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History / Year 7 / Historical Skills / Analysis and use of sources

Curriculum content descriptions

Draw conclusions about the usefulness of sources (ACHHS211)

Elaborations
  • recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
  • distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
  • using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals might, could, and other words such as believe, think, suggests)
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Historical sources,  Judgement

Video

Archaeology unearths a mass-murder site

Discover a historic site that could reveal new evidence of the first recorded mass murder on Australian soil. The site is Beacon Island, a small island off the coast of Western Australia near present-day Geraldton. In this clip, reporter Mark Bennett visits the island with two members of a 1963 expedition that first investigated ...

Video

Ancient Roman Empire

This unit of work is organised around four inquiry questions about life in the ancient city of Pompeii based on the archaeological findings and evidence of the times. The unit includes five animated videos supported by structured inquiry questions and activities.

Online

Magna Carta: The story of our freedom

This is a resource about the Magna Carta (Great Charter) agreed between King John and his rebellious barons in 1215 and its influence on the development of human rights and democratic freedoms to the present day. The resource consists of: an animated infographic ‘Tell the story’ with hyperlinks to further information; an ...

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The history in the journey

In this resource Thomas Keneally speaks about telling the history of Australia using the journeys of people who lived it.

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The significance of Bennelong

In this resource Thomas Keneally speaks about the significance of Bennelong and contrasts him with Pemulwuy.

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The research process

In this resource Thomas Keneally reveals the sources he used to uncover the details about early life in Australia.

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Thomas Keneally – Lachlan Macquarie

In this resource Thomas Keneally assesses Macquarie’s role in development of NSW.

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Belonging

In this resource Thomas Keneally addresses the issues of belonging and of marginalised peoples.

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The significance of Bennelong Point

In this resource Thomas Keneally speaks about the significance of Bennelong Point and the relationship between Governor Phillip and Bennelong. Learncast video.

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The use of images

In this resource Thomas Keneally reveals his reasons for choosing the images in 'Australians: Origins to Eureka'.

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Telling the truth in history

In this resource Thomas Keneally addresses the issue of fictionalising history and the difference between novels and histories.

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Understanding the past

In this resource Thomas Keneally addresses the importance of understanding Australia’s past with particular emphasis on Australia’s strong tradition of democratic action and democratic institutions.

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Face2Face: Thomas Keneally

This resource is an interview with Thomas Keneally on his book, 'Australians: Origins to Eureka'.

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Thomas Keneally – fascinating facts about Aboriginal people

In this resource Thomas Keneally speaks about the extraordinary things he discovered about Aboriginal people from a archaeological dig at Brewarrina.

Video

World’s first bakers?

When did humans begin grinding seeds to make flour? Many people believe bread-making began in Egypt or Mesopotamia as long as 17,000 years ago. Archaeologists have recently found evidence that Indigenous Australians were producing flour 65,000 years ago. Were they the world’s first bakers?

Video

Stateline TAS: Aunty Ida West: Tasmanian Aboriginal Elder, 1995

Imagine being told not to speak your own language to your family and friends. Even worse, imagine being told that your whole culture had vanished, when you know it has not. These challenges were faced by Aboriginal people in the 20th century. In this clip, discover how Aunty Ida West's background and life experiences forged ...

Video

The British arrive in Tasmania

Learn why, in 1803, the British established a colony in Tasmania, at Hobart Town. Find out about the hardships faced by the convicts and early colonists and the early industries that helped some of them prosper. Find out about the effect that displacement had on the local palawa people.

Video

The convict voyages

What do you think it was like for convicts on their voyage from England to Australia? Would you be surprised to discover that their life expectancy on board a convict vessel was actually higher than that of free settlers? Watch this video to discover why this might be, and learn about the convicts themselves.

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Impact of European settlement on Aboriginal Tasmanians video

Aboriginal Tasmanians had inhabited Tasmania for over 40,000 years before the arrival of European settlers. What do you think life was like for Aboriginal Tasmanians before then? Why might have they embarked on a war, called the 'Black War', once settlers began arriving in Tasmania, despite existing relatively peacefully ...

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The historical legacy of John Glover

English artist John Glover emigrated to Van Diemen's Land in 1831. He settled on a generous land grant called "Patterdale", near Deddington in northern Tasmania. Many of Glover’s artworks provide historical records of the people, plants and animals who lived in the area, as well as the changes wrought by European settlement.