Activity Introduction

Brewerrina Fish Traps Students think about how perspectives and storytellers can influence our understanding of history and the impacts of this into the present and the future. They begin by exploring their understanding of what stories are, why they are important and why it matters who gets to tell our stories. They then look at the role of primary and secondary sources in the presentation of historical perspectives. Students then participate in a group activity aimed at demonstrating how our personal perspectives influence the ways we interpret sources and how this affects the histories we tell. Finally, students speculate on the implications of the perspectives that are chosen to be shared by watching a clip from an IMAGI-NATION{TV} interview with Bruce Pascoe. Finally, students are asked to create a piece to communicate their ideas around the issue of history, storytellers and different perspectives.

Find all the IMAGI-NATION{TV} episodes on AIME’s YouTube channel.

Time required: 120 minutes

Tips for Teachers

The content in this lesson may be new and surprising to many students (and teachers). Create an environment of safety for your Aboriginal and Torres Strait Islander students by first discussing your intentions behind this lesson with them and their families/community members. By focusing your conversations on primary and secondary sources you can remind students that knowledge and histories can be biased and hopefully draw them to the idea that new histories can, indeed, be true (sometimes even more so than the ones we are used to hearing).

Learning Intentions:

  • Students understand what a story is and why they are important
  • Students recognise that there are alternative perspectives of history
  • Students understand the differences between primary, secondary and tertiary sources.

Lesson & Curriculum Details

Australian Curriculum Mapping

Year 9 History

  • Identify the origin, purpose and context of primary and secondary sources (ACHHS169)
  • Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
  • Identify and analyse different historical interpretations (including their own) (ACHHS173)
  • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)

Year 10 History

  • Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
  • Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
  • Identify and analyse different historical interpretations (including their own) (ACHHS191)
  • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)

Resources Required

Background Information

AIME created IMAGI-NATION{TV} & the IMAGI-NATION{CLASSROOM} experience to put a mentor in the home every day during the tough times of COVID-19 and beyond. It’s a daily TV show broadcast live on the internet, and it’s a gift for teachers, parents and kids to help make sense of today and imagine tomorrow.

The pursuit is to elevate knowledge; every guest we bring on knows something and has wisdom to share. This show is not just about entertainment to pass the time. We want to remake the mould for the modern hero – from beauty to brains, from selfies to self-knowledge, from hashtags to hope. IMAGI-NATION{TV} is seeking to unlock the best in every single one of us; to inspire a generation of heroes in the form of mentors who fight for a fairer world.

AIME logo This lesson has been developed in partnership with AIME. AIME is an Imagination Factory that since 2005, has been creating pop-up Imagination Factories on university campuses around the world to unlock the internal narrative of marginalised kids, taking them from a world that tells them they can’t to a world that tells them they can. Kids who experience the Imagination Factory have gone on to achieve educational parity, rise up as entrepreneurs, and take on a whole new mindset that prepares them for success.

.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Aboriginal dwelling NT 1923Teacher Preparation

Learning intentions: Students will...

  • ... understand what a story is and why they are important
  • ... recognise that there are alternative perspectives of history
  • ... understand the differences between primary, secondary and tertiary sources.

Success criteria: Students can…

  • … think critically about key historical concepts
  • … write and analyse primary and secondary sources
  • … work collaboratively and independently.

Teacher content information:

IMAGI-NATION{TV} by AIME

AIME was founded in 2005 to bring mentors into the lives of kids left behind. Since then they’ve grown to become global experts in mentoring - being awarded one of the top 50 education groups in the world in 2019.

AIME created IMAGI-NATION{TV} & the IMAGI-NATION{CLASSROOM} experience to bring mentors into schools and homes every day during the tough times of COVID-19 and beyond. IMAGI-NATION{TV} is a daily TV show broadcast on the Internet and co-hosted by school kids around the

...
 
- or - to view worksheets

Student Worksheet

Flipping the Script on Indigenous History - Activity Instructions

Learning Intentions

  • You will understand what a story is and why they are important
  • You will recognise that there are alternative perspectives of history
  • You will understand the differences between primary, secondary and tertiary sources.

Success Criteria

  • You can think critically about key historical concepts
  • You can write and analyse primary and secondary sources
  • You can work collaboratively and independently.

Activating Prior Knowledge

1. Work in your groups to discuss and respond to the following questions. Record your answers in your own words:

What is a story?

Why do we tell stories?

When stories are retold we rely on the storyteller to tell the story accurately. Why might it matter who gets to tell stories?

Think about your own story - how would you feel if someone else told your story and missed important details or added in something you didn’t want told or wasn’t correct?

Who ...

 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.