Cities Taking Shape Grade/Level 4/5 Description s2

Ned Kelly – hero or villain? Year level: 9 Unit of work contributed by Sue Cowie, Werribee Secondary College, Vic

L934 Point of view: editorial. Copyright Education Services Australia Ltd. About the unit

Unit description In this unit of work, students will use a liturgy of letters, ballads and folklore to investigate and determine whether Ned Kelly was a hero or a villain.

Knowledge, understandings, skills, values  Students will understand that perceptions of events are influenced by the position of the participants and observers in terms of the beliefs and values they hold and the role they played in the event.  Students will understand that literature, film, art and music can provide new insights into events by providing different perspectives and challenging the status quo.  Students will learn how identifying purpose, authority and objectivity are essential when evaluating and interpreting texts and other resources.  Students will understand that actions and activities are determined by the times we live in, and the beliefs and values we hold.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 1  Focus questions  What is a hero?  What is a villain?  How did Kelly view himself and how did these views influence his actions?  Why is Ned Kelly’s status still undetermined more than 130 years since his death?  How are our perceptions influenced by our position and participation in an event?  How can our perceptions and opinions be influenced by literature, film, music and art works?

Resources The Le@rning Federation digital curriculum resources Catch the thief series: L387 level 1, L388 level 2, L389 level 3 L1282 Timeline: Nhu Minh’s story L937 Wacky-oke song quest L934 Point of view: editorial R6065 ‘I Think ...’ That’s not fair The Story of the Kelly Gang, 1906 series: R7076 Fitzpatrick incident at Mrs Kelly’s homestead, R7077 Siege at Glenrowan hotel, R7078 Ned Kelly’s last stand and capture R10669 Ned Kelly's Jerilderie letter, 1879 R2582 Embers of Glenrowan Inn in 1880 R2097 Siege of the Kelly gang at Glenrowan R830 ‘The story of the Kelly gang’, 1906 - asset 1 R3909 ‘The unknown rebel’, Beijing, 1989 R3378 ‘A break away!’ R7510 ‘Ned Kelly, 1945’ R7511 ‘Kelly and horse, 1946’ R9090 ‘The chase’, 1946 R3363 ‘A holiday at Mentone’ R969 The streets of Forbes Internet sites  The capture of Ned Kelly: http://www.slv.vic.gov.au/miscpics/0/0/4/doc/mp004328.shtml  Ned Kelly in shootout: http://www.slv.vic.gov.au/pictoria/a/0/9/doc/a09615.shtml  Ned Kelly at Bay: http://www.slv.vic.gov.au/pictoria/b/5/0/doc/b50908.shtml  The Kelly gang – from an original photograph: http://nla.gov.au/nla.pic-an14034948  Capture of Ned Kelly: http://nla.gov.au/nla.pic-an2263702  Picture Australia: http://www.pictureaustralia.org/  The John Hanlon transcription of Ned Kelly’s Jerilderie Letter: http://www.nma.gov.au/interactives/jerilderie/home.html  Kelly, Edward (Ned), Australian dictionary of biography: http://adbonline.anu.edu.au/biogs/A050009b.htm

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 2  ‘I have a dream’ speech by Martin Luther King, Jr (28-08-1963): http://www.americanrhetoric.com/speeches/mlkihaveadream.htm  Iron outlaw: http://www.ironoutlaw.com/html/documents.html

Software  Wordle: http://www.wordle.net  MS Publisher or similar

Print and other resources Books  Ned Kelly's Jerilderie Letter, Carole Wilkinson (editor), Black Dog Books, 2007  The true history of the Kelly gang, Peter Carey, University of Queensland Press, 2000  Our sunshine, Robert Drewe, Penguin Books, 1991  Ned Kelly: a short life, Ian Jones, Lothian Books, 1995  The fatal friendship, Ian Jones, Lothian Books, 1995

