2023 State Conference Abstacts - DAY 1

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ABSTRACTS AND BIOGRAPHIES - DAY 1

Program  |  Day 2 Abstracts

DAY 1 - KEYNOTE - 1.1

Is Historical Thinking Enough?
Professor Sam Wineburg (Stanford University, USA)

Synopsis: 
Historical thinking requires the ability to synthesize incomplete and often contradictory sources of information. But is this ability, often equated with critical thinking, sufficient in a digital age? Does navigating a medium in which information streams ceaselessly across our screens require ways of thinking that we have neither considered nor taught in our classrooms? Are students learning a way of thinking best suited to an analogue age but less relevant in a digital one? These are some of the questions this talk will address.

Bio:
Sam Wineburg is the Margaret Jacks Professor of Education and, by courtesy, of History & American Studies, Emeritus, at Stanford University. Educated at Brown University and Berkeley, he holds a doctorate in Psychological Studies in Education from Stanford and an honorary doctorate from Sweden's Umeå University. Wineburg founded the Stanford History Education Group (sheg.stanford.edu), whose curriculum and assessments have been downloaded nearly 14 million times, making it one of the largest providers of free curriculum in the world. His current work focuses on how people judge the credibility of digital content, research that has been reported in the Wall Street Journal, the New York Times, Washington Post, NPR, Time Magazine, BBC, and Die Zeit, and translated into dozens of languages. Wineburg's scholarship has appeared in outlets as diverse as Cognitive Science, Journal of American History, and the Journal of Educational Psychology, along with bylines in the New York Times, Washington Post, Slate, and the Smithsonian. His 2002 book, Historical Thinking and Other Unnatural Acts won the Frederic W. Ness Award from the Association of American Colleges and Universities for work that makes the most important contribution to the "improvement of Liberal Education and understanding the Liberal Arts." In 2020, he was awarded UNESCO's "Global Media and Information" prize. His latest book, Verified: How to Think Straight, Get Duped Less, and Make Better Decisions About What to Believe Online (Chicago), with co-author Mike Caulfield, will be published this October 2023.

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SUBKEYNOTE: Ancient History - 1.2A

Shops, Shopping and the Creation of the Material Culture of "Home" in Pompeii - Professor Ray Laurence (Macquarie University)

Synopsis: 
Love it or loath it, shopping plays a central part in human existence in the 21st century whether for perishables or non-perishable goods. When we return home, we sort our purchases and disperse them so that they can be found for retrieval – in an attempt to avoid: “where did I put that” conversations. In this paper, we will see that these concepts existed more than 2000 years ago and shaped the material culture found in the houses of Pompeii. The presentation sets out to demonstrate that shopping was a key aspect for the creation of the archaeological assemblages in Pompeii.  Moreover, the gendered nature of shopping in Roman culture caused women to have a greater agency in this activity and the consequences of it. The talk will also consider the chronology of shops and shopping in Pompeii and set out how the appearance of shops (from the time of the creation of the House of the Faun) transformed the city and created new forms of social interaction.  A particular emphasis will be placed on the use of sources for understanding the place of shopping and the use of streets by the people of Pompeii prior to 79 CE.

Bio:
Ray Laurence has been a Professor of Ancient History at Macquarie University (Sydney), since 2017.  Prior to moving to Australia, he worked at the University of Kent (UK), where he was a Professor of Roman History and Archaeology. This session draws on his most recent book, edited with Mary Harlow, The Cultural History of Shopping in the Ancient World (2022, Bloomsbury). His other research interests lie in the study of human interaction in cities, Roman concepts of ageing, and the understanding of the impact of Rome on the geography of its empire. His publications include The Cultural History of Childhood and Family: Antiquity (2010), The City in the Roman West (2011), Rome, Ostia and Pompeii: Movement and Space (2011), and Written Space in the Latin West (2012).  He has also made short, animated films, such as A ‘Glimpse of Teenage Life in Ancient Rome’ and ‘Four Sisters in Ancient Rome’, for Ted.Ed that have been viewed more than 20 million times. Looking forward, his next book will be out in 2023: Mediterranean Timescapes: Chronological Age and Cultural Practice in the Roman Empire (Routledge), and in 2024 (or maybe 2025) you can expect to see The Cultural History of Transport and Mobility in the Ancient World (Bloomsbury) that he is editing. Ray became an Australian citizen in September 2022.

