February Bulletin

CONTACT DETAILS HTAWA, PO Box 1145, Scarborough WA 6922

BULLETIN 02/19

THIS ISSUE > Continuedinside to aminimumandHTAWA membershipcostisbasicallyfreeifyoucometotheconference! schooloronaSaturdaytoensurecostsarekept We haveendeavouredtomakeourPLafter in thisdayandageoftighteningbudgets. topointout on aSaturdaysothereisalsonoteacherreliefcost,somethingthatimportant outcomes).Thisconference,youris skills thatwillhelpmaximisetheirlearning your students to engage and develop the cool sessions on supporting mention all the very literacy, theAboriginalCulturalFramework, ICTandusingunderstandingdata(notto you putinyourPLsubmissiontoschoolfortheconference,wehavesessionsaddressing teachersacrosstheboard.Remember HASS when have developedaprogramthatsupports teachers, even if they don’t teach upper school History,teachers are History this is why we develop your networks and professional knowledge? I alsowanttoremindpeoplethatallHASS and ideas teachers in one place, get access to quality professional learning and History ALL members to attend - where else to you get to hang out with the so many awesome HASS we have our state conference and I actively encourage and resources. This term information andwithourupcomingnewwebsiteevenbetteraccessto have accesstoadviceandsupport This yearmemberscancontinue to attendpredominatelyfree(orcheap)professionallearning, year.experience andknowledgeIknowwearegoingtohaveafruitful educationacross WA. TheHTAWA teachersandHistory History teamhasawealthof support and saythankyou, not onlytothem but ourexisting team membersforvolunteeringtohelp a fewnewmembersonyourhardworkingteamandIwouldliketowelcomethemaboard 2019 isgoingtobeagreatyeariftheHTAWA planningdayisanythingtogoby. We have Welcome tothefirstBulletinfor2019! • Membership andResource order forms • HTAWA 2019 Calendar/CanweHelp You? • Bookandevent reviews • NewMuseumPL Challenge • 2019NationalHistory results • WACE History Competition • AustralianHistory • VisitingHiroshima MonthinAustralia? History • IsJanuary Professional• Primary Learning • March2019HTAWA stateconference Helpers inyour School/History • Promoting History /AreyoudoingsomethingCoolinyourClassroom? • NewtoHistory? • 2019HTAWA ManagementCommittee • Welcome tothefirstbulletinfor2019! Field ofLight:AvenueHonourdisplayonMtClarenceAlbany. 2018 MANAGEMENT COMMITTEE Sharron TurnerSharron Heather Tunmore Alison O’Connor Danielle Jago Jodie Ford James McNeill Rebecca Balling Jessica Vuckovic Ivan Lucic-Jozak Rebecca McClelland Roslyn Keron Rebecca Balling Vanessa Allen Adele Baker Alyce Blake Anthony Lunt Cassandra Don Alycia Bermingham Rosinda Seara Helen Avery Hayley Bettermann Rebecca deBeer Jordana Caple Secretary Emily Donders Treasurer/EO David Murray Immediate Past President Louise Secker Vice PresidentAncient Sally Davies Vice President Wieringa Crystal Vice President Maree Whiteley President Cathy Baron NAME

WORK PHONE 9297 9700 9204 4112 9380 0555 9380 0555 9441 1630 9412 3100 Irene McCormack CatholicCollege Irene McCormack John Forrest Secondary College John Forrest Secondary Living Waters LutheranCollege Harrisdale SeniorHighSchool Harrisdale Ellenbrook Secondary College Ellenbrook Secondary anro eodr College Secondary Wanneroo LakelandSeniorHighSchool Lynwood SeniorHighSchool Willetton SeniorHighSchool Leeming Senior HighSchool Methodist Ladies’College Mindarie SeniorCollege St Stephens,Duncraig Perth Modern School Modern Perth St StephensSchool St StephensSchool John XXIIICollege Fremantle College Rossmoyne SHS Applecross SHS Wesley College Kelmscott SHS Manjimup SHS Trinity College Perth College Perth Perth College Perth WA Museum AISWA/UWA SCHOOL SIDE