Other resources  ‘The Jerilderie Letter’, February 1879, Manuscript Public Record Office VPRS937/P Unit 272  Ned Kelly, T Richardson (director), Woodfall Film Productions, 1970  Ned Kelly, G Jordan (director), Australian Film Commission, 2003  Reckless Kelly, Y Serious (director), Serious Entertainment, 1993

Attached printable resources The following teacher-created learning resource referred to in the Unit of work is available for you to modify, print and use in your own teaching and learning context:

Style of writing: terms

Setting the scene Resources  Collection of images and texts about Ned Kelly  MS Publisher or similar  Wordle: http://www.wordle.net/  L1282 Timeline: Nhu Minh’s story  R3909 The unknown rebel, Beijing, 1989  R6065 ‘I Think ...’ That’s not fair  ‘I have a dream’ speech by Martin Luther King, Jr (28-08-1963): http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

Teaching and learning activities Who was Ned Kelly? Establish what the students already know about Ned Kelly and their opinion of him as either a hero or villain. Use this quote from the ‘Jerilderie Letter’: ‘I am a widow’s son outlawed and my orders must be obeyed.’

Who wrote this?

What is it about?

How was it written?

Where is this letter?

Why is it important to us?

Who was Ned Kelly?

What was his place in Australian history?

Was Ned Kelly the ‘man of letters’, a hero or a villain?

What is your current opinion of Ned Kelly?

Why do you hold these beliefs?

Why does his status remain such a controversy 130 years after his death?

Have students view a range of images and texts of Ned Kelly and then use WordArt, and an application like MS Publisher, to create a ‘word-splash’ of their existing knowledge, understandings and opinions about him. Join each printed poster together to make a class collage and display this.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 4 Have students identify the most commonly used words and classify these under the headings ‘Knowledge’ and ‘Opinion’. Use the frequency of each word to create a ‘Wordle’ for each heading, that is, each time a word appears in a word-splash poster, type it in the Wordle screen. Analyse the Wordle to identify the most commonly held understandings about Ned Kelly.

The outsider Ned Kelly lived on the edge of the established society of the time, as an outsider, for the major part of his short life. Many selectors of land sympathised with his plight and others were persecuted because of the Irish/English conflict.

Why did Ned Kelly consider himself as an outsider?

How did this feeling of being marginalised influence his thinking and actions?

Do you believe his feelings justified his actions?

Extension activities Use the resources and the accompanying notes to help the students gain an understanding into the feelings of injustice, disempowerment, victimisation, persecution, dislocation or harassment that are common to those who feel they are outsiders. Investigate a group who would consider themselves marginalised from mainstream Australian society through social, cultural, racial, economic, religious, medical or other circumstances.

How is their lifestyle different to the ‘norm’?

Why do they consider themselves to be outsiders?

How do their feelings influence their actions?

Students then tell their story in images, words or pictures in an appropriate medium and format such as a slideshow, movie, comic-strip or drama presentation.

As a class, listen to the ‘I have a dream’ speech by Martin Luther King Jr.

Why did he believe he and other black people in the US were marginalised?

What did he urge Americans to do?

Ask the students to imagine a conversation between Martin Luther King Jnr and President Barack Obama.

What do you think Obama would say to King?

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 5 Investigating Resources  Catch the thief series: L387 level 1, L388 level 2, L389 level 3  The John Hanlon transcription of Ned Kelly’s Jerilderie Letter: http://www.nma.gov.au/interactives/jerilderie/home.html  Ned Kelly's Jerilderie Letter, Carole Wilkinson (editor), Black Dog Books, 2007  Style of writing: terms – attached  Kelly, Edward (Ned), Australian dictionary of biography: http://adbonline.anu.edu.au/biogs/A050009b.htm  R2582 Embers of Glenrowan Inn in 1880  R2097 Siege of the Kelly gang at Glenrowan  R830 ‘The story of the Kelly gang’, 1906 - asset 1  The capture of Ned Kelly: http://www.slv.vic.gov.au/miscpics/0/0/4/doc/mp004328.shtml  Ned Kelly in shootout: http://www.slv.vic.gov.au/pictoria/a/0/9/doc/a09615.shtml  Ned Kelly at Bay: http://www.slv.vic.gov.au/pictoria/b/5/0/doc/b50908.shtml  The Kelly gang – from an original photograph: http://nla.gov.au/nla.pic-an14034948