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SUBKEYNOTE: Modern History - 1.2B

Internationalism in the Interwar Period
Professor Glenda Sluga (European University Institute, Florence)

Synopsis: 
The last decade has seen a vast expansion in the history of internationalism. What difference does it make to how we think about the 20th century overall? This lecture will survey what we have learnt about politics, culture, and society in the twentieth century through the lens of the history of internationalism. It will pay particular attention to how it has influenced our view of the interwar period (1919-1939) and national histories, including Australian history.

Bio:
Glenda Sluga is Joint Chair in International History and Capitalism at the Schuman Centre at the European University Institute; she is also ARC Kathleen Fitzpatrick Laureate Fellow and Professor of International History at the University of Sydney. She is most recently the author of The Invention of International Order (Princeton University Press, 2021), Internationalism in the Age of Nationalism (University of Pennsylvania Press, 2013); Internationalisms: A Twentieth-Century History (ed. with P. Clavin, Cambridge University Press, 2018). In 2020, she received a European Research Council Advanced Grant, overseeing a five-year research program on ‘Twentieth Century International Economic Thinking and the complex history of globalization’.

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SESSION 1.3A

Crazy for Cleopatra
Dr Fiona Radford (Pymble Ladies College)

Synopsis: 
One of the most exciting changes to the Extension History syllabus in 2017 was the introduction of Cleopatra as a possible case study. Cleopatra is not only the sexiest Extension case study, but potentially one of the more adaptable options, with the possibility of differentiating easily for students of a range of abilities. This session will focus on popular interpretations and representations of the three areas of debate for Cleopatra, including film, artwork and Assassin’s Creed.

Bio:
Dr Fiona Radford is an experienced teacher of Extension, Modern and Ancient History. She has published for both academic and popular publications and co-hosts an ancient history podcast. This is all to say that she’s thought quite a bit about popular history over the past decade.

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SESSION 1.3B

Totalitarianism at the Local Level in NSDAP Germany
Dr Denis Mootz (HTANSW)

Synopsis:
Debates about various aspects of the NSDAP regime in Germany in 1933-45 continue in the 21st century. There has been polarisation around the use of the term totalitarian to describe the government of Germany in this period. This presentation will provide an overview of the ongoing debate and question some of the assumptions of the main contributors. This lecture will focus on the mechanisms of surveillance and reporting employed by the NSDAP to impose what could be called a 'reign of terror' on the German population from 1933-45.

Bio:
Dr Denis Mootz is an education consultant who taught K-12, mostly 7-12 History, Modern History and Ancient History, for forty years in NSW. Concurrently for two decades, he also co-ordinated and lectured in History Method courses at UNSW and worked at the Macquarie University Museum of Ancient Cultures. Most recently he was a Research Fellow for Ancient Near Eastern Archaeology / History at Macquarie University.

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SESSION 1.3C

PANEL - Age of Unreason? Teaching History in the Age of Artificial Intelligence
Matthew Esterman (Our Lady of Mercy College)

Synopsis:
The onset and rapid development of a wide range of AI tools is uncharted territory for many teachers – will this revolutionise education? This presentation will involve a panel discussion to explore the ‘values and limitations’ of ChatGPT and AI in history education. The panel discussion will delve into the potential of AI as a tool for engaging students in historical inquiry and critical thinking, as well as its ethical implications and impact on the teaching profession. The panel will discuss a range of uses and implications, including the potential problems of deep fakes and “alternative facts”. The panelists will bring diverse perspectives from the fields of history education, technology and pedagogy and aim to  provide a forum for dialogue and exchange of ideas, offering insights into how AI can be used effectively and responsibly in history education.

Bio:
Matthew Esterman is Director of Innovation and Partnerships at OLMC Parramatta. He holds a Master of Learning Science and Technology and a Master of Arts in Modern History. He has received awards and citations from a range of organisations. He is passionate about rethinking education, ensuring we offer the most value and opportunities for all learners in ways that deeply connect them to their world and future.

