People, places, events; how our heritage is formed.
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People, places, events; how our heritage is formed.
The contribution of people and associated places and events to community heritage, including knowledge of original Aboriginal nations and boundaries, for STAGE 2 HSIE
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UNESCO World Heritage Centre

UNESCO World Heritage Centre | People, places, events; how our heritage is formed. |
UNESCO World Heritage Centre
Molly Cresswell's comment, April 17, 2013 10:45 PM
The UNESCO (United Nations Educational, Scientific and Cultural Organisation) website is produced in conjunction with The World Heritage Convention and provides a detailed and vast collection of information about protecting and conserving our world heritage. It offers broad and diverse examples of what heritage may be, with cultural and environmental examples from all over the world. There are links to modern heritage programs, climate change, evolution, cultural changes and conservation with up-to-date information on conventions, prominent meetings, programs and current news and events. It also contains an extensive list of natural and cultural heritage sites around the world, each with a link which describes the site, why it is listed as heritage and includes a range of images.
As a teaching resource, this site is a wealth of knowledge, not just about natural and cultural heritage sites in Australia, but also offers a global perspective. It is a quick way to access diverse and extensive amounts of information from a reliable source and there is always new content to explore.
When discussing the concepts of community and heritage, this site can be used to provide examples from different countries, not just exploring how heritage is changed by people and places, but also why our heritage is so important.
When considering HSIE syllabus outcomes CCS2.1 and CCS2.2 in the Stage Two classroom, the information in this website can be a starting point into the discussion of “What is heritage?” using examples from different countries. Classes can approach the concept of heritage from a detached point of view through international sites such as the Taj Mahal and the Swiss Alps, discussing why they might be listed as heritage and why they are so important to the world.
This discussion can be then be brought home by examining Australian landmarks such as The Great Barrier Reef, and finally looking at heritage sites in the local area. By starting with larger, unknown sites and moving towards local sites, there is a better chance at encouraging thoughtful discussion and looking at the local heritage through critical eyes. An interesting form of assessment would be to get students to pick and explore a heritage site, either in the local area or from around the globe, and report back to the class. This type of assessment gives students the freedom to pick and plan their own topic and thereby having a level of control over their own learning. By presenting their findings to the rest of the class, a collection of information can be learnt by the whole class, rather than all of them focusing on one area.
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A Convict Story: interactive teaching resource - Sydney Living Museums - Historic Houses Trust of NSW

A Convict Story: interactive teaching resource - Sydney Living Museums - Historic Houses Trust of NSW | People, places, events; how our heritage is formed. |
Sydney Living Museums, the public identity of the Historic Houses Trust of NSW, brings 12 major heritage sites alive through exhibitions, publications, events, and education.
Molly Cresswell's comment, April 17, 2013 10:47 PM
“A Convict Story” is a website designed to explore the people and places from when the British first arrived in Australia and when the convicts were transported from the United Kingdom. It is an interactive website that allows the user to take on the role of a convict, examine artefacts, learn about how the British came to Australia and imagine the possibility of having convict ancestry. The site is centred around providing a historical experience by supplying photos, case studies, paintings and other artefacts to help imagine the environment.
This interactive website is designed for student centred learning, possibly as an additional assessment or homework task, and could be suitable for Stage Two and Three. There are many sections and areas to explore, each providing a different pathway and focusing on a different area of British settlement. There are teachers notes provided on the website should the teacher wish to lead a class in discussion, and areas which would be suitable for group work or debate.
A Constructivist approach would be very successful when utilising this website. When students explore this website independently they will involve themselves in areas which interest them and start to glean pockets of information. By exploring the website on their own they create their own experiences, and as they read and experience more, they will begin to piece their information together, constructing their understanding. In this way, students will be more likely to remember these experiences because they have a personal attachment and control over what they learnt.
By providing steps or stages of information, this website provides the scaffolding for knowledge, much the same as Vygotsky’s Zone of Proximal Development (ZPD) (1978). The website gives initial information, coupled with artefacts and evidence, and then asks open ended thought-provoking questions which will help students to lead their own investigations. As a result this website offers both in-class teaching opportunities as well as chances for student exploration at home.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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Dust Echoes: Ancient Stories, New Voices