Traditional images of Ned Kelly, such as:

 Capture of Ned Kelly: http://nla.gov.au/nla.pic-an2263702  R7510 ‘Ned Kelly, 1945’  R7511 ‘Kelly and horse, 1946’  R9090 ‘The chase’, 1946  Picture Australia: http://www.pictureaustralia.gov.au  R3378 ‘A break away!’  R3363 ‘A holiday at Mentone’

Films such as:

 The Story of the Kelly Gang, 1906 series: R7076 Fitzpatrick incident at Mrs Kelly’s homestead, R7077 Siege at Glenrowan hotel, R7078 Ned Kelly’s last stand and capture  Ned Kelly, T Richardson (director), Woodfall Film Productions, 1970  Ned Kelly, G Jordan (director), Australian Film Commission, 2003  Reckless Kelly, Y Serious (director), Serious Entertainment, 1993  R2910 Beauty Contest, 1970

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 6 Teaching and learning activities To catch a thief With the class, view one of the learning objects from the Catch the thief series.

What has been stolen?

Listen to the two witness statements.

Have they witnessed the same suspect?

Why do their statements vary?

Have groups of three construct a brief scene in which a crime is committed and there is a victim, a perpetrator and a witness. Have them act the scene in front of their peers then have each, including the actors, construct a short witness statement. Compare the statements.

How are they the same?

How do they vary?

Why do they vary?

Discuss the role that each had in the drama, either as a participant or an observer.

How has this influenced their perceptions?

Discuss the saying, ‘There is no truth, there is only perception.’

The power of words Students read ‘The John Hanlon transcription of Ned Kelly’s Jerilderie Letter’ or Ned Kelly’s Jerilderie Letter edited by Carole Wilkinson. Discuss.

Why do you think Ned Kelly wrote the letter?

Was it a confession or a piece of propaganda?

Does Kelly consider himself a villain or a victim?

What did Kelly hope would happen if his letter was published as, and when, he wanted?

Using the Style of writing: terms handout (page 15), have students analyse the ‘Jerilderie Letter’. As they discover language that indicates each writing term, they should tick the box and give a brief reference or source.

Students choose a particular writing term matched with your example, and try to rewrite for a modern audience. They should then use the opposite writing term to create a different tone, eg ‘Serious’ could change to ‘Comic’.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 7 It is believed that Kelly was so desperate to tell his story that the siege of the town Jerilderie, in February 1879, took place so he could simply find a printing press. He regarded words as more powerful than guns!

Do you believe this action was justified? Why?

Read the entry for Ned Kelly on the ‘Australian dictionary of biography’ website.

What is the purpose and perspective of this entry?

Compare the language of all three pieces.

How does the purpose and intended audience change the language and structure of the writing?

How does the writer’s perspective, in each, change the impact of its message?

Look at the images of Ned Kelly’s capture at Glenrowan. Have students write a report of the events as though they were an eyewitness. Choose one of these perspectives:

 Ned Kelly  one of the policemen  one of the hostages  one of the Kelly gang  a reporter from the Glenrowan newspaper.

How will their role in the events change what they see, what they remember and what they record?

The power of images Sidney Nolan’s iconic images of Ned Kelly feature in the Catch the thief series of learning objects. View others in the collection of paintings from this series using R7510, R7511 and R9090. The entire series is available online by conducting an advanced search of Picture Australia for ‘Ned Kelly’ by ‘Sidney Nolan’. Discuss with students.

What was the purpose of these paintings?

Who was the audience?

Where are they set?

Why did he paint this way?

Students should then compare Nolan’s images with more traditional images such as those listed in the ‘Resources’ section immediately above.