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SESSION 1.3D

50 Years of the NSW History Syllabus - What can we learn?
Michael Condie (Cranbrook School)

Synopsis:
Syllabus design and development is a complex process and the aim of this paper will be to explore how the NSW History Syllabus has changed over the past fifty years. This includes the rationale for studying history, the topic options, the organisation of content and History's place in the wider school curriculum. There will also be a discussion of the broader forces for change and continuity in syllabus development including the impact of wider debates about the nature of history teaching, and that the syllabus is increasingly subject to broader educational and political aims. There will also be an examination of the changing role of teachers in syllabus design. It is hoped that an understanding of the changing shape of History in the school curriculum will provide useful context for assessing the new draft syllabuses.

Bio:
Michael is a History teacher and Housemaster at Cranbrook School and also serves as a Board Director for HTANSW. He has broad interest in the history of New South Wales History curriculum and in 2022 published a coauthored piece for Teaching History that provided a brief overview of the last 50 years of History syllabuses in NSW.

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SESSION 1.3E

Leading Literacy in a HSIE Faculty
Peter Dewell (Gosford High School)

Synopsis:
The teaching of history in high school requires a multi-faceted approach. Students need to develop a strong foundation in reading and writing skills to comprehend complex historical texts, analyse historical events, and communicate their ideas effectively. The tried and tested expression from teachers might include comments such as, "I don't have time to teach literacy", "I can only barely fit in content" or "I don't know how". This session will explore an anecdotal experience of a Head Teacher navigating a push on leading literacy instruction in a typical high school HSIE faculty. We will discuss strategies for creating a school-wide culture of literacy, some of the latest research and developing a literacy-focused curriculum. Participants will also learn how to incorporate research-based strategies such as the use of graphic organisers, annotations, modelling and note-taking to support student development in writing, but most importantly, engagement.

Bio:
Peter has taught History and English at range of high schools since he began his career in 2006. These include a Senior College Campus, a K-12 Community School, 7-12 comprehensive High Schools. He is curerntly working in a Gifted and High Performing school. Peter is a strong advocate for public education and has a passion for developing and building capacity in early career teachers. He was worked in advisory roles for NESA's HSC Marking Operations for Modern History, a Curriculum Advisor in the Department of Education's HSC Professional Learning - High Leverage Strategy program for Modern History in 2021 and 2022 and is currently Head Teacher HSIE at Gosford High School on the Central Coast.

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SESSION 1.3F

Talking to Students about Careers in History
Ben Archer (James Cook University)

Synopsis:
In 2023, commencing enrolments in humanities degrees experienced a significant decrease of almost 5% compared to previous years. This trend is concerning, as it suggests that students and parents are increasingly questioning the value of degrees in subjects such as history. With higher course fees, it is essential to be able to demonstrate the value of a degree in history and articulate how it can lead to viable and fulfilling career paths.

This presentation aims to provide teachers with practical tools and tips to help guide discussions on how studying history can lead to successful careers. By highlighting the transferable skills that students develop while studying history, such as critical thinking, research, and communication, teachers can demonstrate how a history degree can lead to diverse career paths, including journalism, law, and public service.

The presentation will also explore the various resources available to students interested in pursuing a career in history, including internships, fellowships, and networking opportunities. By providing teachers with practical strategies to support students in their career exploration and development, this presentation aims to encourage students to pursue their passion for history and recognise the value of a degree in the humanities.

Bio:
With over 11 years of experience as a high school teacher, Ben has valuable insights into the challenges faced by educators. As a researcher in career development, Ben utilises this knowledge to focus on practical outcomes for teachers, seeking to improve their effectiveness in guiding students towards successful career paths.

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SESSION 1.4A

Problems of Ancient Historians in History Extension
Dr Stephen Clarke (University of Sydney)

Synopsis:
Understanding ancient historians is fundamentally important to a complete understanding of historiography. In Extension History, however, our ancient sources are sometimes downplayed and often misunderstood, even though the syllabus is explicit in stating the importance of ancient historiography. History in the ancient world was designed not to record the past accurately so much as to display erudition, teach morality or even create a new version of history. 

