has widened to embrace people of different classes, genders,
races and ages. They can also understand different ways in which democracy has been
defined, and different traditions of democratic practice such as direct democracy,
representative (parliamentary) democracy and radical egalitarian democracy.
Students will appreciate that these democratic traditions are European in origin, and that
non-European societies were based on, and still may embrace different beliefs about the
balance between individuality, freedom, authority and decision making.
Social justice
Studies of History highlight strong links with social justice values. Students can explore the
historical emergence of beliefs in justice, human rights, equality and freedom. They will
understand how injustices - real and perceived - have motivated progressive historical
struggles. They will note how the notion of 'justice' has been extended to include people of
different ethnicities, classes and genders (the Universal Declaration of Human Rights),
non-human life forms (the 'rights of nature’), and future generations ('intergenerational
equity').
Through History studies, SOSE students can investigate the changing ways in which
people have perceived, valued and used the natural environment. Students can trace the
origins of the current perceived ecological crisis, and of the various responses of
'environmentalism' – Global summits, green politics, community action.
Similarly, students can study the different ways in which societies have embraced the
challenge to balance human needs and wants with the need for social justice, peace and
environmental sustainability. They can investigate the recent calls for ecologically
sustainable development, and the energetic debates about that goal.
Peace
Studies of History have often been preoccupied with human conflict, especially through
studies of warfare, revolution, dissent and oppression. There has also been a focus on
attempts to resolve global, regional, national and civil unrest. Inevitably, such studies have
grappled with the challenge of creating peaceful relations within societies and among
nations.
Such studies can present SOSE students with challenging questions: Can there be peace
without justice? Is the idea of a 'just war' defensible? Grappling with these questions, and
others involving the SOSE key values, can be a vital part of young people's preparation for
citizenship in the complex modern world.
The following tables list some specific SOSE core learning outcomes that relate directly to
the study of History. The outcomes statements refer to both conceptual knowledge and
processes.
7
In these tables, key terms related to History have been underlined for emphasis. The
number of underlined words indicates how valuably History can help students’
achievement of the SOSE learning outcomes.
2 TCC 2.1
Students explain different meanings about an event, artefact, story or symbol from different
times.
TCC 2.2
Students record changes and continuities in familiar settings using various devices.
TCC 2.3
Students cooperatively evaluate how people have contributed to changes in the local
environment.
TCC 2.4
Students describe cause and effect relationships about events in familiar settings.
TCC 2.5
Students identify similarities and differences between the experiences of family generations.
3 TCC 3.1
Students use evidence about innovations in media and technology to investigate how these
have changed society.
TCC 3.2
Students create sequences and timelines about specific Australian changes and continuities.
TCC 3.3
Students use knowledge of people’s contributions in Australia’s past to cooperatively develop
visions of preferred futures.
TCC 3.4
Students organise information about the causes and effects of specific historical events.
TCC 3.5
Students describe various perspectives based on the experiences of past and present
Australians of diverse cultural backgrounds.
4 TCC 4.1
Students use primary sources to investigate situations before and after a change in Australian
or global settings.
TCC 4.2
Students illustrate the influence of global trends on the beliefs and values of different groups.
TCC 4.3
8
Students share empathetic responses to contributions that diverse individuals and groups
have made to Australian or global history.
TCC 4.4
Students critique information sources to show the positive and negative effects of a change or
continuity on different groups.
TCC 4.5
Students review and interpret heritages from diverse perspectives to create a preferred future
scenario about a global issue.
5 TCC 5.1
Students use primary and secondary evidence to identify the development of ideas from
ancient to modern times.
TCC 5.2
Students represent situations before and after a period of rapid change.
TCC 5.3
Students collaborate to locate and systematically record information about the contributions of
people in diverse past settings.
TCC 5.4
Students explain the consequences of Australia’s international relations on the development of
a cohesive society.
TCC 5.5
Students identify values inherent in historical sources to reveal who benefits or is
disadvantaged by particular heritages.
6 TCC 6.1
Students evaluate evidence from the past to demonstrate how such accounts reflect the
culture in which they were constructed.
TCC 6.2
Students use their own research focus to analyse changes or continuities in the
Asia-Pacific region.
TCC 6.3
Students collaboratively identify the values underlying contributions by diverse individuals and
groups in Australian or Asian environments.
TCC 6.4
Students produce a corroborated argument concerning causes of a change or continuity in
environments, media or gender roles.
TCC 6.5
Students develop criteria-based judgments about the ethical behaviour of people in the past.
3 PS 3.5
Students describe the values underlying personal and other people’s actions regarding familiar
places.
