goconstructivism

FROM LITTLE THINGS BIG THINGS GROW

2012-01-17T18:09:00.000-08:00

Gurindji strikers at Wattie Creek, next to the sign that they had made to assert their claim over their lands. Photo: Brian Manning.

Gather round people let me tell you a story
An eight-year-long story of power and pride
British Lord Vestey and Vincent Lingiari
Were opposite men on opposite sides

You probably know these as the opening lyrics to the 1991 Paul Kelly and Kev Carmody song, From Little Things Big Things Grow. It is one of Australia's most important songs and most Aussies will know it - if not from its radio play or performances from Paul and Kev around the nation, then from its use by grassroots movements around Australia and in advertising campaigns.

The story told by the song is one of the greatest this wide brown land has known and one that sadly too few Australian's know. It's a story that is everything we lionise in Australia; mateship, courage, the battler, a fair go, the underdog getting one over the powerful and a happy ending where the hero wins. This is the story of the Gurindji Strike! The hero; Aboriginal man Vincent Lingiari as he led the Gurindji, Ngarinman, Bilinara, Warlpiri and Mudbara peoples on a long, courageous battle for justice.

FOXCONN, APPLE AND QUESTIONS THAT NEED ANSWERS

2012-01-16T17:48:00.000-08:00

"This American Life" Goes Undercover at Foxconn, Reveals Harsh Conditions at iPhone Factory

Mike Daisey was a self-described "worshipper in the cult of Mac." Then he saw some photos from a new iPhone, taken by workers at the factory where it was made. Mike wondered: Who makes all my crap? He traveled to China to find out.
Read more:

In response Apple has published a list of its suppliers for the first time as it looks to head off criticism over how workers are treated, BBC news reports.

MASADA

2012-01-16T17:20:00.000-08:00

Masada (Hebrewfor fortress), is situated atop an isolated rock cliff at the western endof the Judean Desert, overlooking the Dead Sea. It is a place of gaunt andmajestic beauty.

On the east the rock falls in a sheer drop of about 450meters to the Dead Sea (the lowest point on earth, some 400 m. below sealevel) and in the west it stands about 100 meters above the surroundingterrain. The natural approaches to the cliff top are very difficult.

The only written source about Masada is Josephus Flavius’ TheJewish War. Born Joseph ben Matityahu of a priestly family, he was ayoung leader at the outbreak of the GreatJewish Rebellion against Rome (66CE) when he was appointed governor of Galilee. He managed to survive thesuicide pact of the last defenders of Jodfat and surrendered to Vespasian(who shortly thereafter was proclaimed emperor) – events he described indetail. Calling himself Josephus Flavius, he became a Roman citizen and asuccessful historian. Moral judgment aside, his accounts have been provedlargely accurate.

On the Nature of Things By Lucretius Written 50 B.C.E

2012-01-16T17:13:00.000-08:00

Titus Lucretius Carus (c 99-55 BCE) is known as the author of the poem, De Rerum Natura (On the Nature of Things). Other than that, virtually nothing is known about Lucretius other than what can be deduced from the poem itself. From this source (some 7,400 hexameter lines), he appears to have been a well-educated Roman who had traveled as far as Sicily and avoided falling victim to the murderous politics of his time. His poem was an attempt to popularize the “obscure discoveries” of Epicurus, who lived about 240 years earlier. By doing this, Lucretius provided what is now the fullest surviving exposition of Epicurean philosophy. In it, Lucretius argues that the darkness of the mind brought about by superstitious fears should be scattered by a dispassionate view of the inner laws of nature.

TEACHING FOR THE FUTURE

2012-01-06T03:13:00.000-08:00

Teaching guidelines for the future

Of the ten guidelines for teaching and preparing young people for the 21st Century prepared by Australian researchers Beare & Slaughter, eight refer to important features of Steiner Waldorf education:

1. Appropriate imagery - choosing metaphors with care and imagination
2. Teach for wholeness and balance - holistic paradigm;
3. Teach identification, connectedness, integration - epistemological inter-connectedness;
4. Develop individual values - value the individual;
5. Teach visualisation - development of the picturing imagination;
6. Empowerment through active hope - distinguish between faith and hope;
7. Tell stories - use story telling and mythology as powerful teaching tool; and
8. Teach and learn how to celebrate - celebrate festivals.

Or, to summarise the spirit of the above in the words of Rudolf Steiner:

The need for imagination, a sense of truth
and a feeling of responsibility ---
these are the three forces which are the very nerve of education.

