History is a subject of continuities and changes, from the medieval times to twenty first century history. The inquiry questions in the Australian Curriculum (2014), Year 7-10 show that there is a need to understand traditional history in order to interpret present and future societies. Exponents of traditional history, Herodotus (484 – 425BC) and Ranke (1795 – 1886), set the precedent to carry out research and investigate and authenticate events, ideas and developments that were significant in their world, a precedent that SCSA adopted in formulating the Western Australian syllabus. The historical skills described in the syllabus, (2017, p. 9), are the same skills, nineteenth century historians would have used in their fact-finding quest to …show more content…
42,43). This is also evident in the Western Australian syllabus where School Curriculum and Standards Authority (2017), integrated four subjects, History, Geography, Civics and Citizenship, and Economics and Business, which help students to develop multifaceted expertise and understand the role that interrelationships play in the real world, (Edutopia, 2008, para. 1). This is evidence to show that traditional history has had an influence in the formulation of the current Western Australian history syllabus and the Australian history curriculum at …show more content…
The way the Western Australian curriculum was chronologically sequenced, takes its form from traditional history. All the historical skills and key concepts that are the springboard of studying and understanding history have their roots in traditional history. Research skills, inquiry based learning and different genres of history to include social, economic and political history are also ingrained in the traditional approach to history. Like the traditional approach, the Western Australian syllabus believes in the use of evidence to substantiate the authenticity of scholarly writings and to have a deeper meaning and understanding of past events and their significance. The Western Australian syllabus (Year 7 – 10), Depth study 2 ((ACDSEH129; ACDSEH130; ACDSEH131; ACDSEH132; ACDSEH133), requires students to study the role of a heroic personality in ancient society, a feature that is synonymous with traditional history, where “Great men,” (Black et al, 2017, p. 41), dominated history
What is the connection between official education policies and key events in Aboriginal Australian history? How have Aboriginal people responded to these policies?
...kins , T. (2012). History Alive 10 for the Australian Curriculum. Milton, Qld, Australia. Retrieved March 28, 2014
Bollard, R. (2013). In the shadow of Gallipoli the hidden history of Australia in World War I. [EBL]. Retrieved from http://www.eblib.com.au/
“Why Western History Matters” is an essay adapted from a speech Donald Kagan delivered to the National Association of Scholars, and was reprinted in the December 28, 1994, issue of the Wall Street Journal. Throughout Kagan’s essay, he describes the essential need for the college course, Western History. He does so by examining older cultures and explaining why they were quintessential to the past and to our future development as a society. I strongly concur with Kagan’s standpoint of the necessity of history, and the realization of how exactly our flourishing society came about. History is a key constituent in determining who we are; for to determine who we are one must first know from whence they came. In the words of George Santayana, “Those who cannot remember the past are condemned to repeat it”.
In the nineteenth century, the “History wars” became the fight between the most prominent historians revolving around the deception of frontier conflict between the labor and coalition. The debate aroused from the different interpretations of the violence that took place during the European colonization and to what degree. It became a crisis in history, emerging from the dispossession of the Aboriginal and Torres Strait Islanders (ATSI) that resulted in exclusion of their traditions and culture. The ATSI were the first people of Australia that brought along a different culture, language, kinship structures and a different way of life (Face the Facts, 2012). Post European colonization was a time where the ATSI people experienced disadvantage in the land they called home. With the paramount role as future educators, it demands proficient knowledge on the Australian history and one of the most influential moments in our history started from the first European settlers.
The Australian Curriculum is fluid, ever-changing and highly politicised. There is constant debate surrounding what should, and should not be taught in Australian schools. The Humanities and Social Sciences (HASS) Curriculum in particular, has undergone dramatic changes over the last few years. This essay will critically analyse two provocations relating to the HASS 7-10 curriculum, and some of the surrounding issues that HASS teachers contend with on a day to day basis. The first provocation, the purpose of Civics and Citizenship teaching is to teach about democracy, not for democracy, will be examined in relation to opinions regarding left-wing bias in the Civics and Citizenship curriculum, and the idea that the course teaches too much ‘for’
Additionally, this paper identified my prior knowledge and experiences about the topics. This critical reflection includes a demonstration of my new understandings, teaching philosophy, and learning strategies towards achieving the professional standards of 1.4 and 2.4, as well as the cross-cultural priorities of the Australian curriculum. Finally, this paper discusses the insight on classroom activities to support Indigenous Australian students and Indigenous studies in my future pedagogy.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Australia is a country of diversity, heritage, culture and history. Today, there are many multicultural people living and coming to Australia for peace and safety. With many events that have shaped Australia, the ANZAC legend is no exception. The purpose of this essay is to show that the ANZAC legend is still relevant to Australian life today.
When writing the "big picture" histories, historians often overlook or exaggerate certain aspects of Australian history to make their point. Discuss with reference to one the recommended texts.
When developing studies in history, the theme explored, the scope of sources, and the methodologies employed determine the outcome of one’s research. Around the field of history, there are distinct schools characterised by the kinds of history examined, what sources they utilise, and the methods adopted in a study. During the 2017 run of Canterbury University’s history research seminars, participants were exposed to a range of themes and approaches in the study of history. For example, David Monger put forth a history of the role of patriotism in World War I Britain considering its impact on British society and the war effort.
Novelist Pearl Buck says, “If you want to understand today, you had to search yesterday.” For most people like me, to study history is tiresome, its boring, it's lifeless, even a waste of time, but in reality, there are certain truths and absolute truths that we can only attain by studying history. Philosopher, essayist, poet and novelist George Santayana already gave us a warning regarding history, he said, “Those who do not know history are doomed to repeat it.”
ACARA. (2012). The Australian Curriculum v3.0. Retrieved March 22nd , 2011, from The Australian Curriculum: http://www.australiancurriculum.edu.au/GeneralCapabilities/Literacy/Introduction/Introduction
Though our history may bring back horrible memories of the ?grimmest dimensions of human nature? (Limerick 472), it is necessary to have a good historical background. History gives us the ability to improve future outputs, satisfy our unending need for knowledge, and understand how many policies and regulations have come to be. Without history mankind would be very primitive and ununified. Our complete molding of the world today is almost completely dependent on the fact that we study our history. Without history present day humans would be nothing more than cavemen.