Oral Traditions and Indigenous Histories
Students will examine the significance of oral traditions as historical sources, focusing on their role in preserving the histories of Australia's First Peoples.
Key Questions
- Analyze how oral traditions transmit knowledge and history across generations.
- Compare the reliability of oral histories with written accounts.
- Justify the importance of respecting and preserving diverse forms of historical record-keeping.
ACARA Content Descriptions
About This Topic
Periodisation is the process by which historians divide the past into manageable blocks of time, such as 'Ancient', 'Medieval', or 'Modern'. This topic teaches students that these divisions are not natural but are created by humans to help make sense of history. Students explore different ways of measuring time, including BC/AD and BCE/CE, and examine how different cultures (such as Indigenous Australians or the Chinese) might view time differently.
Historical thinking involves more than just dates; it requires understanding continuity and change, as well as cause and effect. By learning to use timelines effectively, students can see the 'big picture' of human development. Students grasp this concept faster through structured discussion and peer explanation, where they have to justify why they would start or end a historical period at a certain event.
Active Learning Ideas
Formal Debate: The BCE/CE vs BC/AD Toss-up
Divide the class into two groups to research the origins and reasons for using different dating systems. They hold a mini-debate on which system is more appropriate for a multicultural Australian classroom, focusing on inclusivity and historical accuracy.
Inquiry Circle: Personal Periodisation
Students create a timeline of their own lives, dividing it into 3-4 'eras' (e.g., The Early Years, The Primary School Age). They must explain to a partner what 'turning point' event caused the shift from one era to the next, mirroring how historians define periods.
Think-Pair-Share: Continuity and Change
Show two images of a city (e.g., Rome) 500 years apart. Students identify three things that stayed the same (continuity) and three things that changed. They share with a partner to discuss whether the city is 'mostly the same' or 'completely different'.
Watch Out for These Misconceptions
Common MisconceptionHistorical periods like 'The Middle Ages' happened at the same time everywhere.
What to Teach Instead
Periodisation is often Eurocentric. Active learning tasks that compare timelines from different regions (e.g., Australia vs Europe) help students see that these labels don't always fit global history.
Common MisconceptionTime is always a straight line of 'progress'.
What to Teach Instead
History involves cycles and regressions, not just improvements. Peer discussion about 'dark ages' or the loss of ancient technologies helps challenge the idea of constant progress.
Suggested Methodologies
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Frequently Asked Questions
Why do we use BCE and CE instead of BC and AD?
What is a 'turning point' in history?
How can active learning help students understand periodisation?
Is time always linear in history?
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