4 PS 4.2
Students predict the impact of changes on environments by comparing evidence.
5 PS 5.5
Students evaluate ideas concerning sustainability to identify who may benefit and who may be
disadvantaged from changes to a Queensland industry.
9
6 PS 6.4
Students use maps, tables and statistical data to express predictions about the impact of
change on environments.
4 SRP 4.4
Students present comparisons of government and citizenship in pre- and post-Federation
Australia.
10
SRP 4.5
Students classify values that underpin campaigns and organisations associated with human or
environmental rights.
5 SRP 5.2
Students design models of the Australian economic system to demonstrate its relationship to
global trade.
SRP 5.5
Students apply the value of social justice to suggest ways of improving access to democracy in
Queensland or other Australian political settings.
6 SRP 6.2
Students make practical suggestions for improving productivity and working conditions in an
industry or business.
SRP 6.4
Students communicate informed interpretations to suggest reforms to an economic, a political
or a legal system.
SRP 6.5
Students apply understandings of social justice and democratic process to suggest ways of
improving access to economic and political power.
In a subsequent table, a specific topic is identified, together with a possible key question at
a specific level, and a sample approach relevant to that question.
Table 5 Suggested themes, strands and outcomes
11
History and cultures 3.5, 4.2, 6.1 1.1, 1.2, 2.3,
3.1, 3.2, 3.4
4.1, 5.1, 5.4,
6.1, 6.2, 6.3
6.4
Environments and History 4.2 3.5, 4.2, 4.4, 3.1, 4.5
5.1, 5.5, 6.1,
6.4
History, civics & citizenship 6.1, 6.5 5.5 3.4, 4.4, 4.5,
5.1
History, economies and work 5.3, 6.4 3.2, 5.2, 6.2,
6.4
History and Australian national 3.2, 3.3, 3.4, 4.4 3.1, 4.1
development 3.5, 4.3, 4.5,
5.3, 5.4, 6.3,
6.4
History, technologies and media 3.1 3.1, 4.4 3.2
5.4
History and globalisation 3.1, 4.1, 4.5 6.3, 6.4
History and futures 1.2, 1.5, 2.5, 2.5, 3.3, 4.3 3.2, 6.4 5.2, 6.5
3.3, 4.3, 4.5
key question at level 6: How diverse have been the immigrant experiences of Australia since
1945? [Outcome TCC 6, TCC 6.3]
sample approach: Using published books, interviews, diaries, film and video, students write a
number of different histories of immigrant experience, and compare those histories to highlight
how histories are constructed from different standpoints.
key question at level 1: How can I show my own History? [Outcome TCC 1.1]
sample approach: Each student sequences evidence (birthday cards, photos of home and
family, toys, birth certificate) of events in their life since birth (birthdays, toddling, walking, coming
to school, achievements, celebrations).
key question at level 3: Who helped build our community? [Outcome TCC 3.5]
sample approach: Using a class-constructed local map and time line as the foundations, each
student researches the contribution of a person or group to the development of the community.
The research is presented in the form of a display card attached to either the map or time line. The
class discusses and debates the relative merits of each person and group. They evaluate whether
the display tells the 'whole story', whether some contributions may have been overlooked in
historical records, why, and how the story might be made more complete and representative.
12
theme: Histories, heritages and traditions
key question at level 5: Why have some Australian environments been ascribed special
heritage value? [Outcome PS 5.4]
sample approach: Different significant heritage environments are allocated to different groups
of students. The groups use website searches and text research to highlight the criteria for
ascribing heritage value. Following displays and reports, students discuss the adequacy of the
identified criteria, and make subsequent recommendations.
key question at level 5: How has the mystique of motorcycling been manufactured and
maintained? [Outcome CI 5.5]
key question at level 4: What have been the achievements of the women's movements of the
twentieth century? [Outcome SRP 4.5]
sample approach: Through study of primary and secondary sources, and through survey,
questionnaire and interview, students prepare a report (in essay, poster, video or hypertext form)
evaluating the successes of one or more women’s organisations or movements in effecting
changes in women's status and roles.
key question at level 2: How do Queensland and Tasmanian children react to changes in the
seasons [Outcome TCC 2.1]
sample approach: The Australian class establishes e-mail links with a class in Tasmania
through an Internet pen pal approach or a 'travel buddies' approach. Through regular
communications, the class constructs a large display that traces the comparative responses of the
two groups of children to seasonal changes.