What are the key similarities and differences between the traditional images and Nolan’s interpretations?

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 8 If you did not know the story of Ned Kelly, would you be able to work out what happened from Nolan’s paintings? Why?

Why might Nolan have chosen to interpret the events in this way?

As a class, read the ‘Educational value’ notes for The Le@rning Federation resources to understand what was happening in Nolan’s life at the time he painted this series. Discuss how he has used the story of Ned Kelly to portray his own journey as well as that of Ned Kelly.

Ask the class to consider this quote from Max Harris, a close friend of Nolan: ‘We are all Neds in our own way, invisible, turning to run for cover and then launching an attack on authority from our own positions.’ (ACMI recording of Max Harris, 1990.)

What does he mean by that?

How could Ned Kelly be described as ‘invisible’?

How do Nolan’s images emphasise this invisibility?

Display to the class other Australian artworks such as R3378 ‘A break away!’, R3363 ‘A holiday at Mentone’ and R3366 ‘Al fresco’ using the image of the helmet as a window or a mask.

What does the helmet represent for you?

Are you ‘an outsider’ looking in? Or looking out?

Students then write a paragraph about why they have chosen that image. They may choose to use poetic verse.

The power of film Have groups of students view the various versions of Ned Kelly’s life in film and prepare a presentation that examines the perspective of Kelly that the director adopted and how this was portrayed.

Why did the director take that perspective?

Which was the empathetic portrayal?

Which was the most objective?

What sort of audience is each film most likely to appeal to? Why?

The closing credits of Reckless Kelly proclaim ‘... this film is dedicated to the irreverent spirit of a great Australian outlaw who championed the rights of the individual against the oppression of authority.’ Discuss as groups what is meant by that statement.

Was Ned Kelly a villain or a hero?

Should we celebrate a larrikin?

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 9 Use the work of other Australian writers, such as Henry Lawson, to compare the quintessential Australian bush character with that of Yahoo Serious’s interpretation.

What is a stereotype?

Discuss stereotypes and view R2910 Beauty Contest, 1970 to enhance understanding.

How does the media construct an image?

How does the purpose and audience influence that construction?

In groups, discuss how students would interpret Ned Kelly if they were to produce a film about him.

The power of music With the class, explore and explain the concept of ballads as an important part of the oral storytelling tradition, sung with the primary purpose of informing while entertaining. Ballads usually talk about a single episode from legend and are either tragic, heroic, romantic or humorous. It is often related to love, death, feeling ostracised or alone or being a rebel.

Listen to ‘The streets of Forbes’ and discuss why this qualifies as a ballad.

How does the rhythm, rhyme, and imagery contribute to the message?

Locate and listen to some of the ballads written about Ned Kelly and, as a class, discuss the perspective the composers have taken. ‘Kelly was their captain’ is one example of such a ballad.

What is the message of the lyrics?

What is the main emotion of this song?

What is the most powerful word or line in the song? Why?

What techniques – lyrical or musical – have been used to emphasise the message and underline the emotions?

Why would many of these traditional songs about Ned Kelly have been labelled ‘treason songs’ at the time they were written?

Extension activities Have students investigate how music has been used as a medium for protest or political commentary over time, particularly since the 60s and 70s when music became ‘portable’ through the invention of the transistor radio. Locate examples of this protest music – traditional, modern and contemporary – and examine the messages and meaning.

Are there common themes?

Are there common techniques – lyrical or musical?

How do they compare with the ballads of Ned Kelly – are they also termed ‘treason songs’? Why?

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 10 Have students listen to a piece of instrumental folk music and, as they are listening, write down any words that come to mind. Rewrite each word or phrase onto separate pieces of paper. Use a pair–share strategy to rearrange the words to create a poem or ballad. Select an orator and share it with the class. Discuss the main themes

Why do you think these ideas have come about?

Discuss the range of responses from the same piece of music.