Steiner on RUDOLF STEINER EDUCATION

WHAT IS A STEINER SCHOOL

2011-12-30T23:08:00.000-08:00

WHAT IS A STEINER SCHOOL

2011-12-30T23:01:00.001-08:00

October 22, 2011

A Silicon Valley School That Doesn’t Compute

By MATT RICHTEL

LOS ALTOS, Calif. — The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.
But the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.
Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix.
This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans.
The Waldorf method is nearly a century old, but its foothold here among the digerati puts into sharp relief an intensifying debate about the role of computers in education.
“I fundamentally reject the notion you need technology aids in grammar school,” said Alan Eagle, 50, whose daughter, Andie, is one of the 196 children at the Waldorf elementary school; his son William, 13, is at the nearby middle school. “The idea that an app on an iPad can better teach my kids to read or do arithmetic, that’s ridiculous.”
Mr. Eagle knows a bit about technology. He holds a computer science degree from Dartmouth and works in executive communications at Google, where he has written speeches for the chairman, Eric E. Schmidt. He uses an iPad and a smartphone. But he says his daughter, a fifth grader, “doesn’t know how to use Google,” and his son is just learning. (Starting in eighth grade, the school endorses the limited use of gadgets.)
Three-quarters of the students here have parents with a strong high-tech connection. Mr. Eagle, like other parents, sees no contradiction. Technology, he says, has its time and place: “If I worked at Miramax and made good, artsy, rated R movies, I wouldn’t want my kids to see them until they were 17.”
While other schools in the region brag about their wired classrooms, the Waldorf school embraces a simple, retro look — blackboards with colorful chalk, bookshelves with encyclopedias, wooden desks filled with workbooks and No. 2 pencils.
On a recent Tuesday, Andie Eagle and her fifth-grade classmates refreshed their knitting skills, crisscrossing wooden needles around balls of yarn, making fabric swatches. It’s an activity the school says helps develop problem-solving, patterning, math skills and coordination. The long-term goal: make socks.
Down the hall, a teacher drilled third-graders on multiplication by asking them to pretend to turn their bodies into lightning bolts. She asked them a math problem — four times five — and, in unison, they shouted “20” and zapped their fingers at the number on the blackboard. A roomful of human calculators.
In second grade, students standing in a circle learned language skills by repeating verses after the teacher, while simultaneously playing catch with bean bags. It’s an exercise aimed at synchronizing body and brain. Here, as in other classes, the day can start with a recitation or verse about God that reflects a nondenominational emphasis on the divine.
Andie’s teacher, Cathy Waheed, who is a former computer engineer, tries to make learning both irresistible and highly tactile. Last year she taught fractions by having the children cut up food — apples, quesadillas, cake — into quarters, halves and sixteenths.
“For three weeks, we ate our way through fractions,” she said. “When I made enough fractional pieces of cake to feed everyone, do you think I had their attention?”
Some education experts say that the push to equip classrooms with computers is unwarranted because studies do not clearly show that this leads to better test scores or other measurable gains.
Is learning through cake fractions and knitting any better? The Waldorf advocates make it tough to compare, partly because as private schools they administer no standardized tests in elementary grades. And they would be the first to admit that their early-grade students may not score well on such tests because, they say, they don’t drill them on a standardized math and reading curriculum.
When asked for evidence of the schools’ effectiveness, the Association of Waldorf Schools of North America points to research by an affiliated group showing that 94 percent of students graduating from Waldorf high schools in the United States between 1994 and 2004 attended college, with many heading to prestigious institutions like Oberlin, Berkeley and Vassar.
Of course, that figure may not be surprising, given that these are students from families that value education highly enough to seek out a selective private school, and usually have the means to pay for it. And it is difficult to separate the effects of the low-tech instructional methods from other factors. For example, parents of students at the Los Altos school say it attracts great teachers who go through extensive training in the Waldorf approach, creating a strong sense of mission that can be lacking in other schools.
Absent clear evidence, the debate comes down to subjectivity, parental choice and a difference of opinion over a single world: engagement. Advocates for equipping schools with technology say computers can hold students’ attention and, in fact, that young people who have been weaned on electronic devices will not tune in without them.
Ann Flynn, director of education technology for the National School Boards Association, which represents school boards nationwide, said computers were essential. “If schools have access to the tools and can afford them, but are not using the tools, they are cheating our children,” Ms. Flynn said.
Paul Thomas, a former teacher and an associate professor of education at Furman University, who has written 12 books about public educational methods, disagreed, saying that “a spare approach to technology in the classroom will always benefit learning.”
“Teaching is a human experience,” he said. “Technology is a distraction when we need literacy, numeracy and critical thinking.”
And Waldorf parents argue that real engagement comes from great teachers with interesting lesson plans.
“Engagement is about human contact, the contact with the teacher, the contact with their peers,” said Pierre Laurent, 50, who works at a high-tech start-up and formerly worked at Intel and Microsoft. He has three children in Waldorf schools, which so impressed the family that his wife, Monica, joined one as a teacher in 2006.
And where advocates for stocking classrooms with technology say children need computer time to compete in the modern world, Waldorf parents counter: what’s the rush, given how easy it is to pick up those skills?
“It’s supereasy. It’s like learning to use toothpaste,” Mr. Eagle said. “At Google and all these places, we make technology as brain-dead easy to use as possible. There’s no reason why kids can’t figure it out when they get older.”
There are also plenty of high-tech parents at a Waldorf school in San Francisco and just north of it at the Greenwood School in Mill Valley, which doesn’t have Waldorf accreditation but is inspired by its principles.
California has some 40 Waldorf schools, giving it a disproportionate share — perhaps because the movement is growing roots here, said Lucy Wurtz, who, along with her husband, Brad, helped found the Waldorf high school in Los Altos in 2007. Mr. Wurtz is chief executive of Power Assure, which helps computer data centers reduce their energy load.
The Waldorf experience does not come cheap: annual tuition at the Silicon Valley schools is $17,750 for kindergarten through eighth grade and $24,400 for high school, though Ms. Wurtz said financial assistance was available. She says the typical Waldorf parent, who has a range of elite private and public schools to choose from, tends to be liberal and highly educated, with strong views about education; they also have a knowledge that when they are ready to teach their children about technology they have ample access and expertise at home.
The students, meanwhile, say they don’t pine for technology, nor have they gone completely cold turkey. Andie Eagle and her fifth-grade classmates say they occasionally watch movies. One girl, whose father works as an Apple engineer, says he sometimes asks her to test games he is debugging. One boy plays with flight-simulator programs on weekends.
The students say they can become frustrated when their parents and relatives get so wrapped up in phones and other devices. Aurad Kamkar, 11, said he recently went to visit cousins and found himself sitting around with five of them playing with their gadgets, not paying attention to him or each other. He started waving his arms at them: “I said: ‘Hello guys, I’m here.’ ”
Finn Heilig, 10, whose father works at Google, says he liked learning with pen and paper — rather than on a computer — because he could monitor his progress over the years.
“You can look back and see how sloppy your handwriting was in first grade. You can’t do that with computers ’cause all the letters are the same,” Finn said. “Besides, if you learn to write on paper, you can still write if water spills on the computer or the power goes out.”

ORGANIC SCHOOL GARDEN PROJECT

2011-12-14T17:07:00.000-08:00

FROM LITTLE THINGS BIG THINGS GROW-A FREE RESOURCE FOR SCHOOL GARDEN PROGRAMS!

From the Biological Farmers of Australia.

Lesson 1: Quiz; Nutrition; Germination

with Greg James from Farmer's Choice Organics, Murwillumbah -New South Wales Australia.

Planting seeds

Seedlings stages

The first two baby seed leaves-dicotyledon

Our seedling raising mix ready for our school garden project.

Baby seed beds

Which seed is singing my song?

Cheers to the seeds

Mix it with love.

Greg's famous seed mix.

Everything is done by hand with love and care.

The magic recipe.

Tell me and I'll forget; show me and I may remember; involve me and I'll understand.


Who wants to be involved? EVERYONE!

Greg's green classroom

Getting water wise with Dan.

In the heart of a seed buried deep..

a giant tree lay fast asleep.

The 7 Habits of Highly Effective People -of Dr. Stephen R. Covey

2011-09-25T21:32:00.000-07:00

SUMMARY OF THE SEVEN HABITS
Habit 1:  Be Proactive
Change starts from within, and highly effective people make the decision to improve their lives through the things that they can influence rather than by simply reacting to external forces.

Habit 2:  Begin with the End in Mind
Develop a principle-centered personal mission statement. Extend the mission statement into long-term goals based on personal principles.

Habit 3:  Put First Things First
Spend time doing what fits into your personal mission, observing the proper balance between production and building production capacity. Identify the key roles that you take on in life, and make time for each of them.

Habit 4:  Think Win/Win
Seek agreements and relationships that are mutually beneficial. In cases where a "win/win" deal cannot be achieved, accept the fact that agreeing to make "no deal" may be the best alternative. In developing an organizational culture, be sure to reward win/win behavior among employees and avoid inadvertantly rewarding win/lose behavior.

Habit 5:  Seek First to Understand, Then to Be Understood
First seek to understand the other person, and only then try to be understood. Stephen Covey presents this habit as the most important principle of interpersonal relations. Effective listening is not simply echoing what the other person has said through the lens of one's own experience. Rather, it is putting oneself in the perspective of the other person, listening empathically for both feeling and meaning.

Habit 6:  Synergize
Through trustful communication, find ways to leverage individual differences to create a whole that is greater than the sum of the parts. Through mutual trust and understanding, one often can solve conflicts and find a better solution than would have been obtained through either person's own solution.

Habit 7:  Sharpen the Saw
Take time out from production to build production capacity through personal renewal of the physical, mental, social/emotional, and spiritual dimensions. Maintain a balance among these dimensions.

