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Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

2 — Whose history?

Formulating questions from the co-operative quiz

Revisit the information sheets from the co-operative quiz activity in Sequence 1 and the list of questions generated. Discuss the information about each card and link those that are related. You may have to assist and prompt the students to make the connections. Students may need some specific information relating to the co-operative quiz cards to help them formulate questions.Talk about what history is. Who writes history? Who decides which versions of history will be taught to the next generation?

A group of six small children wearing plain white frocks and holding soft toys. The child in the centre has been marked with a handwritten cross.

Above: Photo from newspaper clipping ‘Homes are Sought for these Children’. Source: National Archives of Australia, A1, 1934/ 6800. See the full version with details.

For example, ‘Aboriginal and Torres Strait Islander Rights’, ‘What are our rights?’ and ‘In what decade did Aboriginal and Torres Strait Islander people obtain full citizenship rights?’ form group A.

‘Gurindji’, the photograph of Gough Whitlam and Vincent Lingiari and ‘From Little Things Big Things Grow’ form group B.

‘On what Aboriginal or Torres Strait Islander land (country) are you standing?’ and ‘The Aboriginal and Torres Strait Islands flags’ form group C.

The photograph of the tent embassy could be placed in either group A or group B or in both.

The newspaper clipping forms group D and will be used as a model for locating information.

Display the Darwin newspaper clipping, ‘Homes are Sought for these Children’ and discuss the questions that may have already been asked about this image during Sequence 1.

Activity 1: Using a search engine to find information – a model

Use the think out loud strategy to model the process of using a search engine and reading a webpage. For example, while demonstrating on an interactive whiteboard, you might start by using the following prompts and teacher talk and implementing each task as you go. ACELY1712 

The teacher says out loud the thought processes being used to make decisions while navigating a text. This strategy allows students to hear what is normally an invisible and silent process.

Activity 2: Creating popplets and concept maps

Students work in groups to search for information about the three remaining groups of cards. They may use both digital and print sources. They will compare sources and work together to analyse information and ideas.  ACELY1713

Each group creates a popplet or concept map to store and link information and to which all students contribute. These will become a part of the museum.  ACELY1717