[email protected] EMAIL education.wa.edu.au education.wa.edu.au

(Continued from front cover)

We are not only having our State Conference this term (on the 30th March) but are also going to offer a suite of support for new to History teachers and run a session on February 21st that looks at the 2018 WACE exam, where the students did well, what areas were identified as areas of need and some ideas to support the development of these areas. This session is free to members and $10 for non members and will be held at SIDE in Oxford Street. A sad trend we have noticed is less students choosing to do ATAR History and HASS subjects in general. This of course comes about from a myriad of reasons, but I think it is important as a community of people who care about History and HASS education, we need to work together to reverse this trend, thus I would encourage you to look for creative ways (then share them) to encourage our students back to the light. We have a session at conference on this, plus we would encourage you to either become a History Helper (someone who would like to help out but doesn’t have the time to attend meetings as such) or share ideas or activities you have run at your school (we can publish them in the Bulletin). Have a super fantastic, wonderful start to 2019 and I look forward to catching up with you soon, Cathy

New to History

Are you new to teaching History - whether primary, lower or upper school - Modern or Ancient? Would you like some free support? We have all been there and understand how it can be a bit overwhelming and confusing at times and want to support you to deliver the best History education possible!!!! 1. Join HTAWA (we can’t help if you’re not a member.) 2. Contact Vanessa ([email protected]) to register as a New to History person. She will be able to let you know about our upcoming event, guide you in the direction of a History superstar who can help and support you on your journey to becoming the best History teacher you possibly can be.

Are you doing something Cool in your Classroom?

Every year at conference we like to showcase cool ideas and activities teachers are doing in their History classrooms as one of the best ways to get inspiration is from other teachers. The more then merrier and it would be awesome to see what is happening across the state. Please contact Adele ([email protected]) if you have activities, images, or students work you are willing to share and display at conference.

HTAWA is now on Twitter.

Follow us @wa_hta for all the up to date news about what’s happening in history education in WA. Promoting History in Your School Have you ever considered setting up a History Club at your school? Students have a natural interest in History; look at how many movies, games and books are based on historical events and characters. They love the stories, the intrigue and the fact that History contains the mad, the bad and just plain sad. If we can capture that curiosity, we not only support the development of our subject, but we also have a vehicle to improve literacy, develop important social skills and foster the next generation. Plus, as lovers of History we get to share our passion outside of the classroom and tight curriculum. We get to encourage students to have fun with their History and as teachers we get to engage with our students in a positive, rewarding way. History clubs can be focused around a theme that interests your students (like war or history mysteries) or can be formed to support competitions like the National History Challenge. If you run a History Club at your school, we would love to hear about it. We would love to show photos or read about what you did and how it went. Cathy Baron

HISTORY HELPERS A History Helper is an amazing person who would like to help out occasionally but doesn’t have the time or energy to become a full time HTAWA Committee member. History Helpers can help in lots of different ways: • Delivery of professional learning • Presenting at Student Seminars • Helping with publications • Help with streaming of sessions to ensure all students and teachers have access to quality History learning • Development of teacher resources • Help at HTAWA events such as conference, student seminar days and PL. • Mentor new teachers If you would like to be a History Helper please register your interest with our History Helper Coordinator - Sharron Turner ([email protected])

March 2019 th School History o ption 5 Exam changes discussion space Making Connections Making Maintaining a C grade in Maintaining a s aturday 30 Registrations from 8:00am Registrations John XXIII College, Mount Claremont o ption 4 Learning Area Learning Engaging BoysSkills for Lower Economics HASS & Level 3 HASS & Level room VroomVroom (ICT)VroomVroom room Session – Ancient History V Ancient History WorkshopAncient History Tell Show and Primary a sia / orld Conference Outline w o ption 3 with Lower School Lower HASS learning Unit 4 – Content Unit 4 – Historical Literacy Historical Leadership - Making ConnectionsMaking Promoting HASS as a Assessment design for