ICPALER

2011-06-24T22:41:00.000-07:00

Overview The ICPALER mnemonic can be used to assist teachers to remember each aspect of language use.
ICPALER - Ideas, Conventions, Purposes, Ability to Learn, Expressive and Receptive language.
ICPALER Framework

ICPALER Framework

(Munro, 2007)

Ideas
Words	Words have meaning
	Parts of words have meaning
	Vocabulary as a meaning network
Sentences	Simple sentences describe an event
	Variations of the simple sentences description of an event.
	More complex sentence ideas
Discourse	The cohesion of the text, genre
Topic	Main Theme

Conventions
Phonological	The rules governing the combining of sounds into words
Grammatical	The rules governing the combining and unpacking of words in sentences
Genre	The rules governing the combining and unpacking of sentences in discourse

Purposes
Manage and Direct	How we start, maintain, and end conversations
	How we take turns,
	How we stay on the topic
	How we adjust to fit audience and context
	How we “read” in a message its intended meaning
Listen and Speak Between the Lines	How we use idioms and metaphors
	How we extend a language exchange
	Judge how much information to give
	Judge what others might know during the conversation
Adjust to Context and Audience	Select appropriate words and conventions
	Use the context to assist understanding
	Link ideas in relation to a particular context
	Identify goals for an oral communication
Use Language for Different Goals	Infer goals for an oral communication
	Use language to extend a language exchange
	Use language to request agree, confirm, compliment etc.

Ability to Learn
Opportunity to learn language experiences
Able to perceive oral language
Able to use symbolism (concrete to abstract thinking)
Ability to link ideas (eg. cause-effect)
Ability to conceptualize and categorise
Ability to sequence and order
Ability to generalize learning to other contexts

Expressive and Receptive Language
Expressive and Receptive aspects of the communication

Multisensory Approaches to Teaching Math

2011-05-04T03:49:00.000-07:00

As William Glasser, world-renowned psychiatrist and theorist, stated, individuals learn 10 percent of what they read, 20 percent of what they hear, 30 percent of what they see, 50 percent of what they see and hear, 70 percent of what they discuss, 80 percent of what they experience, and 95 percent of what they teach others. Dr. Glasser emphasized the importance of using all the senses in education. Multisensory approaches lead to better attention to task, greater recall of information, and deeper understanding of concepts.

Mumford And Sons - Awake My Soul

2011-03-04T01:27:00.000-08:00

ANTHONY ROBBINS

2010-11-11T01:40:00.000-08:00

Anthony Robbins
Entrepreneur, Author & Peak Performance Strategist

World Authority on Leadership Psychology

For the past three decades, Anthony Robbins has served as an advisor to leaders around the world. A recognized authority on the psychology of leadership, negotiations, organizational turnaround, and peak performance, he has been honored consistently for his strategic intellect and humanitarian endeavors. His nonprofit Anthony Robbins Foundation provides assistance to inner-city youth, senior citizens, and the homeless, and feeds more than three million people in 56 countries every year through its international holiday "Basket Brigade." Robbins has directly impacted the lives of more than 50 million people from over 100 countries with his best-selling books, multimedia and health products, public speaking engagements, and live events.

THE VIRTUES PROJECT

2010-10-22T20:22:00.000-07:00

The Vision of The Virtues Project is to serve humanity by supporting the moral and spiritual development of people of all cultures, by helping them to remember who they really are and to live by their highest values.

The Mission of The Virtues Project is to provide empowering strategies that inspire the practice of virtues in everyday life through programs of excellence and simplicity which support people of all ages to cultivate their virtues -- the gifts of character.

NIDOTHERAPY

2010-10-22T19:35:00.000-07:00

Nidotherapy is devoted to changing the environment in all its forms so a better fit is established between a person and every aspect of their surroundings. In this context environment refers not only to the physical environment – where you live and work – but also the social and personal environment, so covering every aspect of your interaction with your surroundings. Although we have been aware of the important environment and its effect on mental health for many years we have not examined it systematically in the scientific sense and worked out which are its important elements and which might be cast aside.

NINE BRAIN-COMPATIBLE ELEMENTS THAT INFLUENCE LEARNING

2010-09-18T20:14:00.000-07:00

ABSENCE OF THREAT/NURTURING REFLECTIVE THINKING
COLLABORATION
ADEQUATE TIME
ENRICHED ENVIRONMENT
MEANINGFUL CONTENT
CHOICES
IMMEDIATE FEEDBACK
MASTERY/COMPETENCE
MOVEMENT TO ENHANCE LEARNING

MASTERY/COMPETENCE

INTEGRATED THEMATIC INSTRUCTION

2010-09-18T20:00:00.000-07:00

"We don't even know what skills may be needed in the years ahead. That is why we must train our young people in the fundamental fields of knowledge, and equip them to understand and cope with change. That is why we must give them the critical qualities of character that will serve them in circumstances we cannot now even predict."
- John W. Gardner (American Hero, Leader, Activist, Author, and Reformer)

Vision

The Center for Effective Learning (Susan Kovalik & Associates, Inc.)
is a globally recognized leader in research-based innovative learning practices
for developing responsible citizens.

Highly Effective Teaching (HET) is an innovative education model* providing a myriad of strategies that are brain-compatible, effective in increasing capacity and optimizing learning for students, and implemented in progressive stages for the busy classroom teacher. * formerly known as ITI (Integrated Thematic Instruction) Model

Our Mission
The Mission of the Center for Effective Learning is to facilitate the translation of brain research with school and districts in developing practical strategies for:

effective instruction
meaningful, conceptual content
responsible citizenship-both today and in the future

Our mission is accomplished by creating educational communities where individuals are productively engaged, their contributions valued, and their talents used to increase learning and performance capacity.

Goals
The goals of the Center for Effective Learning and the HET Model include the following:

To create innovative strategies for applying current brain research which enhance human capacity and create the conditions for optimal performance – at school at work, and at home.
To Equip others with skills for independent thinking processes through current information, knowledge and experience.
To expand personal spheres of influence for reaching homes, school, businesses, the community, the country, and our world.
To network and establish partnerships with other community-minded individuals and organizations.
To provide and/or recommend materials and tools for relevant use.

CARL JUNG-Personality Theories

2010-09-08T03:17:00.000-07:00

IMAGINATIVE EDUCATION

2010-09-08T03:07:00.000-07:00

This website introduces new theories, principles, and practical techniques for making education more effective. Because engaging students' imaginations in learning, and teachers' imaginations in teaching, is crucial to making knowledge in the curriculum vivid and meaningful, we call this new approach Imaginative Education (IE). The work of The Imaginative Education Research Group is dedicated to showing how this can be done routinely in everyday classrooms and at home. Unfortunately so much of the content of the curriculum is routinely taught as though its natural habitat is a textbook rather than the fears, hopes, and passions of real people that students too commonly find it dull and lifeless, and un-engaging. We believe the ideas, materials, and practices on this website can show how to bring the curriculum to life.

JOSEPH BEUYS

2010-07-17T01:20:00.000-07:00

In 1977, Beuys created a monumental installation for documenta 6, the international exhibition of contemporary art held every five years in Kassel, Germany. Entitled Honeypump in the Workplace, it pumped two tons of honey through plastic tubing, using motors lubricated with over 200 pounds of margarine. It was in action throughout the 100 days of the exhibition and Beuys intended it to be seen as a metaphorical circulation system, absorbing and distributing the energy generated by the lectures, discussions, and seminars that were happening during the exhibition. Honeypump was the embodiment of his idea that energy (in this case, honey) and heat (generated by the machine's motion) are symbolically connected to the notion of social sculpture.