Students, as much as teachers, need to understand the various modes of history-creation in the ancient world. Focusing on Greco-Roman sources, this session is designed to explore the problems with our ancient sources. It will consider the importance of ancient sources thematically, in line with the History Extension Key Questions. The session aims to provide a detailed starting point for teachers who may be relatively new to teaching History Extension, or teachers who need a more detailed understanding of the problems of our ancient sources to understand this area of historiography more clearly.

Bio:
Steve Clarke is an Honorary Research Associate at The University of Sydney and has been a classroom teacher for over 20 years. His main area of research and teaching is Greek history and primarily conducts research into Greek and Roman oratory, exploring historical issues raised in the texts.

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SESSION 1.4B

The USA 1919-1941 National Study: American Consumerism
Rebekah Poole (Wenona)

Synopsis:
As a vital key feature within the USA 1919-1941 syllabus, American ‘mega consumerism’ stands out through its impact on entertainment, behaviour, consumer patters and conservatism.

Bio:
Rebekah is an experienced Head of Department, marker and recipient of the Premier's Scholarship, Gandel Philanthropy Scholarship and ACEL Leadership Award. A trained instructional coach, she has presented nationally and internationally on Irish and American history and is currently the Head of History at Wenona.

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SESSION 1.4C

The Age of Imperialism: A Possible Year 11MH Teaching Topic
Chris Tidyman (Loreto  Kirribilli)

Synopsis:
This paper will present an overview for teachers considering The Age of Imperialism as a possible study for The Shaping of the Modern World section of the Year 11 Modern History syllabus. This presentation will work through key syllabus points, providing teachers with examples of content, lessons, activities and assessments. For example, in responding to 'the ways in which Indigenous groups responded to the imperial presence' content point, we will investigate two scenarios, the 1857 Indian Mutiny/Sepoy Uprising (the British) and the 1906 Badung and 1908 Klungkung puputan (mass ritual suicide) against the Dutch on the island of Bali. Other topics addressed during this presentation include the nature and extent of European imperialism - the Scramble for Africa, French Indochina and Colonial Australia. We will also discuss key ideas of 19th Century Imperialism, including social Darwinism, the Christian mission (focus on China), Empire and Capitalism (the British East India Company). The paper will conclude with a reflection on Imperialism as a contributing cause of World War I, as well as The Age of Imperialism's legacy and influence on the modern world.  

Bio:
Chris Tidyman is the History Coordinator at Loreto Kirribilli, Sydney. His interests include South and Southeast Asian history and culture, travel, music and film. He lives in the innerwest suburb of Newtown with his wife, three children and dogs Chloe and Archie.

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SESSION 1.4D

New Developments in the Anzac Debate
Martin Douglas (Corowa High School)

Synopsis:
More than 100 years on from the landings at Gallipoli, Anzac continues to dominate the Australian History landscape. While the commemoration of Anzac Day has been a longstanding Australian tradition, recent scholarship suggests that a conservative push towards an uncritical view of Australia's military narrative reflects a broader cultural trend towards Anzackery. This session aims to discuss ways in which teachers can explore the complexities and contradictions of Anzac, unpacking the myths and providing opportunities to understand the interraltionship of history and identity in the 2020s.

Bio:
Martin is the Head Teacher English and History at Corowa High School on the NSW/Victoria border. He has a keen interest in following the Anzac debate in Australia and has taught this option several times as a Case Study for History Extension.

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SESSION 1.4E

PANEL – Defining Perspective: Navigating Different Points of View
Dr Alison Bedford (University of Southern Queensland)

Synopsis:
In a pilot study undertaken by Bedford, Barnes and Kerby, findings supported the well-established anecdotal evidence that the term 'perspective' is not well understood and thus taught in different ways in secondary History settings. This panel discussion will explore how the term 'perspective' is understood in both the Australian Curriculum and in various state and territory senior syllabuses, and how this shapes the teaching of 'perspective' in Australian secondary schools. Panelists will include representatives from various Australian states and teaching backgrounds. Audience members will also be asked to contribute their understandings, both within the session and via an online form. The goal of this panel is to identify the differing ways in which 'perspective' is understood both in curricula and in practice, to work towards developing a more cohesive shared understanding of this core historical concept.