13
theme: History and conflict
key question at level 5: Does White Australia have a Black History? [Outcome TCC 5.5]
sample approach: Students evaluate this ambiguous question through study of primary and
secondary sources. They explore both the character of the contacts, and the historiographical
issue of how those contacts have been portrayed by historians and popular writers, artists,
photographers, song writers and film makers at different times in Australia's History.
sample approach: Students use biographical and autobiographical writings by immigrants from
different cultural and ethnic groups in Australia, together with interviews, surveys and the analysis
of current media representations, to evaluate the extent to which government policies promoted
the emergence of multicultural values, attitudes and practices.
key question at level 2: How can the New Year be celebrated? [Outcome CI 2.3]
sample approach: Students compare the mainstream Australian celebrations of New Year with
the celebration of the Chinese New Year by Chinese-Australians and other Australians. They
investigate the diversity of celebratory approaches in each, and try to identify the cultural and
other factors which produce that diversity.
key question at level 6: How has a particular community been changed by the increasing use
of private automobiles? [Outcome PS 6.4]
sample approach: Students use a combination of text research, field studies and interviews to
construct a picture of the impact of automobile use on a particular community. In groups, students
then devise a preferred strategy for responding to current and future developments, and for
promoting positive possibilities.
sample approach: Students investigate, document and explain the ways in which indigenous
Australians were denied, and then gained formal citizenship status, and evaluate the extent to
which that achievement has been matched by active involvement in social issues, developments
and decision making.
14
theme: History, economies and work
sample approach: Students use a 'slice of time' approach to construct depictions of the
telecommunications industry in Australia in 1909, 1959 and 1999. Causal factors are identified.
The advantages and disadvantages of changes are evaluated from the perspectives of workers in
the industry, consumers and the community at large.
key question at level 6: How and why has life in Australian schools changed during the past
century? [Outcome TCC 6.4]
key question at level 3.1: How has television ownership and viewing affected family and social
life in Australia? [Outcome TCC 3.1]
sample approach: Students use an oral History approach, interviewing people who can provide
evidence about family and social life at key stages in the past - just before television was
introduced; when television ownership became widespread; when colour television was
introduced; when VCRs became common; when pay TV was introduced - to produce a report
(perhaps in the form of a television current affairs segment) in answer to the question.
key question at level 6: How fair are conditions in the global fashion industry? [Outcome
CI 6.3 ]
sample approach: Students investigate this question, using mainly web site searching, to
prepare a report to the Australian federal government on how to respond to any unfair aspects of
the industry. Students focus on the development of off-shore manufacturing using cheap labour,
and the exploitation of child models in the advertising sector of the fashion industry. Students also
discuss proposals for responding at personal, group and community levels.
15
theme: History and futures
key question at level 2: What would we like our neighbourhood to be like in ten years time?
[Outcome PS 2.5]
sample approach: Students examine evidence of the ways in which the local neighbourhood
has changed in recent times, both materially and socially. They discuss what the 'probable future'
may be, given current trends, and what their 'preferred future' would be. Students discuss practical
steps which could be taken to bring the 'preferred future' to fruition.
5. Resources
5.1 Texts about History and historiography
Ashcroft, B., Griffiths, G. & Tiffin, H. (eds.). 1992, ‘Part 1: History’ in The Post-Colonial
Studies Reader, Routledge, London, pp 355-83.
Blainey, G. 1993, ‘Drawing up a balance sheet of our History’, Quadrant, Vol 37, No 298,
pp 10-15.
Bennett, T. et al. (eds.). 1992, Celebrating The Nation; A Critical Study of Australia's
Bicentenary, Allen & Unwin, Sydney.
Broome, R. 1994, ‘Aboriginal victims and voyagers; confronting frontier myths’, Journal of
Australian Studies, Vol 42, pp 70-77.
Carter, P. 1987, ‘Introduction; a cake of portable soup’ (pp x iii-xxv) in Road to Botany Bay,
Faber and Faber, London.
Chappell, D. 1995, ‘Active agency vs passive victimisation; decolonised historiography or
problematic construct?’, in Talu, A. & Quanchi, M. (eds.), Messy Entanglements, PHA,
Brisbane.
Curthoys, A. 1996, ‘Opening address; Thinking about History’, Australian Historical
Association Bulletin, No 83, pp 14-28.
Danaher, G., Coombes, P. & Danaher, P.A. 1993, ‘Some implications of post-
structuralism for studying and teaching History in Australian universities and schools’,
Australian Historical Association Bulletin, No 74, pp 33-39.
Davison, G. 1988, ‘The use and abuse of Australian History’ in Making the Bicentenary,
Special Edition of Australian Historical Studies, Vol 23, No 91, pp 55-76.
Dening, G. 1995, The Death of William Gooch; A History's Anthropology, University of
Hawaii Press, Honolulu.