LUC MONTAGNIER-NOBEL LAUREATE

2010-07-04T18:20:00.000-07:00

Luc Montagnier of the Institut Pasteur in Paris has devoted his career to thestudy of viruses. He is perhaps best known for his 1983 discovery of the human immunodeficiency virus (HIV), which has been identified as the cause of acquired immunodeficiency syndrome (AIDS) . However, in the twenty yearsbefore the onset of the AIDS epidemic, Montagnier made many significant discoveries concerning the nature of viruses. He made major contributions to theunderstanding of how viruses can alter the genetic information of host organisms, and significantly advanced cancer research. His investigation of interferon, one of the body's defenses against viruses, also opened avenues for medical cures for viral diseases. Montagnier's ongoing research focuses on the search for an AIDS vaccine or cure.

Women In Art

2010-06-26T19:58:00.000-07:00

Birds on a wire compose a song!

2010-06-26T19:57:00.000-07:00

Lost Generation Pallindrome Video

2010-06-26T19:55:00.000-07:00

STEVEN WILTSHIRE

2010-06-15T02:20:00.000-07:00

Stephen Wiltshire is an artist who draws and paints detailed cityscapes. He has a particular talent for drawing lifelike, accurate representations of cities, sometimes after having only observed them briefly. He was awarded an MBE for services to the art world in 2006. He studied Fine Art at City & Guilds Art College. His work is popular all over the world, and is held in a number of important collections.

Stephen was born in London to West Indian parents on 24th April, 1974. As a child he was mute, and did not relate to other human beings. Aged three, he was diagnosed as autistic. He had no language and lived entirely in his own world.

ELLIOT W EISNER

2009-05-09T22:30:00.000-07:00

Elliot Eisner is emeritus professor of Art and Education at Stanford University.
His work is focused on education philosophy including the commitment to the use of critical and reflective intelligence in the search for solutions to crucial problems in education and culture.
Elliot W. Eisner argues that the distinctive forms of thinking needed to create artistically crafted work are relevant not only to what students do, they are relevant to virtually all aspects of what we do, from the design of curricula, to the practice of teaching, to the features of the environment in which students and teachers live. [Originally given as the John Dewey Lecture for 2002, Stanford University.]

MEDIEVAL HISTORY QUESTIONS

2008-10-19T14:49:00.001-07:00

The Medieval History Quiz

Question 1

There are no precise, incontrovertible dates to define the beginning or end of the Middle Ages. However, many scholars agree that the start of the medieval era is marked by a very significant development that took place in the fifth century. What is that development?

A The Black Death

B The Fall of Rome

C The Renaissance

Question 2

The western portion of the empire may have fallen, but the eastern portion, also known as The Byzantine Empire, lasted another thousand years. When its capital city was conquered by the Turks in the fifteenth century, it was renamed Istanbul. What was the Byzantine capital city called throughout the Middle Ages?

A Adrianople

B Constantinople

C Salonika

Question 3

After the Roman Empire collapsed in the west, many Barbarian kingdoms sprang up in its place. One Barbarian King, Clovis, was influenced by his wife Clotilda to convert to Catholicism. This resulted in a good working relationship with the Pope that would be of great significance as his heirs built a powerful nation in what is today France.

Who did King Clovis rule?

A The Franks

B The Picts

C The Visigoths

Question 4

Those Barbarians were everywhere after Rome fell, including Great Britain. Which of these tribes made successful advances into England in the fifth century?

A The Avars

B The Huns

C The Saxons

Question 5

Ten years before his death, the prophet Muhammad led a hijrah from Mecca to Medina to escape persecution. This event marks the beginning of the Muslim calendar. In what year did it take place?

A 410

B 622

C 1066

Question 6

In the eighth century, Charlemagne built an empire that covered, among other places, parts of modern day France, Italy and which of these countries?

A Germany

B Norway

C Spain

Question 7

The "Viking Age," a period when Scandinavian marauders engaged in numerous raids on locations in Britain and Europe, was kicked off with the sacking of Lindisfarne in 795. What was sacked at Lindisfarne?

A An abbey

B A castle

C A university

Question 8

Only one king of England ever earned the appellation "Great." Who was he?

A King Aethelred

B King Alfred

C King Edmund II

Question 9

In the tenth century, Otto, King of Germany, was crowned Emperor Otto I by Pope John XII. What empire did Otto rule?

A The Byzantine Empire

B The Carolingian Empire

C The Holy Roman Empire

Question 10

Historians divide up the Middle Ages into three sub-eras. Which era is sandwiched between the Early Middle Ages and the Late Middle Ages?

A The High Middle Ages

B The Intense Middle Ages

C The Middle Middle Ages

Question 11

In Britain, the beginning of this middle period of the medieval era is marked by the Norman Conquest, when William of Normandy successfully invaded England. What was William's first battle upon landing on English soil?

A The Battle of Fulford Gate

B The Battle of Hastings

C The Battle of Stirling Bridge

Question 12

In November of 1095, at the Council of Clermont, Pope Urban II made a speech calling for the First Crusade. The objective was to travel to the Holy Land and capture which city from the Muslim Turks?

A Antioch

B Constantinople

C Jerusalem

Question 13

Tournaments were very popular in the Middle Ages, and Jousting was often the main event at such festivals. When a knight rode in a joust, what weapon would he use to try to knock his opponent off his horse?

A A dagger

B A hackbut

C A lance

Question 14

With its pointed arches, its ribbed vaults, and its flying buttresses, the Cathedral of Notre Dame in Paris is an example of what architectural style?

A Baroque

B Gothic

C Romanesque

Question 15

The epidemic that struck Europe in the 14th century was fierce and diabolical, and it would later come to be known as the Black Death. What disease is generally agreed to be the sickness that caused this horrible event?

A Bubonic Plague

B Leprosy

C Scarlet Fever
Question 16

Who fought in the Hundred Years War?

A England & France

B France & Italy

C Scotland & England

Question 17

While in service to the king of England, Geoffrey Chaucer visited Italy on diplomatic duties, where many scholars believe he encountered the works of Bocaccio, Petrarch and Dante. Which of Chaucer's works do scholars believe to be inspired by Bocaccio's Decameron, in which ten travelers each tell ten tales to entertain each other on their long journey?

A The Book of the Duchess

B The Canterbury Tales

C The Parliament of Fowles

Question 18

The "Age of Discovery," when Columbus and his contemporaries braved the Atlantic to look for a western route to the East, is considered by some scholars to be a significant turning point that marks the end of the Middle Ages. Columbus was inspired by an earlier traveler that journeyed to the Far East in the 13th century. Who was this explorer?

A St. Brendan

B Leif Ericsson

C Marco Polo

Question 19

As the Middle Ages began to wane, the Renaissance burst forth in Italy, and some marvelous artwork was created. It was also a time for new ways of thinking, focusing less on religion and more on the individual.

Which of these philosophies is most closely associated with the Italian Renaissance?

A Humanism

B Platonism

C Scholasticism

Question 20

In the sixteenth century, what monk wrote 95 theses addressing problems in the Catholic Church, thus setting into motion the Protestant Reformation?