Making use of data for ustralia’s Engagement a ustralia’s t he Changing European Making Connections Breakfast Keynote Session - Paul Kiem Keynote Plenary Lunch Break tions’ - (3:00pm - 3:20pm) (12.00pm – 1.00pm) collection o ption 2 for teachers and abilities History Skills History difficult source analysis concepts Education Perfect for Education Perfect Teaching strategies for Teaching Assessing thinking, skills Measuring HASSapptitude Australia & Asia – Resource Asia – Resource Australia & Curating your own resource Aboriginal

Project records o ption 1 Education Freedoms / Framework Making Conne C Making

Cultural Standards Cultural Gifted and Talented Talented Gifted and ‘ Investigating Rights & Unlocking WW1 service Unlocking Shout Out! Oral History Out! Shout Embedding the Secondary Revision Skills Secondary Revision I remember when … Senior I remember when … 2019 DRAFT Session Keynote Keynote s ession 5 s ession 4 s ession 2 s ession 3 s ession 1 Breakfast Breakfast 2:30pm - 3:00pm 2:00pm - 2:30pm 1:00pm - 1:50pm (8:30am - 9:30am) 11:30am - 12.00pm 10.35am - 11:25pm (9:30am - 10:30am) Htawa Indicates sessions which will be made available to a lim ited group of online conference delegates. HTAWA Professional Learning - What’s on offer for Primary Teachers?

Term 1. HTAWA Conference – Sat 30 March – A full-day of History/HASS PL for Primary Teachers. Amazing Conference presentations that will be practical and hands-on for all primary teachers from Pre-primary to Year 6, plus a Show’n’Tell sharing session full of great ideas, presented by classroom teachers. Check out the program for all the details, but here’s a sneak peek: Using Stories to Connect to the Past – Curriculum links to HASS and Digital & Design Technologies with Robin McKean (CSER WA Digital Technologies Project Officer) In this session you will use the VRROOM multimodal PRIMARY SOURCE gateway to locate photographs, audio-visual records and sound recordings, maps, plans, posters, objects and digital records to It will be an opportunity to model classroom practice and examine real historical evidence in context before using it as a key for reconstructing and interpreting the information. Through this portal to the past, we will adopt a real family and use the National Archives of Australia digital material to develop critical thinking skills, while learning how as immigrants, they became part of our history. You will then make your own historical narrative in the form of a microdocumentary, created by using app assisted techniques to structure the viewer’s experience. By focusing on characters, personal profiles and issues of the time tied together with our inquiry theme,Migration to Australia after World War 1, you too will enjoy the immersive journalism process and produce a teaching resource to use as learning strategy. You will need to bring an iPad with you in order to participate fully in this session. Two other sessions with Maree Whiteley will include Making Connections and curriculum links across the HASS Curriculum and other Learning Areas by curating a resource collection and Embedding Historical Literacy into Your Interdisciplinary Inquiry Teaching and Learning.

Some of the many resources to be shared during the Primary sessions at the HTAWA Conference on Sat 30 March. Term 2. Primary P-3 STE(A)Ming into History – What does a memory look like? When Historical Inquiry meets Digital Literacy magical learning happens. Join us for an Early Childhood (P-3 focus) hands- on professional learning day using HASS skills and iSTEM capabilities. We will explore and create while investigating the significance of time, place and people connected to a significant local site. Participants are asked to BYOD iPad or Smart phone as you will be introduced to a range of Apps and digital games in preparation for a full afternoon of creating your digital resource, designed for your students in your classroom and beyond. The curriculum focus will be past and present family life and technology over time. Numbers are strictly limited due to the hands-on nature of this workshop, so please register your interest as soon as possible. Registrations close Friday, 12 April. Further details, including the full program for the day, will be sent to registered participants prior to the event. Registration includes morning tea, lunch and workshop resources. Focus skills: Source analysis and Digital Storytelling Date: Mon 29 April 9.00 - 3.30pm Venue: Guildford Heritage Precinct HTAWA is grateful for the support of the Swan Guildford Historical Society (SGHS), the Computer Science Educational Research (CSER) Team and the Association of Independent Schools WA (AISWA) for presenting this PL event for teachers. For further details and registration please visit: https://www.ais.wa.edu.au/event/steaming-history-what-does-memory-look

Step back in time (and into the future) by attending a day of Historical Inquiry and Digital Technology exploring the Guildford Heritage Precinct on Monday 29 April...... Primary 4-6 (Details TBC) STEAMing into History- Who has the Power? Source analysis and Digital Storytelling Year 4-6 significant people (past & present) Inquiry skills, National History Challenge, HASS & DigiTech Date: TBC 4.00-6.00pm Venue: Guildford Heritage Precinct OR a School location TBC (Registration is free for HTAWA Members)

www.facebook.com/pages/History-Teachers-Association-of-WA/226237137390916 IS JANUARY HISTORY MONTH IN AUSTRALIA?