Dust Echoes: Ancient Stories, New Voices | People, places, events; how our heritage is formed. |
Ancient Stories, New Voices. Dust Echoes is a series of twelve animated dreamtime stories from Central Arnhem Land in Northern Australia
Molly Cresswell's comment, April 17, 2013 10:49 PM
This website is a beautifully animated journey in to the lives and stories of Aboriginal people in Central Arnhem land. Curator Tom Lewis says, “We are telling our stories to you in a way you can understand, to help you see, hear and know. And we are telling these stories to ourselves, so that we will always remember, with pride, who we are” (Lewis, 2007). “Dust Echoes” is a way to record and remember Aboriginal history and culture in a modern and interactive way.
The stories and information within “Dust Echoes” could be explored both as a class and individually. Due to the visual components, the stories could be screened to the whole class and then discussed afterwards. An interesting assessment task would be to ask the stude, either in groups or as a class to watch a story and dance or re-enact a dramatised version to the class, or the whole school at an assembly. “Dance involves us physically, emotionally, intellectually and aesthetically” (Gibson & Ewing, 2011, p. 35) and for some students, dance is a way to express themselves in ways that they are unable to with words. For a topic as emotional and moving as the Aboriginal dreamtime, dance and drama are a good way to express emotion and convey understanding.
“Dust Echoes” is also an interesting point to move onwards to experience other parts of Aboriginal culture. An Aboriginal elder might wish to impart their experiences or knowledge and come to school to speak to the class, or the class could experiment with Aboriginal tools or methods of cooking. Dramatic role play could be considered, but boundaries and sensitivity must be considered due to the emotional, personal and often distressing nature of Aboriginal history.
When injecting the arts in to the curriculum, refection and understanding of another’s situation can be explored. Art helps to explore topics with a different viewpoint and helps to promote insight and understanding (Langer, 1975). As “Dust Echoes” is already a creative resource, it helps to facilitate further creativity when examining outcomes CCS2.1 and CCS2.2 within the HSIE syllabus. The assessment of these activities can still be fulfilled by using creative methods.

Gibson, R., & Ewing, R. (2011). Transforming the curriculum through the arts. South Yarra: Palgrave Macmillan.
Langer, S. (1975). Problems of art. NY, New York: Scribner.
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Aboriginal Languages - Australian Indigenous Language (verbal, non verbal) - Creative Spirits

Aboriginal Languages - Australian Indigenous Language (verbal, non verbal) - Creative Spirits | People, places, events; how our heritage is formed. |
Aboriginal people were able to speak two, three or more languages fluently. Their oral culture made them masters in remembering.
Molly Cresswell's comment, April 17, 2013 10:45 PM
This is a website which explores the multi-faceted nature of Aboriginal culture from the perspective and curation of Jens Korff, who through this curation is learning more and trying “to put each puzzle piece into place”(1999, “Australian Aboriginal Culture”, para 1). As Aboriginal history and culture has only recently been taught in schools, this website is an attempt to educate those Australians who missed out on this knowledge. It is a collection of news articles, quotes, statistics and blog posts all making up a bigger picture of Aboriginal culture and way of life. The home page is split into sections or facets of Aboriginal culture, each of which is linked to pages of information and perspectives. The only drawback to this source is that it is collated by someone who is not trained in Aboriginal history or culture and has no teaching background, meaning that while the information given is both insightful and thought-provoking, the validity of its origin must be considered.
The information and articles given in this website would tie in well to a unit of work which has already been discussing the importance of culture and heritage. If the class’ definition of heritage has been established and discussed why it is so important to them by helping to define who they are and where they came from, then this website can help them emphasise with the Aboriginal people and their loss of heritage.
The “Language” section of the website lists a series of statistics about how many languages are spoken by Aboriginal people and the importance of talk and yarning within the Aboriginal culture. It also tells of how many people were forced to give up their languages, or whose languages are “critically endangered” (Korff, 1999), due to British colonisation. An interesting teaching idea would be to explore Aboriginal culture before and after the British colonisation, through these statistics.
An Aboriginal language map is also included within the “Language” section of this website, which will help visual learners to recognise the vast presence of language in Australia before the First Fleet, and also outline the many Aboriginal nations and boundaries. An interesting way to personalise the exploration of the map in the classroom would be to ask students to mark out places of significance to them, for example, their birth, their school or holiday destinations and identify the different languages or nations those events happened in. This way they are not learning in a detached manner, but with a personal connection to the content.
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ReconciliACTION! | People, places, events; how our heritage is formed. |

" Reconciliaction Network. Facts and figures into Australia's history. "

Molly Cresswell's comment, April 17, 2013 10:48 PM
“Reconciliaction” is a collection of information, fact sheets, community posts and events all centred around Aboriginal history and society. It provides historical facts and figures, as well as statistics and timelines within the ‘Online Education Kit’. There are links to Aboriginal artworks, and supporting partners such as AIME (Australian Indigenous Mentoring Experience) as well as any current news stories.
As a teaching resource, this website is a handy place to quickly find facts and figures, as well as information about key events and topics in Aboriginal history. There is also a link to a shared timeline, which provides an ordered list of events that concerned both Aboriginal and European people. This is important and a valuable asset as often timelines only show one perspective and this timeline shows both.
An interactive teaching idea would be to take out key events from this timeline as well as statistics, images and artworks and create a timeline with the class that wraps around the classroom walls. As each event is covered by the class, a new point could be added to the timeline, along with any pieces of information or visual components that the class feels important. The writing of the information could be constructed by individuals, groups or as a literacy lesson for the whole class. If the activity was completed in groups, each group could be responsible for contributing one part for each of the sections on the timeline. One group could write about the event, the next could find an image or artwork which symbolises the event and the last could try and find a news article or personal story which collaborates or proves the event. With each new section on the timeline, groups could swap tasks. The resulting timeline would not just map out the events of the British colonisation, but also the class’ unit of work, and their journey towards learning and understanding.