A Jan Hus

B Martin Luther

C John Wycliffe

BRINGING THEM HOME REPORT

2008-06-13T19:42:00.000-07:00

BRINGING THEM HOME

2008-06-13T19:41:00.001-07:00

ABORIGINAL EDUCATION CONSULTATIVE GROUP

2008-06-13T19:37:00.000-07:00

GET UP ACTION FOR AUSTRALIA

2008-05-03T03:44:00.000-07:00

We're trying something new. Following on from the 2020 Summit, when the headlines are buzzing with an equal and reconciled republic, the nation's best-known performers have come together under the name of The GetUp Mob to release a new version of the Paul Kelly classic "From little things, big things grow". Already today it's splashed its way into the nation's papers. Now we want your help to make it a number one hit!

If together we top the charts, this message will rocket around the country's airwaves and TV screens on high rotation to an audience of millions that we normally don't reach - and it costs you just a $1.69 online to achieve that goal. Our power is in numbers, our message can inspire reconciliation. Click here now to view it (for free) and buy the world's newest history-making song

RECONCILIATION NETWORK

2008-05-01T03:48:00.000-07:00

This is a fantastic website. Check it out!

Online Education Kit

BLOOMS TAXONOMY

2008-04-30T15:04:00.000-07:00

WHAT ARE DIGITAL SONGLINES?

2008-04-27T04:24:00.000-07:00

GARMA

2008-04-27T04:02:00.000-07:00

What is Garma

“A garma is a sort of place – of rich resources for many people, this garma thing. For all yolngu [people]. Like this, all yolngu always used to come to this thing garma, coming together, all different groups.” Gunygulu Yunupingu

The ancient sound of the yidaki (didgeridu) is a call to all people to come together in
unity. This call will announce the annual Garma, the largest and most vibrant celebration of Yolngu Aboriginal people of north east Arnhem Land) culture in recent memory.

In August 2005, I took my Year 9 class to visit and stay at Yirrkala School and attend Garma Festival. We travelled overland from Mullumbimby, NSW to Gove N.T-10 000km's!

QLD INDIGENOUS RESOURCE LIST

2008-04-26T05:06:00.000-07:00

STOLEN GENERATION

2008-04-26T05:00:00.000-07:00

STAN GRANT

2008-04-26T04:53:00.000-07:00

THE TEARS OF STRANGERS

BYRON SHIRE COUNCIL-INDIGENOUS LAND TRANSFER

2008-04-26T04:26:00.000-07:00

NATIVE TITLE-BYRON BAY BUNDJALUNG

2008-04-26T03:47:00.001-07:00

COOPERATIVE LEARNING

2008-04-25T19:59:00.000-07:00

ROLE PLAY

2008-04-25T19:53:00.000-07:00

INQUIRY BASED LEARNING

2008-04-25T19:45:00.000-07:00

HEDLANDS SENIOR HIGH SCHOOL

2008-04-25T19:07:00.001-07:00

LORE OF THE LAND-FOR TEACHERS

2008-04-25T18:50:00.000-07:00

Responses from students after using 'Lore of the Land':

The Aboriginal culture is now relevant to me. Actually experiencing their own thoughts and beliefs through using 'Lore of the Land' made me realise the importance and sacredness of the land to Aboriginal people by listening to their stories and beliefs.

Angela P.

Research the history of your local area pre and post European settlement. Contact the Native Title Representative Body to find out who the traditional owners are if they are not known to you.

Vic - Miriambiak Nations - 03 9326 3900
NSW - NSW Aboriginal Land Council - 02 9689 4444
Qld - FAIRA - 07 3391 4677
NT - Northern Land Council
- Central Lands Council - 08 8920 5100
- 08 8951 6211
SA - Aboriginal Legal Rights Movement - 08 8211 8824
WA - Aboriginal Legal Service
- Kimberley Land Council - 08 9265 6666
- 08 9193 1118

ABORIGINAL LORE/LAW-PRACTICE IMPLICATIONS

2008-04-25T18:34:00.000-07:00

ABORIGINAL LORE/LAW

2008-04-25T15:11:00.000-07:00

THE LAW REPORT

WHOLE OF SCHOOL INTERVENTION STRATEGY

2008-04-25T14:37:00.000-07:00

Introduction

The Whole of School Intervention Strategy (WoSI) involves communities and parents working with schools and other organisations to improve the educational outcomes of Indigenous school students.

The WoSI Strategy is made up of two elements; the Parent School Partnerships Initiatives (PSPIs) and Homework Centres (HWCs).

FOLLOW THE DREAM

2008-04-25T14:24:00.000-07:00

The Follow the Dream: Tertiary Aspirations Strategy for Aboriginal students is designed to help Aboriginal students reach their career potential by graduating from secondary school and achieving university entrance. The focus is primarily on secondary school Aboriginal students who have the academic potential and desire to complete Year 12 with a Tertiary Entrance Rank (TER) for university. Students are selected to participate in the program.

Follow the Dream is currently located in 10 metropolitan and 15 regional school sites and is delivered to approximately 600 students.

The program is based on extensive local community consultation.

ABSENTEESIM FORUM

2008-04-25T05:21:00.000-07:00

An informative paper titled Absenteeism Forum by Robyn Amor and Lyn Gray details strategies implemented at Challa Gardens Primary School to improve attendance and punctuality of Aboriginal Students.

PARENT SCHOOL PARTENERSHIP INITIATIVES

2008-04-25T04:20:00.000-07:00

This document is for schools, parents of Indigenous students, Indigenous communities and other eligible organisations outlined in the Indigenous Education Programmes Provider Guidelines, who are interested in seeking funding to support local project/s to improve the educational outcomes of Indigenous students.

MIDVALE PRIMARY SCHOOL

2008-04-25T04:06:00.001-07:00

RIGBY MATHMATICS

2008-04-25T03:31:00.000-07:00

SCAFFOLDING LITERACY FOR INDIGENOUS STUDENTS

2008-04-25T03:07:00.000-07:00

Scaffolding Literacy for Indigenous Students - Amata School, South Australia

Scaffolding Literacy for Indigenous Students is a literacy improvement project developed by David Rose, Brian Grey and Wendy Cowey of the University of Canberra. This is a summary of a report by Brian Grey and Wendy Cowey, titled Some Reflections on the Literacy Development of Children at Amata School, 1998-2000.

CAPS KURRAWANG

2008-04-25T02:57:00.000-07:00

LUURNPA CATHOLIC SCHOOL

2008-04-25T02:51:00.000-07:00

OTITIS MEDIA PROGRAM

2008-04-25T00:27:00.000-07:00

You are asked to implement a Nose Blowing routine into your daily program.

We suggest the "Breathe, Blow and Cough Routine" which was developed by Ruth Barker, a physiotherapist from Alice Springs. This program is effective because it actually reduces the causes of OM, such as colds, flu and asthma, by improving the health of the respiratory system.

BREATH, COUGH and BLOW PROGRAM

2008-04-25T00:13:00.000-07:00

BBC (Breathe Blow Cough Program)

Description: Children in Remote Aboriginal communities tend to have poor ear health. The Breath Blow Cough program is a 15-minute daily health intervention in early primary school, focusing on clearing the head, popping the ears and blowing the nose. This minimal daily effort has had very tangible benefits in terms of reduced ear health interventions, and will hopefully lead to positive education outcomes.

W.A CATHOLIC ABORIGINAL EDUCATION

2008-04-24T23:59:00.000-07:00

ABORIGINAL EDUCATION K-12

SAMUEL'S STORY

2008-04-24T19:26:00.000-07:00

Samuel’s story

Samuel Sailor, teaching scholarship student

"We need more Indigenous teachers in schools as we are role models. Male teachers especially are role models and mentors in their communities."