At the risk of sounding like a holiday recount… On my holidays, which included a short stay in the Botany Bay area of Sydney, I couldn’t help but feel a strong sense of place and historic significance. Was it just the history teacher in me that was in awe of the significance of the location, scanning the landscape andanalysing every detail inscribed on the monuments? History teacher or not, ‘Australians all’ certainly have a lot to say in January about our shared history and many don’t seem to be rejoicing! The present day Botany Bay suburb of Brighton- Le Sands is a bustling multicultural haven for large family groups of mostly Middle Eastern heritage, enjoying the festivities on offer whilst cooling off at the beach in their own traditional ways of celebrating in their adopted country. Whether you engage in social media or still ‘read the newspaper’ (print media), the national conversation was alive with ‘Australia Day’ chats, posts and articles from multiple perspectives. Key words ranged from celebration to mourning, as the #changethedate debate gained more momentum again this year. What a fantastic opportunity for our students to add their voice to this important debate, where everyone, even the Prime Minister of the day, has an opinion and becomes a History expert! Even though many Australian classrooms had yet to commence the new school year, there are many, many excellent resources to explore this topic further. Here’s just one of the many activities from the Together for Humanity: Difference Differently website of resources:

Activity source http://www.differencedifferently.edu.au/defining_identities/part_4a.php

A Day with many meanings… _ _ CONNECT < > EXTEND < > CHALLENGE View the 4 minute video at the link above This activity allows you to think more deeply about what you watched. 1. How are the ideas and information presented about Australia Day CONNECTED to what you already knew? 2. What new ideas did you get that EXTENDED or pushed your thinking in new directions? 3. What is still CHALLENGING or confusing for you to get your mind around?

Use this Question Matrix to extend thinking and promote a range of questions for further research. What questions, wonderings or puzzles do you now have? Use a questioning framework/matrix such Charles Wiederhold’s Question Matrix to promote high-order thinking in the development of questions for further research. Australia Day, or differently-titled holidays celebrating the Aussie identity, have been celebrated on a range of dates throughout our history. Here’s just one of several articles that can be used within a source analysis task: SBS Article 25 Jan 2019 The many different dates we’ve celebrated Australia Day https://www.sbs.com.au/topics/life/culture/article/2018/01/23/many-different-dates-weve-celebrated-australia-day

Image from SBS article – Original source Australian War Memorial

Maree Whiteley HTAWA Vice President Facebook Groups: Primary History Teachers Australia - https://www.facebook.com/groups/227124067627734 HASS Resources: Maree’s Resource collection - https://www.scoop.it/u/maree-whiteley HTAA Primary Education Representative HASS Week WA - https://www.facebook.com/groups/206086636613376/ [email protected] Twitter: Follow @mareewhiteley and @HASSweek VISITING HIROSHIMA As a passionate teacher of history, I have always wanted to visit the places that I read about in books and teach in stories. Visiting Hiroshima was such a place that I have longed to visit for many years. Actually being present, standing in the spot where an historical event occurred is incredible and humbling. You learn so much more from being present in places where history was made. The images presented and the monuments that remain, the memorials all speak of the importance and significance of retaining the past to teach us of past mistakes and allow us to learn. It also demonstrates how society has chosen to remember that event. Nothing prepares you for the feeling of loss, the significance of the immense loss of life that occurred on August 6, 1945. It was a sobering visit to a place that still has an aura of loss. There were memorials to the children who also gave their lives for the war effort or died during the bomb attack or as a result of the atomic bomb. Such an experience reminds this history teacher that life is precious.