Bio:
Dr Alison Bedford is a Lecturer in Curriculum and Pedagogy at the University of Southern Queensland. Her research interests include curriculum enactment and historical inquiry pedagogies. Dr Bedford is also a secondary History teacher with more than 15 years experience.

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SESSION 1.4F

EXCURSION
Australian Maritime Museum (Pyrmont): Stories of Deep Time Australia at the Maritime Museum

Synopsis:
Go on a guided tour of, Shaped by the Sea, with Matt Poll, Manager of Indigenous Programs at the Australian National Maritime Museum. Shaped by the Sea tells the story of deep time through two parallel lenses – historical, scientific and archaeological; as well as the histories, science and knowledge of Australia’s First Peoples. In this exhibition, memories that describe the rising of the seas around Australia’s coastlines sit alongside scientific explanations of coastal inundation and sea level rise after the last ice age. Two different systems of knowledge are threaded through one incredible story of deep time Australia.

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SESSION 1.4G

EXCURSION
State Library of NSW: WW1 Collection for Junior History Classes

Synopsis:
The State Library holds a rich and significant collection of personal diaries and letters written by those who served in the First World War. The collections also includes photographs, maps, artwork and all kinds of printed material that document the events and experiences of those who were involved in the War, both overseas and at home. Join us for an intimate viewing of this significant collection and to discover how you can use this collection in your classroom.

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SESSION 1.5A

The State of Archaeology in 2023 and How To Teach New Developments
Dr Craig Barker (Chau Chak Wing Museum)

Synopsis:
This paper will review current developments in the academic discipline of archaeology, contextualising recent discussions of the past decade. What is the future of the material studies of the past in a time of humanities funding cuts and reassessment of the historical legacy of archaeology? We will review attempts to come to terms with the colonial bias of archaeology and examine recent discussions around ethics, repatriation, looting and community and representational archaeology, against the backdrop of the impact of Covid, and the discipline’s struggle with the rise of 'pseudo-archaeology' such as Graham Hancock's Netflix series.

Five key recent developments of the past few years will be then examined in depth. From the publication of David Graeber and David Wengrow’s The Dawn of Everything (2022) demonstrating how excavations at Gobekli Tepe and other Neolithic sites are showing the development of urbanisation to be far more complex than previously assumed; the use of LiDAR and new visualisation techniques allowing us to the see the past in new ways; the revolution of DNA analysis; to breakthroughs in continental shelf and space archaeology.

These big picture developments will be presented with discussion on how they may inspire our students to engage with interdisciplinary approaches to the past.

Bio:
Dr Craig Barker is an archaeologist and museum professional. He is the Head of Public Engagement for the Chau Chak Wing Museum overseeing school outreach programs and hosting the Object Matters podcast. He is also the Director of the Paphos Theatre Archaeological Project at the World Heritage listed site of Nea Paphos in Cyprus. He has excavated in Australia, Greece, Turkey and Cyprus, and published widely on a range of subjects. He is currently writing a history of the Department of Archaeology at the University of Sydney.

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SESSION 1.5B

Creating a History Club in Your School
Fran Musico Rullo (St. Patrick’s College for Girls)

Synopsis:
Do you want to share your passion for History and raise the subject’s profile in both your school and local community? This session will outline the projects undertaken over the past eight years by the History Club at St. Patrick’s School for Girls, Campbelltown.  Several of these projects have won Anzac Day Schools’ Awards and were mentioned in NSW Parliament.

One of the pressing concerns in our discipline is the fall in student numbers in senior subjects. Creating a school history club is one way of engaging students ‘outside the curriculum’ with creative projects where they can achieve personal success and foster their own life long love of History.

Some of the projects that will be discussed include the College’s Gallipoli centenary, Armistice Centenary, 200 years of St. Patrick’s College display, family histories and ‘Archiving Covid’.  The influence of such projects can go beyond the school gates by forming partnerships with local historical groups, veteran groups and the general community. 

The presenter will provide some practical tips and ideas to get started.