Samuel was born on Thursday Island. He worked as a train driver, carpenter, concreter and builder’s assistant before he started studying to become a teacher. He loves sports like rugby, golf and fishing – as well as helping other people and being a good role model.

2008-04-24T18:18:00.000-07:00

Aspects of Traditional Aboriginal Australia

Current knowledge and understanding of traditional Aboriginal society and culture
derives from Aboriginal oral traditions, the writings of early European voyagers and
settlers, and extensive research studies1. Most of the recorded information derives
from post-nineteenth century studies carried out by non-Aboriginal researchers. The
findings of such researchers may properly be considered speculative, since many
were observing Aboriginal peoples in times of profound change2.

RECONCILING INDIGENOUS AND WESTERN KNOWING

2008-04-24T18:08:00.000-07:00

Reconciling Indigenous And Western Knowing
Neil Hooley

Victoria University of Technology

This article forms the background to this week's topic. It gives a sound background on two way learning and associated contemporary issues.

THE STEWART FAMILY

2008-04-19T23:49:00.000-07:00

To begin healing we need to hear their stories.

YOLGNA TWO WAYS LEARNING

2008-04-19T23:29:00.000-07:00

‘Two-way Learning’: Yolngu clan at Australia’s Top End shows the way

by Deborah Ruiz Wall
An unforgettable visit to Nyinyikay, North East Arnhem Land

TWO-WAY LEARNING

2008-04-19T23:21:00.000-07:00

International Centre for Vocational Education Training Teaching and Learning

THINK PIECE | Jill Gientzotis is an independent researcher and writer in Vocational Education and Training.

This article is about Two-way Learning, as a principle, and in practice.

TOWARDS A BETTER FUTURE

2008-04-19T23:19:00.000-07:00

Dick Estens recognised for his work with remote Aboriginal communities

The World Today - Friday, 10 December , 2004

Reporter: Andrew Geoghegan

AUSTRALIA SAYS SORRY

2008-04-19T23:17:00.000-07:00

Great images! Really worth a look.

APOLOGY TO ABORIGINAL STOLEN GENERATION

2008-04-19T22:13:00.000-07:00

Kevin Rudd's sorry speech

February 13, 2008

The text of Prime Minister Kevin Rudd's speech to Parliament.

I move:

That today we honour the indigenous peoples of this land, the oldest continuing cultures in human history.

We reflect on their past mistreatment.

We reflect in particular on the mistreatment of those who were stolen generations - this blemished chapter in our nation's history.

The time has now come for the nation to turn a new page in Australia's history by righting the wrongs of the past and so moving forward with confidence to the future.

We apologise for the laws and policies of successive parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians.

We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their communities and their country.

For the pain, suffering and hurt of these stolen generations, their descendants and for their families left behind, we say sorry.

To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry.

And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry.

We the parliament of Australia respectfully request that this apology be received in the spirit in which it is offered as part of the healing of the nation.

For the future we take heart; resolving that this new page in the history of our great continent can now be written.

We today take this first step by acknowledging the past and laying claim to a future that embraces all Australians.

A future where this parliament resolves that the injustices of the past must never, never happen again.

A future where we harness the determination of all Australians, indigenous and non-indigenous, to close the gap that lies between us in life expectancy, educational achievement and economic opportunity.

A future where we embrace the possibility of new solutions to enduring problems where old approaches have failed.

A future based on mutual respect, mutual resolve and mutual responsibility.

A future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal stake in shaping the next chapter in the history of this great country, Australia.

There comes a time in the history of nations when their peoples must become fully reconciled to their past if they are to go forward with confidence to embrace their future.

RECONCILIATION AUSTRALIA

2008-04-19T22:06:00.000-07:00

Reconciliation Australia

Building relationships for change
between Indigenous
and non-Indigenous Australians.

Also see Reconcile Australia

WORKING TOGETHER

2008-04-19T22:03:00.000-07:00

Indigenous Community Capacity Building and the relationship to
sound governance and leadership

A paper written by Russell Taylor

ABORIGINAL DRUG AND ALCOHOL AWARENESS

2008-04-19T21:59:00.000-07:00

This site provides information about the Aboriginal Drug and Alcohol Council (SA) Inc. (ADAC). You can find out about the projects we run, contact our staff members and access resource material and details of current and past projects.

BEHAVIOR MANAGEMENT

2008-04-19T21:51:00.000-07:00

Perceptions of their teachers by aboriginal students
John Godfrey, Gary Partington, Kaye Richer & Mort Harslett
Edith Cowan University

Students from both upper primary and lower secondary years responded to a questionnaire covering various aspects of their schooling experience. The questionnaire contains seventy three items the majority of which are constructed with a four point Likert scale. An analysis of the questionnaire indicated that the four point Likert scale questions are highly reliable when all these questions are considered and within its sub-sections. The paper reports these Aboriginal students responded highly positively on a number of significant features in regard to their schooling with the exception of their teachers attitudes toward them. The analyses indicated the need for teachers to form strong relationships with Aboriginal students to ensure their educational success.

ABORIGINAL INDEPENDENT COMMUNITY SCHOOLS

2008-04-19T21:46:00.000-07:00

The Aboriginal Independent Schools of WA

DESERT KNOWLEDGE

2008-04-19T21:36:00.000-07:00

Desert Knowledge CRC backs Aboriginal Boys’ Video Achievement

Four young Aboriginal boys from Western Australia’s Goldfields have had their video selected from hundreds of
entries from around the world to win the Most Impressive Achievement Award in an international Lonely Planet
video competition.

Stanley Adams (13), Karthi Muir (11), Nathan Abdullah (11) and Kuberan Muir (9) from the Walkatjurra Cultural
Centre in Leonora entered Papinmaru, a short video about hunting a fat goanna (papinmaru).

ENCOURAGING ATTENDANCE

2008-04-19T21:29:00.000-07:00

WHATEVER IT TAKES: ENCOURAGING ABORIGINAL
STUDENT ATTENDANCE AT SALISBURY NORTH R-7
SCHOOL

This is an amazing and inspiring article written by Julie Murphy, Muriel O’Loughlin, Bronwyn Parkin about what they are doing at their school to encourage attendance.

WHAT WORKS

2008-04-19T21:22:00.000-07:00

This website is part of a national effort to improve outcomes for Indigenous students - a first priority for all Australian educators and trainers.

W.A. DET REPORT

2008-04-19T21:04:00.000-07:00

Motivation and Engagement of Boys: Evidence-Based Teaching Practices
This report sets out to identify and describe evidence-based teaching practices which have proved effective in improving the motivation, engagement and academic and social outcomes of boys, particularly those boys at risk of disengaging from school-based learning activities.

WESTERN AUSTRALIA-DEPARTMENT OF EDUCATION AND TRAINING

2008-04-19T20:58:00.000-07:00

This is an excellent site that details Department of Education and Training web sites that relate to Aboriginal Education and Training.