Japanese military authorities also trained young teenagers to fight the enemy. Children also worked to support the war effort. In the Peace Memorial park stands a monument to pay homage to all those students who gave their youth to the war effort. It was incredible to read the inscriptions and see the memorial.

Children’s Peace Memorial Hiroshima

The Children’s Peace Monument that stands in Peace Park was built with funds donated from all over Japan. Visitors to Peace Memorial Park see brightly coloured paper cranes everywhere. These paper cranes come originally from the ancient Japanese tradition of origami or paper folding, but today they are known as a symbol of peace. They are folded as a wish for peace in many countries around the world. Anyone may place paper cranes at the Children’s Peace Monument in Peace Memorial Park. The A-Bomb Dome, also known as the Hiroshima Peace Memorial, is what remains of the former Prefectural Industrial Promotion Hall. The brick building designed by Czech architect Jan Letzel was completed in 1915 to be used as the Hiroshima Prefectural Commercial Exhibition Hall. In 1945, the structure housed national and municipal government offices. As it was located just 160 meters from the epicentre of the blast, most of the walls of the building were destroyed in the bombing, but it was one of the few structures in the area to remain upright. In the post war era it became a symbol of the atomic bombing and in 1996 it was inscribed as a UNESCO World Heritage site. When the bomb exploded, it was one of the few buildings to remain standing, and remains so today.

Tree in Hiroshima Sign on the surviving tree

This tree is a symbol of hope and a reminder that not everything was destroyed by the bomb.

Rosinda Seara PSM Harrisdale Senior High School The Australian History Competition is open to students in Years 7 – 10. It is comprised of a question booklet containing fifty multichoice questions and a document booklet containing a range of source material such as photos, maps, text, graphics that reflect the historical skills and understandings within the Australian Curriculum. Schools can register students in either the Years 7/8 or Years 9/10 level. Medallions are awarded to the top student for each year level in each state. The national winner for each year level will receive a special commemorative certificate and $250*. Sample questions are available on the AHC website as well as History Riddles. (australianhistorycompetition.org.au/sample-questions/ and australianhistorycompetition.org.au/riddles/) Old question and document booklets can be used by classroom teachers to pre-test students at the start of a unit, as part of a formal assessment or the sources can be used to develop source analysis skills.

Competition date 2019: 5 June Registrations due: 31 March

For online registrations, please go to australianhistorycompetition.org.au/?page_id=72

*Total prize pool is $2500.00.

Perth Modern School students Tate Fairbanks and Alexandra Fortescue Year 8 and Year 9 state champions. 2018 WACE ATAR HTAWA would like to acknowledge the teachers from the following schools for their quality teaching resulting in their school being rated as one of the schools with the highest performing students in Year 12 ATAR courses*. Ancient History Christ Church Grammar School Hale School Perth Modern School

Modern History All Saints’ College Bunbury Senior High School Carey Baptist College Christ Church Grammar School Iona Presentation College John Curtin College of the Arts Methodist Ladies’ College Newman College Penrhos College Perth College Perth Modern School Sacred Heart College Santa Maria College Scotch College St Hilda’s Anglican School for Girls Willetton Senior High School

* Based on data released by SCSA in their Year 12 Student Achievement Data 2018.

FIELD OF LIGHT IN ALBANY

There are 16,000 spheres of light in varying colours in the artwork Field of Light: Avenue of Honour display on Mt Clarence Albany from October 2018 to ANZAC Day 2019. Artist Bruce Munro aimed to honour the Australian and New Zealand men and women who served in the First World War and every war since. The lights provide another dimension of commemoration. Thanks to Adele Baker for the images. This website provides more information on the artwork which has also been displayed at Uluru. https://www.abc.net.au/news/2018-09-27/bruce-munro-light-installation-in-albany/10308952 BEHIND THE SCENES OF THE NEW MUSEUM!

Tuesday 19 February 2019

4.30pm – 6.00pm

Theatre at the State Library of Western Australia

Perth Cultural Centre, 25 Francis Street, Perth

Calling all teachers and educators! Join us for an after school event as we showcase our exciting New Museum for WA. (museum.wa.gov.au/museums/perth)

Scheduled to open in the Perth Cultural Centre in 2020, the New Museum will share the stories of our people and places, reflecting the extraordinary history, distinctiveness, creativity and diversity of our State and region.

