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Historical Inquiry : Case Study 3

A Local History Study

by Jennifer Lawless

How to begin?

Define the area to be studied, eg. a street, suburb, a particular set of buildings, a cemetery. Refer to a map. Perhaps overlay original land grants over a council map.
(Begin at the beginning - what Aboriginal groups lived nearby?)
Make a list of potential sources. Frame focus questions.
Gather as much information as possible to answer your questions. Check your sources for reliability and usefulness for your study.
Piece together your findings and present in an interesting manner.
Enthuse your students! This is detective work!

Sources

Oral traditions.
Old photographs, postcards.
Local cemeteries, old buildings, remnants of old roads.
Early newspapers, land grants, street maps, official documents.
Local Historical Societies, local library.
Old monuments - World War One monuments.
Private documents - diaries, letters, birth certificates.

Suggested Activities

Using N. Wheatley‚s ŒMy Place‚, sequence drawings with dates removed - a starting point for discussion of change over time or stimulus for local study.
Create a classroom mural of early local events and characters.
Decorate room with copies of old photos from local Historical Society or library. Run a competition to name and locate these buildings (even if some have since disappeared).
Research the reasons why some old buildings have disappeared. Conduct a mock council meeting to argue for and against their demolition.
Survey your town or suburb as it was in 1901 (or any specified date). Students could record buildings, monuments, artifacts, documents, photographs, oral history.
Create a time-line around the room for the local area.
Research the local Aboriginal community. Organise a community guest speaker.
Conduct a Heritage Walk. After examining building styles, walk around the local area locating relevant examples. Students could create a photo collage of styles for later display.
Beg, borrow, collect a selection of local historical artifacts for display in library or school foyer.
Make models of local building styles.
Create a local History Hall of Fame.
ŒGrab-a-Granny‚, or introduce oral history. After teaching the basics of oral history recording, have students record memories from older community members.
Role play a famous local character or event ˆ ŒWho Am I?‚
Class creates a cartoon character who passes through the historical periods of the local area - in cartoon form.
Write a letter from the past describing a visit to the area - or a post-card with old photograph.
Write a tour brochure or guidebook from 100 years ago in your town.
Visit a local site, landmark or monument. How did it influence/or was influenced by, local History/state History/national History? (eg a World War One monument). How is it presented? Has it been adequately preserved? If not, what could be done to preserve it?
Class to write to the council proposing conservation methods for a local site/monument.
Begin organising and conserving your school archives.
Write a history of the school.
Students to bring in a valued personal object and discuss why it is valuable to them. Would others value it? Why or why not? Who decides on the value of objects preserved or exhibited in museums?
In groups, select a typical item of value for students of their own age today for a museum exhibition titled ŒKids of the 21st Century in Our Town‚. Why were they chosen? What could each object tell visitors about kids of today? Would these objects still be valued in 100 years time?
Prepare a collage of newspaper headlines that would summarise the history of your local area.
Write the obituary of a famous local character.
Write a diary of a local fictitious character who lives through major local events.
Adopt a local cemetery that needs maintenance/clearing. Record all headstones and create a data base.
Conduct a Heritage Survey of the remaining evidence of earlier industries/land use of the local area. Complete a photographic record.
What should be conserved in your town for the future? Justify your choice.

Where can the Local Area be Taught in HSIE?

Stage 1: CCS1.1 & CCS1.2.

Identifies & talks about the lives of people in their community.
Retells the stories associated with the local community.
Explains why a local community event is important.
Participates in activities concerning local, national, global events.
Locates Aboriginal place names in local area and recognises importance of sites.
Talks about lives of people from different cultural backgrounds in local area.
Identifies ways that previous generations in their community lived, played & worked.
Gathers information about local Aboriginal communities.
Identifies changes in technology over time.
Uses historical terminology & concepts.
Communicates the value of past generations to their community.
Communicates the value of the contribution of migrants to their community.

Stage 2: CC2.1 & CC 2.2.

Sequences significant events in Australian history - links to state & national eg local evidence of early convict and colonial life, contact history, explorers, local pioneers, changes in local land practice, significant local Heritage sites including Aboriginal sites.
Selects and uses various historical sources for reconstructing the past of their local area and is aware of varying viewpoints/perspectives on a local historical event. Conducts oral history research.
Identifies effects of change over time on local individuals, groups, environment.
Compares their local area with another.
Identifies continuing / changing roles, practices, customs of local men and women.

Stage 3: CC3.1 & CC3.2.

Links local area to colonial exploration, goldrush (if relevant).
Lives of significant local people, groups, events - links to national events.
Development of democratic movements locally & issues of human rights.

J. Lawless, 2002.