SCHOOL ATTENDANCE

2008-04-19T20:55:00.000-07:00

Indigenous Law Resources
Reconciliation and Social Justice Library
NATIONAL REPORT VOLUME 2 - 16.6 SCHOOL NON- ATTENDANCE

GET UP- ACTION FOR AUSRALIA

2008-04-19T20:42:00.000-07:00

Lighting up Sorry week
Posted on the campaign blog , February 12th, 2008

Hear Parliament's apology whilst watching GetUp's candle ceremony in Canberra

BOOK RELEASE

2008-04-19T20:33:00.000-07:00

Under The Quandong Tree
By ~ MINMIA
Minmia is a Aboriginal senior woman, educator and healer. She was born down the line to carry traditional women’s lore/law of the Wirradjirri people.

KANYINI

2008-04-04T03:56:00.000-07:00

KANYINI is a story told by an Aboriginal man, Bob Randall, who lives beside the greatest monolith in the world, Uluru in Central Australia.

Based on Bob's own personal journey and the wisdom he learnt from the old people living in the bush, Bob tells the tale of why Indigenous people are now struggling in a modern world and what needs to be done for Indigenous people to move forward.

A tale of Indigenous wisdom clashing against materialist notions of progress, this is not only a story of one man and his people but the story of the human race.

TERMINOLOGY

2008-03-23T00:35:00.000-07:00

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Angus Mack is an Aboriginal Islander Education officer. He likes to help young students to become more educated. He feels it is very important for future generations.

AIEO: This is the title given to Aboriginal and Islander Education Officer is the term for the same role in Department of Education and Training Schools, Western Australia and for Aboriginal Independent Community Schools.

ATA: This is the title given to the Aboriginal Teaching Assistants in Catholic schools in Western Australia.

Mereki was born in Kamilaroi Country, Gunnedah, at the age of three she was taken away from her family to live with a white family in the Southern suburbs of Sydney. She went on to become an ATA. Read her amazing story.

FAST: ‘Families and School Together’ a program designed to ‘increase the likelihood of the child being successful in the home, in the school and in the community’.

FELIKS
Fostering English Language in Kimberley Schools. The Feliks project is a Professional Development Course for Primary Schools developed by Joyce Hudson and Rosalind Berry of the Catholic Education Office in Broome, Western Australia. It aims to assist teachers of Indigenous students who speak the English based creole, (Kriol), spoken extensively in the Kimberley region. This was followed by a second volume entitled Making the Jump which extends the focus to include Aboriginal English.

FLE: This is the Family Life Education program which was developed by the catholic Education Office in South Australia and introduced at Luurnpa School, Balgo.

LAW/LORE: This is the law and traditional ceremonies that have existed in Aboriginal communities for …… The ‘Benchbook’ developed by the Department of Justice WA has some explanations of different cultural aspects of Aboriginal life including a very good explanation of Traditional Law/lore .
A very good account of the place of traditional law for handling problems at a local level.

NAIDOC: National Aboriginal and Islander Day of Celebration.

Otitis Media: This is a hearing problem that affects many Aboriginal children.

Shame: This link has a very good definition under the heading ‘The Metaphor of a Bridge’, of the word ‘shame’ as it used in the Aboriginal context.

STOP,THINK, DO: Conflict resolution strategy used at Midvale Primary School.

CULTURE SHOCK

2008-03-23T00:23:00.000-07:00

CONTACTING INDIGENOUS GROUPS

2008-03-23T00:16:00.000-07:00

MAXIMISING THE PARTICIPATION OF ABORIGINAL PEOPLE IN EDUCATION

2008-03-23T00:08:00.000-07:00

THE HEALTH OF ABORIGINAL YOUNG PEOPLE

2008-03-23T00:05:00.000-07:00

UNDERSTANDING ABORIGINAL FAMILY AND COMMUNITY

2008-03-22T23:58:00.000-07:00

BUILDING NUMERACY IN ABORIGINAL STUDENTS

2008-03-22T23:55:00.000-07:00

IMPROVING LITERACY OF ABORIGINAL STUDENTS

2008-03-22T23:34:00.000-07:00

AUSTRALIAN EDUCATION REVIEW

2008-03-22T23:21:00.000-07:00

The Case For Change

THE EVOLUTION OF RACISM

2008-03-22T22:53:00.000-07:00

How racism developed throughout European histoy.

"In order to know the future, we must know the past.
To know, what is, we must know, what was.
To know, what is, and what will be, we must know what was."

GUIDELINES FOR SCHOOLS

2008-03-22T22:49:00.000-07:00

General guidelines and facts about Indigenous Australia for use in schools:
Nations
There are about 250 Aboriginal and Torres Strait Islander nations Australia–wide.
There are about 65,931 Aboriginal people in WA (16% of nation’s total Indigenous population 2001 census) and approximately 125 language groups/nations still identified in WA
The terms nations and language group are interchangeable and more preferable than ‘tribes’ which originate from Native American tribes
While many of Australia's Aboriginal and Torres Strait Islander peoples live in major cities of Australia, a much greater proportion than in the general population live in remote and very remote parts of Australia.
Based on the ABS Remoteness Structure and according to 2001 Census figures, the geographic distribution of the Aboriginal and Torres Strait Islander population is as follows:
• 30 per cent of the indigenous population live in major cities
• 20 per cent of the indigenous population live in inner regional areas
• 23 per cent of the indigenous population live in outer regional areas
• 9 per cent of the indigenous population live in remote areas
• the remainder, 18 per cent, reside in very remote areas.
The State of New South Wales has the highest population of Aboriginal and Torres Strait Islander people, but Indigenous Australians form the greatest percentage of the population in the Northern Territory. At the time of the 2001 Census, the population breakdown in individual states and territories was as follows
New South Wales 134 888
Queensland 125 910
Western Australia 65 931
Northern Territory 56 875
Victoria 27 846
South Australia 25 544
Tasmania 17 384
ACT 3 909
Other territories 233

Eurocentrism The language of primary and secondary sources can be a source for the racism of omission or incorrect language e.g.:
Lawrence Hargraves discovered gold in New South Wales.
Lawrence Hargraves was the first European to have his finding of gold, on Wiradjuri land, made public.
The facts that the 'discovery' was on Wiradjuri land and that Wiradjuri people knew of it long before are left out.

Blaxland, Wentworth and Lawson were the first people to cross the Blue Mountains.
With assistance from Darug and Gundangarra peoples, Blaxland, Wentworth and Lawson were the first Europeans to cross the Blue Mountains. The facts that the explorers needed Aboriginal assistance and that the Gundangarra people, whose land it is, knew the way across for thousands of years, are left out.
Aboriginal points of view
There are oral traditions amongst Aboriginal peoples about the impact of the changes brought about by Europeans. These changes range from loss of land, to murder, to marriage and to mutual benefit.
These can only be accessed through a positive and healthy relationship between the school and the local Aboriginal community.