Join us for an update on the New Museum Project including:

• a preview of the new exhibitions, visitor experiences and content themes

• the lifelong learning approach for programs and experiences

• a meet and greet with our staff as they share key collections and stories

This session will also include a feedback activity where you can tell us what you and your school group would like incorporated in the New Museum learning offering.

Please register to attend this free event and we’d also love you to share this invitation with your colleagues.

We look forward to seeing you on 19 February and sharing the New Museum Project with you.

For further information contact the Western Australian Museum on 1300 134 081 or [email protected]

To register: http://museum.wa.gov.au/ticketing/civicrm/event/register?reset=1&id=16248 2019 NATIONAL HISTORY CHALLENGE Book Review: Utopia for Realists by Rutger Bregman

Translated from the Dutch by Elizabeth Mantoon. Bloomsbury, London, New York, 2017 Last year, as I was driving to work I listened to the ABC’s Conversations with Richard Fidler and he was interviewing Rutger Bregman, a Dutch historian about his book Utopia for Realists. It piqued my interest and, intrigued, I was determined to read the book in the holidays. I was not disappointed. Bregman outlines his version of Utopia, a Universal Basic REVIEWS Income and the elimination of what he calls ‘bullshit’ jobs that don’t add value to society and merely move money around. Teaching, of course, is mentioned as one of the key occupations that needs to enjoy higher wages due to the value we add to society. Now I don’t think any of this is totally new or revolutionary but what I enjoyed most was the History (no surprises there!). The Medieval version of Utopia is the starting point and we are all living it right now! Bregman has also researched the thinking behind our current mindset with regards to poverty and social policies. I had no idea that the current attitude towards giving money to the poor had come from the government dismantling of the Speenhamland system- a radical plan in 1795 in a village in England to assist the poor. Or that Richard Nixon was very close to implementing a social platform involving a universal basic income in the 1960’s. These are only a few examples - there are many more fascinating snippets of social history peppered throughout the book. The book reaches back into the history of our current mindset and for me that was its attraction. But for those of you that like to dream of a Utopia that seems to be more realistic than Marx’s version this is also worth a look. As Bregman himself posits “Like humour and satire, utopias throw open the windows of the mind. And that’s vital.”

Reviewed by Vanessa Kirkham All Saints’ College Book Review: The Silence of the Girls by Pat Barker (2018)

Set largely in the last years of the Trojan War, this book explores the dark realities of war in the ancient world for the women and children caught in its midst. The novel’s development of the key characters and plot lines from Homer’s original oral history is quite faithful — we are encouraged to fall in love with gentle Patroclus, be mystified by the enigmatic Achilles, be disappointed in Agamemnon — but this is all backstage to the gritty, stark and often hopeless existence of the captured women of the camp, whose slavery is acutely observed thus effectively relaying the horror of their transition from free woman to complete oppression. While the narrative is at times prosaic, the imagery sometimes finds itself adrift and threads of ideas are not always woven successfully back into the whole, the novel nonetheless provides interesting and relevant comment on the collateral damage of conflict. The representation of this timeless experience leads the audience to confront the ubiquitous effects of war on the innocent, as current today as it would have been in c.1500 BC when the novel is set. It’s worth reading just to pause and consider this horrific truth. Excerpts of this book would work well in Years 9 to 12 as a way to support learning about any conflict and/or refugee crisis for either Modern or Ancient History students, though some of the florid descriptions of the ravages of the plague would also be quite suitable for a ‘Horrible History’ style approach to parts of the Years 7 and 8 syllabuses as well. Relevant and easy reading. Give it a go.

Sally Davies Teacher - Secondary (HASS/English) Living Waters Lutheran College Possible Resource for Unit 4 Cold War in Europe and the Middle East that also includes Unit 3 (Russia) Cultural Studies: An Introduction to Global Awareness 1st Edition

• Paperback: 796 pages • Publisher: Jones & Bartlett Learning; 1 edition (February 10, 2012) REVIEWS • Authors: Goodrich & Walker For more information, type: “[PDF] Cultural Studies: An Introduction to Global Awareness” into Google and click on the PDF which contains a detailed contents page.

