HASS · Year 5 · Bushrangers and the Bush · Term 2

The Kelly Gang and the Siege of Glenrowan

Investigate the crimes of the Kelly Gang, the events leading to Glenrowan, and Ned Kelly's final stand.

• ACARA Content Descriptions
• AC9HASS5K01

About This Topic

The Kelly Gang and the Siege of Glenrowan topic examines the notorious bushranger Ned Kelly and his gang's crimes in colonial Australia, culminating in their dramatic last stand in 1880. Students construct timelines of key events, such as the Stringybark Creek murders, bank robberies at Euroa and Jerilderie, and the police siege at Glenrowan where Kelly wore his homemade armour. They evaluate decisions by Kelly and the police, and debate whether his actions stemmed from desperation against unfair treatment or calculated criminality.

This content aligns with AC9HASS5K01, developing historical skills in sequencing events, analysing cause and effect, and considering multiple perspectives on law, order, and authority in 19th-century Victoria. It connects bushrangers to broader themes of colonial conflict, Irish-Australian identity, and selector struggles against squatters and police, fostering empathy for diverse viewpoints.

Active learning suits this topic well. Students engage deeply when they sequence events on collaborative timelines, role-play the siege to assess tactics, or debate Kelly's legacy in structured forums. These methods make abstract history concrete, sharpen critical evaluation, and encourage evidence-based arguments.

Key Questions

1. Construct a timeline of the key events involving the Kelly Gang.
2. Evaluate the decisions made by Ned Kelly and the police at Glenrowan.
3. Justify whether Ned Kelly's actions were those of a desperate man or a calculated criminal.

Learning Objectives

• Construct a chronological timeline of at least five significant events in the Kelly Gang's criminal activities and the Siege of Glenrowan.
• Analyze the strategic decisions made by Ned Kelly and the police force during the Siege of Glenrowan, identifying at least two key choices for each.
• Evaluate the evidence presented to support the claim that Ned Kelly acted out of desperation versus premeditated criminality.
• Compare the perspectives of different groups, such as selectors, police, and the general public, regarding the Kelly Gang's actions.
• Explain the historical context of bushranging in 19th-century Victoria, including its connection to social and economic conditions.

Before You Start

Colonial Life in Australia

Why: Students need a basic understanding of the social structures, land ownership issues, and the role of law enforcement in 19th-century Australia to contextualize the Kelly Gang's story.

Cause and Effect in History

Why: Understanding how one event leads to another is fundamental for constructing timelines and analyzing the motivations and consequences of the Kelly Gang's actions.

Key Vocabulary

Bushranger	A criminal who lived in the bush, typically in colonial Australia, often engaging in robbery and evading capture.
Siege	A prolonged military operation in which a besieged place is surrounded and attacked by enemy forces, often leading to a final confrontation.
Armour	Protective clothing or equipment, in this context, homemade metal plates worn by Ned Kelly to defend against bullets.
Selector	A person who selected and took up land for farming under government land acts in colonial Australia, often in conflict with squatters.
Constabulary	A body of police officers, referring to the police force tasked with apprehending the Kelly Gang.

Watch Out for These Misconceptions

Common Misconception

Ned Kelly was a simple hero robbing the rich to help the poor.

What to Teach Instead

Kelly targeted banks and police stations for personal gain and revenge, not systematic redistribution. Active timeline activities reveal the sequence of escalating violence, while debates expose biases in folk hero myths versus criminal records.

Common Misconception

The police always acted justly against the Kelly Gang.

What to Teach Instead

Police used harsh tactics and informants, contributing to community tensions. Role-plays of Glenrowan help students evaluate both sides' decisions, fostering nuanced views through peer negotiation of evidence.

Common Misconception

Events were clear-cut with heroes and villains.

What to Teach Instead

Perspectives varied by Irish selectors versus authorities. Source analysis in pairs clarifies multiple viewpoints, reducing binary thinking as students justify positions with evidence.

Active Learning Ideas

Timeline Construction: Kelly Gang Events

Provide students with event cards detailing crimes and the Glenrowan siege. In groups, they sequence the cards chronologically on a class mural, adding cause-effect arrows and primary source images. Groups present one key decision and its outcome to the class.

45 min·Small Groups

Role-Play: Siege of Glenrowan

Assign roles as Kelly Gang members, police, or hostages. Students rehearse the siege events using props like cardboard armour, then perform and debrief on tactical choices. Record the role-play for timeline integration.

50 min·Small Groups

Debate Pairs: Desperate Man or Criminal?

Pair students to prepare arguments using evidence from sources: one side justifies desperation due to land disputes, the other calculated crime via bank raids. Pairs present in a class debate with voting and reflection.

40 min·Pairs

Source Analysis: Ned Kelly Letters

Distribute excerpts from the Jerilderie Letter. Individually highlight perspectives on police and selectors, then share in pairs to categorise biases. Compile class findings into a perspective chart.

30 min·Individual

Real-World Connections

• Historians and museum curators at institutions like the Victoria Police Museum or the State Library Victoria analyze historical documents and artifacts to interpret events like the Kelly Gang's story for the public.
• Law enforcement officers today, while dealing with different types of crime, still study historical cases to understand patterns of criminal behavior, police tactics, and the societal impact of lawlessness.
• The legal system continues to grapple with concepts of intent and motive, similar to the debate surrounding Ned Kelly's actions, when determining guilt and sentencing in criminal trials.

Assessment Ideas

Exit Ticket

Provide students with three statements about the Siege of Glenrowan, for example: 'The police were unprepared for Kelly's armour.' 'Ned Kelly intended to surrender.' 'The gang's actions were solely motivated by revenge.' Ask students to write 'Agree' or 'Disagree' next to each statement and provide one piece of evidence from their learning to support their choice.

Discussion Prompt

Pose the question: 'Was Ned Kelly a hero or a villain?' Facilitate a class discussion where students must use specific examples from the Kelly Gang's history to support their arguments, referencing at least two key events or decisions.

Quick Check

Present students with a list of key events (e.g., Stringybark Creek murders, Jerilderie bank robbery, Siege of Glenrowan). Ask them to arrange these events in chronological order on a mini-whiteboard or a piece of paper, then hold it up for the teacher to check.

Frequently Asked Questions

How can I teach the timeline of Kelly Gang events effectively?

Use interactive cards and a class mural for sequencing key crimes like Stringybark Creek and Euroa bank robbery up to Glenrowan. Students add cause-effect links and visuals, then quiz each other. This builds chronological understanding and reveals decision patterns over 2-3 years.

What activities work for the Siege of Glenrowan?

Stage role-plays with simple props to reenact the armour-clad stand-off, derailment plot, and shootout. Follow with debriefs evaluating police tactics and gang errors. Video the sessions for review, connecting to primary accounts for accuracy.

How does active learning benefit teaching the Kelly Gang?

Active methods like debates, role-plays, and collaborative timelines immerse students in historical decisions, making colonial conflicts vivid. They practice evaluation skills per AC9HASS5K01 through evidence-based arguments and peer feedback, deepening empathy for perspectives while retaining facts longer than passive reading.

How to assess evaluating Ned Kelly's decisions?

Use rubrics for debates or journals where students justify 'desperate man' versus 'criminal' with timeline evidence and sources. Peer voting and self-reflections gauge nuance. Align to standards by requiring cause-effect chains from Glenrowan events.