Bio:
Fran Musico Rullo is a History teacher at St. Patrick’s College for Girls, Campbelltown, with over 20 years teaching experience.  She established a History Club in 2016 whose projects have won a number of Anzac Day Schools’ Awards. Fran was voted Education HQ’s 2019 national ‘Unsung Hero’ in the Teacher category.

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SESSION 1.5C

Object Based Learning (OBL) in the Classroom
Karl Van Dyke (Timelines Past) and Dr Denis Mootz (HTANSW)

Synopsis:
Object-based learning (OBL) is an active learning process. It uses original artifacts and replicas, archival materials or simulations to enhance student curiosity and imagination, and heightens their skills of observation and deduction. 

The incorporation of archaeological material via close haptic engagement (touching and feeling) is a vital adjunct to a documentary historical approach. Together, they enhance the study of ancient and modern history at the junior and senior levels of the NSW syllabus. 

By using both approaches in our classroom teaching, we expand student understanding of the broader dimensions of historical study, which in turn, leads students to develop and appreciate the skills of deep critical thinking and reflection.

In this session the presenters will use ancient and modern artefacts to show how archaeological material can be usefully incorporated into the classroom to engage students meaningfully with history, while also progressively developing their analytical skills. They will also discuss the relevance of using meaningful simulation activities to raise student understanding of the attitudes, values, mores and processes of past cultures.

Bio:
With a background in Archaeology, Ancient and Modern History, Karl taught in city and country state high schools, marked HSC, and chaired the Western Region History Development Committee. He also managed the Museum of Ancient Cultures, Macquarie University, and its education program to include incursions. Karl is currently the Managing Director of Timelines Past.

Dr Denis Mootz is an education consultant who taught K-12, mostly 7-12 History, Modern History and Ancient History, for forty years in NSW. Concurrently for two decades, he also co-ordinated and lectured in History Method courses at UNSW and worked at the Macquarie University Museum of Ancient Cultures. Most recently he was a Research Fellow for Ancient Near Eastern Archaeology / History at Macquarie University.

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SESSION 1.5D

Writing Creative Non-Fiction History for Students
Professor Paul Ashton (University of Technology, Sydney)

Synopsis:
Creative non-fiction can provide a powerful vehicle to connect students with the past and with history. It allows us to harness the past in creative writing practices: to draw on historical sources, both traditional and promiscuous; to develop well-grounded historical imaginations which allows them to fill cracks, gaps or chasms in what are invariably incomplete, invented or censored archives; to look through the eyes of others; to read historical landscapes on the ground and in the mind; and to look to history for inspiration. Paul will discuss issues in writing creative non-fiction history and his first children’s history book Palmer’s Mystery Hikes.

Bio:
Paul Ashton is adjunct professor and co-founder of the Australian Centre for Public History at UTS. He has produced history textbooks, academic work, creative non-fiction for children and young adults, scripts and text for exhibitions.

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SESSION 1.5E:

Activity and Creativity in the Stages 4 and 5 Classroom
Sandra Rutter (Kesser Torah College)

Synopsis:
Teaching Stages 4 and 5 History can often feel like a race through syllabus dot-points, trying to cover topics as vast as both World Wars within one unit, with the result that historical creativity takes a backseat to content. Add the need to differentiate, adjust and foster historical literacy and classroom practice sometimes seems to be a cycle of sources, note-taking and ‘PEEL’ paragraphs, with the result that students spend much of their time in the History classroom as passive rather than active, inquiring learners. 

This presentation showcases some tried and trusted classroom activities and formative tasks, as well as assessment tasks, which embed historical thinking within imaginative forms of communication and presentation. These have been chosen from each year level within Stages 4 and 5 and have been used with mixed-ability classes, with both male and female students and with students for whom work needs to be adjusted. Their aim has been to inspire students to become active participants in their own learning, fostering greater engagement as well as catering for the diverse needs of students within the History classroom. 

Bio:
Sandra Rutter has taught HSIE since 1994. She is currently Head of Department HSIE at Kesser Torah College in Sydney, and teaches Stages 4, 5 and 6 History. Sandra completed the HTANSW Presenter Course in 2016-2017 and presented at the 2017 NSW State Conference.

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