Instruct students that their group has been offered a deal to record ‘Your life: the soundtrack’. Individually, they should compile a list of four or five songs that they believe express something about themselves as unique beings.

Also as a group, have them select one song title from each person to put on a CD. Create the lyrics for a song that explores the qualities and interests of their group. Name the album and design the front and back cover for it.

Bringing it all together Resources  L937 Wacky-oke song quest  Iron outlaw: http://www.ironoutlaw.com/html/documents.html  L934 Point of view: editorial  R2097 Siege of the Kelly gang at Glenrowan

Teaching and learning activities Knowing Ned Students select and complete three of these activities

 Devise an advertising campaign for a major new food product or event that uses members of the Kelly gang as its inspiration. Prepare and present the argument that you would use to have your campaign used rather than another.  Using L937 Wacky-oke song quest as a model, write a song about the Kelly gang giving it a modern sound. Prepare and present a slide presentation to go with your song by selecting an image to match each line. Identify the important ideas in each line and choose images that reflect your message and emotions.  Create a ‘Wanted’ poster for an Australian bushranger. Your poster should include a picture of the bushranger, the reward, a brief biography, date of birth, place of origin, and the crimes that led him/her to being a wanted felon. On the reverse, include a bibliography of the resources you used for your information. This must include both print and digital resources.  Construct the Kelly family tree with no more than 15 members. Include a caption indicating their relationship to Ned and a timeline.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 11  Use the ‘Iron outlaw’ website to select one of the newspaper reports from 1878 to 1900 and another from 1901 until the present. Compare and contrast their content, style, purpose and perspective.  Imagine you are Kate or Dan Kelly, and write a letter to a newspaper arguing the case for your brother’s release.  Use L934 Point of view: editorial to explore the language and conventions of writing editorials. Then, imagine you are the editor of a newspaper in 1880. Write an editorial piece on what you see in the image R2097 Siege of the Kelly gang at Glenrowan. Look at L934 Point of view: editorial.

Drawing conclusions Resources  The John Hanlon transcription of Ned Kelly’s Jerilderie Letter: http://www.nma.gov.au/interactives/jerilderie/home.html

Teaching and learning activities Who was Ned Kelly? Ask students to analyse these quotes in relation to this unit of work. Consider the purpose, audience and objectivity of the speakers.

Mrs. Kelly, 1911: ‘Think what the police have done to me and mine, and then tell me if you wonder that the boys turned and smote the ones who had so persecuted them. If they had been trying to provoke the boys to break the law and retaliate, they could not have done more than they did, and I firmly believe they were trying.’

Constable Fitzpatrick, 1911: ‘Ned Kelly rises before me as I speak. Considering his environment, he was a superior man. He possessed great natural ability, and under favourable circumstances, would probably have become a leader of men in good society, instead of the head of a gang of outlaws.’

Constable Richards of Euroa, 1931: ‘He was a bushranger but he was the gamest man I ever saw ...’

Samuel Gill, editor of Jerilderie and Urana Gazette, 1910: ‘The raid on the bank at Jerilderie was skilfully designed, every detail having been carefully thought out. The plot laid to trap the police and gain possession of the police-station was the work of no ordinary mind.’

From Ned Kelly himself As a class, read the following extract from the ‘Jerilderie Letter’:

… but as short a time as possible after reading this notice, neglect this and abide by the consequence, which shall be worse than the rust in the wheat in Victoria or the truth of a dry season to the grasshoppers in New South Wales. I do not wish to give the order full force without giving timely warning, but I am a widow’s son, outlawed, and my orders must be obeyed.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 12 Students should compare it to this one from an interview with him in Beechworth Prison, ‘The Age’, August 9, 1880:

If my life teaches the public that men are made mad by bad treatment, and if the police are taught that they may not exasperate to madness men they persecute and ill treat, my life will not be entirely thrown away.

What impression of Ned Kelly does each provide?

What message is he trying to impart?

Have them compare and contrast the two quotes, justifying their responses by referring to the text.