Chapter 1: The Middle East reviews the region from its earliest days as the cradle of Western civilization and the birthplace of Judaism, Christianity, and Islam. It then looks at the more recent challenges of war and terrorism. It considers changes the Middle East underwent in the twentieth century and the spread of nuclear weapons there in the twenty first. Any discussion of this region must include its most sought after natural resource: oil.

Chapter 4: Russia and the Former Soviet Republics tracks the Cold War struggle between communism and capitalism. Students will study how the Soviet Union’s economy operated and why it failed. In addition, the chapter deals with Russia’s relationships with Asia, Europe, America, and the United Nations. It also looks ahead to such things as the challenges to US-Russian relations.

As there are so few resources for the post 1990 period, there is an expanded contents page below. This text is a great jumping off point and serves to ‘set the scene’ however, it may not achieve the appropriate depth to explore the topic fully. It is very accessible for lower and middle order students. There are ‘Lesson Review’ questions at the end of each chapter to help reinforce the content. Good use of maps, photos and ‘Fast Facts’ as inserts on some pages. It’s a huge book but comes with a CD that has the whole text, segmented into chapters. I am yet to use this as a resource in the classroom but was given a sample chapter by someone who kindly shared it on the Humanities and Social Sciences Connect Community page which is another VERY useful resource. Chapter 6: Europe … e. Know how Marxism, socialism, and fascism affected the development of Europe. f. Know the origins of the European Union. g. Know which countries are members of the European Union. h. Know the political and economic structure of the European Union. i. Know the importance of the Euro as a world currency. j. Know why European countries have permitted immigration k. Know why immigrants have had difficulty assimilating into European societies. l. Know the difficulties Al Qaeda and its allies have posed for Europe. m. Know the background of ethnic and religious strife in Northern Ireland. n. Know how Yugoslavia was created after World War I. o. Know how World War II affected Yugoslavia. p. Know the role of Josip Broz Tito in uniting Yugoslavia after World War II. q. Know how Yugoslavia dissolved into seven independent countries. r. Know the history of ethnic cleansing in the Balkans. s. Know why the United States intervened in the two world wars and fought the Cold War. t. Know the historic purpose & current activities of North Atlantic Treaty Organization (NATO). u. Comprehend the importance to the US economy of trade with Europe.

REVIEWS v. Comprehend the development of human rights and democracy in Eastern Europe following the Soviet Union’s collapse.

Sample Pages

Calendar of events 2019

DATE EVENT VENUE / TIME

Term 1

21 February WACE Maximising Feedback SIDE 4-5pm

30 March HTAWA State Conference John XXIII College

Term 2

11 May Student Seminar Day Notre Dame University, Years 11 and 12 Teacher PL Fremantle

Term 3

2 - 9 August HASS Week Various venues

2 - 3 August HASS Week Conference State Library of WA

8 August HASS Week Quiz Night tba

30 August Closing date for National History Challenge

31 August Student Seminar Day tba Year 12 Modern History

7 September Student Seminar Day tba Year 12 Ancient History

August /September South West Student Seminar Day tba

Term 4

1 - 3 October HTAA 2019 Conference “History Matters” Loreto College Marryatville, Adelaide

26 October Year 11 Student Seminar Day tba Can we help you?

If you require support in any of these areas of your teaching simply contact the specialist from our HTAWA committee.

Unit 3 Russia Unit 3 China Adele Baker - [email protected] Ros Keron - [email protected] Jordana Caple - [email protected] Jessica Vuckovic - [email protected] Sally Davies - [email protected] Emily Donders - [email protected] Unit 3 Australia Anthony Lunt - [email protected] Rebecca McClelland - James McNeill - [email protected] [email protected] Rosinda Seara - [email protected] Rebecca de Beer - [email protected]

Unit 4 Middle East Anything to do with Ancient History Jack Clarke-O’Reilly Sally Davies - [email protected]

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