Identity and Language
Use the person’s nation or language group e.g. Connie is a Cadigal woman rather than Connie is an Aboriginal woman
Do not use terms such as 'part–Aboriginal' or 'half–caste' or 'full–blooded'. Instead use ‘he/she has mixed heritage’
Use the terms nation(s) or language group(s) instead of tribes.
Use words like complex and diverse when referring to Aboriginal societies instead of primitive, native or prehistoric

Grammar

This website gives you local Indigenous names for places around NSW/Sydney
Pease use these where possible in your classrooms for the language revival of traditional languages as well as for an awakening of the Indigenous landscape in the minds of your non-Indigenous students
http://www.livingharbour.net/maps/aboriginal_place_txt.htm

Where possible refer to the local language in classroom for all
Place names
Uluru – instead of Ayers Rock
Derbal Yerrigan – Swan River

Indigenous people refer to themselves collectively in states as follows only when they are not aware of their language group names or whe referring to many Indigenous people collectively whiteness live in these cities
WA- southwest(noongars/nyungarnyoongahs)
SA-Nungas
QLD-Murris
VIC-Koories
NT-Yolngu
TAS-Palawa
NSW-Kooris

Aboriginal societies are alive and well, use the present tense for contemporary issues. Always use upper case for Aboriginal Dreaming/Dreaming story/ Creation Story (avoid using dreamtime, myths, legends)
Aboriginal people refer to their beliefs systems as spirituality or spiritual beliefs, not as a religion.

SYDNEY INDIGENOUS HISTORY

2008-03-22T22:47:00.000-07:00

Living Harbour: Aboriginal Place Names

ABORIGINAL SYDNEY

2008-03-22T22:43:00.000-07:00

BARANI Indigenous History of Sydney City

LYNN WEBBER

2008-03-22T22:38:00.000-07:00

BOARD of STUDIES

2008-03-22T22:34:00.000-07:00

Aboriginal Educational Contexts

INTRODUCING INDIGENOUS AUSTRALIA

2008-03-22T22:30:00.000-07:00

B A C K G R O U N D B R I E F I N G
INTRODUCING INDIGENOUS AUSTRALIA

MEPHISTOPHELES

2008-01-27T01:42:00.000-08:00

Mephistopheles is a name given to a devil or demon in the Faust legend.

The name is associated with the Faust legend of a scholar who wagered his soul against the devil being able to make Faust wish to live, even for a moment, based on the historical Johann Georg Faust. The name appears in the late 16th century Faust chapbooks. In the 1725 version which was read by Goethe, Mephostophiles is a devil in the form of a greyfriar summoned by Faust in a wood outside Wittenberg. The name Mephistophiles already appears in the 1527 Praxis Magia Faustiana, printed in Passau, alongside pseudo-Hebrew text. It is best explained as a purposedly obscure pseudo-Greek or pseudo-Hebrew formation of Renaissance magic.

From the chapbook, the name enters Faustian literature and is also used by authors from Marlowe down to Goethe. In the 1616 edition of The Tragical History of Doctor Faustus, Mephostophiles became Mephistophilus.

Burton (1992, p. 61) speculates on Greek elements that may have played a part in the coining of the name, including Greek mē "not", phōs "light" and philos "lover", suggesting "not a lover of light" in parody of lucifer. Variations in mephost- may be due to attraction by Latin mephitis "pungent", and Goethe's Mephistopheles may due to Hebrew tophel "liar". Hamlin (2001, p. 9), however, suggests that the name is derived from the Hebrew 'Mephistoph,' meaning "destroyer of the good."

FAUST

2008-01-27T01:40:00.001-08:00

Faust (German for "fist") or Faustus (Latin for "auspicious" or "lucky") is the protagonist of a classic German legend in which he makes a pact with the Devil. The tale is the basis for many literary, artistic, cinematic, and musical works, such as those by Christopher Marlowe, Goethe, Thomas Mann, Hector Berlioz, Franz Liszt, Oscar Wilde, Charles Gounod, Radiohead and Todd Mcfarlane.

The name "Faust" has come to stand for a charlatan alchemist (some claim "astrologer and necromancer") whose pride and vanity lead to his doom. Similarly, the adjective "Faustian" has come to denote acts or constellations involving human hubris which lead eventually to doom.

goconstructivism

FROM LITTLE THINGS BIG THINGS GROW

FOXCONN, APPLE AND QUESTIONS THAT NEED ANSWERS

"This American Life" Goes Undercover at Foxconn, Reveals Harsh Conditions at iPhone Factory

MASADA

On the Nature of Things By Lucretius Written 50 B.C.E

TEACHING FOR THE FUTURE

WHAT IS A STEINER SCHOOL

A Silicon Valley School That Doesn’t Compute

By MATT RICHTEL

ORGANIC SCHOOL GARDEN PROJECT

FROM LITTLE THINGS BIG THINGS GROW-A FREE RESOURCE FOR SCHOOL GARDEN PROGRAMS!

From the Biological Farmers of Australia.

Lesson 1: Quiz; Nutrition; Germination

with Greg James from Farmer's Choice Organics, Murwillumbah -New South Wales Australia.

The 7 Habits of Highly Effective People -of Dr. Stephen R. Covey

ICPALER

ICPALER Framework

(Munro, 2007)

Multisensory Approaches to Teaching Math

Mumford And Sons - Awake My Soul

ANTHONY ROBBINS

Anthony RobbinsEntrepreneur, Author & Peak Performance Strategist

World Authority on Leadership Psychology

THE VIRTUES PROJECT

NIDOTHERAPY

NINE BRAIN-COMPATIBLE ELEMENTS THAT INFLUENCE LEARNING

INTEGRATED THEMATIC INSTRUCTION

CARL JUNG-Personality Theories

IMAGINATIVE EDUCATION

JOSEPH BEUYS

LUC MONTAGNIER-NOBEL LAUREATE

Women In Art

Birds on a wire compose a song!

Lost Generation Pallindrome Video

STEVEN WILTSHIRE

ELLIOT W EISNER

MEDIEVAL HISTORY QUESTIONS

BRINGING THEM HOME REPORT

BRINGING THEM HOME

ABORIGINAL EDUCATION CONSULTATIVE GROUP

GET UP ACTION FOR AUSTRALIA

RECONCILIATION NETWORK

BLOOMS TAXONOMY

WHAT ARE DIGITAL SONGLINES?

GARMA

QLD INDIGENOUS RESOURCE LIST

STOLEN GENERATION

STAN GRANT

BYRON SHIRE COUNCIL-INDIGENOUS LAND TRANSFER

NATIVE TITLE-BYRON BAY BUNDJALUNG

COOPERATIVE LEARNING

ROLE PLAY

INQUIRY BASED LEARNING

HEDLANDS SENIOR HIGH SCHOOL

LORE OF THE LAND-FOR TEACHERS

ABORIGINAL LORE/LAW-PRACTICE IMPLICATIONS

ABORIGINAL LORE/LAW

WHOLE OF SCHOOL INTERVENTION STRATEGY

FOLLOW THE DREAM

ABSENTEESIM FORUM

PARENT SCHOOL PARTENERSHIP INITIATIVES

MIDVALE PRIMARY SCHOOL

RIGBY MATHMATICS

SCAFFOLDING LITERACY FOR INDIGENOUS STUDENTS

CAPS KURRAWANG

LUURNPA CATHOLIC SCHOOL

OTITIS MEDIA PROGRAM

BREATH, COUGH and BLOW PROGRAM

W.A CATHOLIC ABORIGINAL EDUCATION

SAMUEL'S STORY

RECONCILING INDIGENOUS AND WESTERN KNOWING

THE STEWART FAMILY

YOLGNA TWO WAYS LEARNING

TWO-WAY LEARNING

TOWARDS A BETTER FUTURE

AUSTRALIA SAYS SORRY

APOLOGY TO ABORIGINAL STOLEN GENERATION

RECONCILIATION AUSTRALIA

WORKING TOGETHER

Anthony Robbins
Entrepreneur, Author & Peak Performance Strategist