Communicating Teaching and learning activities On stage Explain to students that they are to present a two-minute solo drama performance of Kate Kelly using this scenario:

Working as a travelling performer in a ‘Wild West’ show, Kate Kelly retells her life as the sister of Australia’s most famous bushranger. As part of her performance she:

 recreates at least one image of her early family life  recreates her involvement in at least one of the famous escapades of her brother, Ned  creates a prophetic prediction of how ‘outlaws’ will be defined in 2007.

They will need to incorporate:

 non-naturalistic theatrical conventions, including aspects of circus theatre  exaggerated movement, transformation of object  mood, climax.

Assessment As well as completing this unit students must also submit the items below.

 A statement of intention (100 words).  A story board (this could include words and or pictures) outlining the structure of their piece.  A flow chart/diagram that includes a detailed analysis of the development, presentation and evaluation of their piece. This must include detailed examples of how they used at least two play-making techniques. They should also include detailed examples of their own work in this chart.  A log book/diary of work completed over the two week development period.

Explain that in the period after this solo assessment they will be asked to write a report on the processes they went through to develop and present this. They will be allowed to bring their working script to complete this report.

© Education Services Australia Ltd, 2010, except where indicated otherwise Ned Kelly – hero or villain? by Sue Cowie, Werribee Secondary College, Vic 13 Assessment criteria Performance (total of 7 marks)

 has covered all of the prescribed elements of the task (2 marks)  has used dramatic elements, non-naturalistic theatrical conventions and stagecraft elements to good effect (3 marks)  effective use of expressive skills and energy to develop and portray character (3 marks)  development of a working script (total of 3 marks)  has completed all areas as outlined above (1 mark)  has completed a detailed record of the development of the mini solo (2 marks)  written report (total of 5 marks)  is able to use the language of drama to reflect on all stages of the development of a solo performance including: play-making techniques, use of dramatic and stagecraft elements, use of theatrical conventions and use of expressive skills (5 marks).

Writer: Sue Cowie

The material in this unit of work may contain links to internet sites maintained by entities not connected to Education Services Australia Ltd and which it does not control (‘Sites’).

Education Services Australia Ltd:  provides the links for ease of reference only and it does not sponsor, sanction or approve of any material contained on the Sites; and  does not make any warranties or representations as to, and will not be liable for, the accuracy or any other aspect of the material on the Sites or any other matter connected to the use of the Sites.

While the material in this unit of work is not remunerable under Part VB of the Copyright Act 1968, material on the Sites may be remunerable under Part VB of the Copyright Act 1968. It is your responsibility to read and comply with any copyright information, notices or conditions of use which apply to a Site.

Name Class Date

Analyse the ‘Jerilderie Letter’ to investigate examples of the following writing terms. As you discover language that indicates each writing term, tick the box and give a brief reference or source.

Low-key Sombre tone Personification Understatement Humour Melancholic Informal Formal Scepticism Colloquial Exaggeration Juxtaposition Appearance of naturalness Sense of the ridiculous Climactic Casually telling a yarn Comic Pivotal moment Familiarity Serious Inevitable Immediacy Soliloquy Narrative Laconic Anxious Closure Saying little Empathy Nostalgia Brief Sympathy Recollections Economical Lacks sympathy Sequence Curt Indifference Reflection To the point Compassionate Episodic Concise Emotional Disjointed Terse Mundane Fluent Subtle Unemotional Continuous thread Avoids the dramatic Anticipates Chronologically Minimalist Prospects Subsequent turn of events Transparent style Lacking compassion Earlier descriptions First-person narrative Simple Contemplates Third-person narrative Sentimental Narrative tension Avoids sentimentality personal Strong sense of plot Maintains tension Irony Represents Stoical detachment Exaggeration Moralistic stance Use of pathos Sense of the ridiculous Implication Cynical Strength Pessimism Prejudice Abrupt Optimism Anger Superior tone Verbose Anxious Impersonal Anticipation Metaphor Vernacular Excess