Etherington, N, 1996, ‘Presidential address; Trends and prospects’, Australian Historical
Association Bulletin, No 83, pp 29-42.
16
Farrell, F. 1990, ‘Specialisation, fashions and change’ (Chp 8 pp 155-86) in Themes in
Australian History; Questions, Issues and Interpretation in an Evolving Historiography,
UNSW Press, Sydney.
Hamilton, P. 1994, ‘The knife edge; debates about memory and History’ in Darian Smith,
K. & Hamilton, P. (eds), Memory and History in Twentieth Century Australia, OUP,
Melbourne, pp 9-32.
Healy, C. 1997, ‘Introduction’ (pp 1-10) in From The Ruins of Colonialism; History as
Social Memory, CUP, Melbourne.
Hudson, W. & Bolton, G. (eds.), 1997, ‘Creating Australia’ (Chp 1, pp 1-11) in Creating
Australia; Changing Australian History, Allen and Unwin, Sydney.
Linnekin, J. 1997, ‘Contending approaches’ in Dennon, D. (ed.), The Cambridge History of
the Pacific Islanders, CUP, Cambridge.
McIntyre, S. 1996, ‘Discipline review; History’, Australian Historical Association Bulletin, No
83, pp 1-13.
McIntyre, S. & Thomas, J. (eds.). 1995, The discovery of Australian History 1890-1939,
Melbourne University Press, Melbourne.
McIntyre, S, 1988, ‘The writing of Australian History’, in Borchardt, D.H. & Crittenden, V.
(eds.), Australians; a Guide to Sources, Fairfax Syme Weldon, Sydney, pp 1-29.
Morehead, A. 1956,The Fatal Impact, Penguin.
Moses, J. (ed.), 1979, Historical disciplines and Culture in Australasia; An Assessment,
University of Queensland Press, Queensland.
Pascoe, R. 1979, The Manufacture of Australian History, OUP, Melbourne.
Potts, D. 1991, ‘Two modes of writing History; the poverty of Ethnography and the
potential of narrative’, Australian Historical Association Bulletin, No 66-67, pp 5-24.
Reynolds, H. 1994 ‘History’ (Chp 1, pp. 24-40) in Nile, R. (ed.), Australian civilization,
OUP, Melbourne.
Russell, P. & White, R. (eds.). 1994, Pastiche 1; Reflections on Nineteenth Century
Australia, Allen and Unwin, Sydney.
Russell, P. & White, R. (eds.). 1997, Pastiche 11; Memories and Dreams; Reflections on
Twentieth Century Australia, Allen and Unwin, Sydney.
Ward, J.M. 1963, ‘Historiography’ in McLeod, A.L. (ed.), The Pattern of Australian Culture,
Melbourne,
White, R. 1981, Inventing Australia; Images and Identity 1788-1980, Allen and Unwin,
Sydney.
Windshuttle, K. 1996, ‘Paris labels and designer concepts’ (Chp 1 pp 7-40) in The killing of
History, Macleay, Sydney.
Young, R. 1990, White Mythologies; Writing History and the West, Routledge, London.
17
5.2 Texts about teaching and learning History
Gilbert, R. (ed.). 1996, Studying Society and Environment: A Handbook for Teachers,
Macmillan, Melbourne.
Husbands, C. 1996, What is History Teaching?, Open University Press, UK.
Marsh, C. (ed.). 1998, Teaching Studies of Society and Environment, Second Edition,
Prentice Hall, Sydney.
Portal, C. (1987), The History Curriculum for Teachers, The Falmer Press, Lewes.
Books: Curriculum
Smith, D. L. & Lovat, T.J. 1995, Curriculum: Action on Reflection Revisited, Social Science
Press, Wentworth Falls.
Grundy, S. 1987, Curriculum: Product or Praxis, The Falmer Press, Lewes.
Marsh, C. (ed.). 1998, Teaching Studies of Society and Environment, second edition,
Prentice Hall, Sydney.
18
The History and Social Science Teacher, Grolier Ltd, Toronto.
The Social Educator, SEAA, Australia.
Social Education, National Council for the Social Sciences (USA).
Theory and Research in Social Education, National Council for the Social Sciences (USA).
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History teachers at Cherwell School in England. Available URL:
http://atschool.eduweb.co.uk/cherwell/History/ (accessed August 2000)
Large numbers of historical sources, both textual and pictorial. This site includes links to
extensive online collections of articles and documents.
The Art of the First World War, funded by UNESCO. Available URL:
http://www.art-ww1.com.html (accessed August 2000)
Displays 100 paintings held by some major galleries and museums in Europe.
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