1. Year 9 History Assignment/Virtual Site Study The Sydney Harbour Bridge
Students will complete this task by:
using technology to research historical information,  and
presenting the project using communication technologies.
Working Historically
Stage 5 Mandatory Course Objectives
Read this powerpoint slide show carefully for more information on:
Historical skills to be demonstrated in this project
Issues to consider while researching this project
People to identify who are relevant to this project
This project has particular focus on how well a student:
locates, selects and organises relevant information from a number of sources, including ICT, to undertake historical inquiry.
selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences.
Marking Schedule
Help
This section of the website contains a copy of the marking schedule the teachers will use to mark the project.
Students should look at this to see that they meet all criteria.
Getting started with Microsoft PowerPoint
The web sites you need to get your research started

2. The Project The Sydney Harbour Bridge
The Task
Imagine that you are going to speak to a group of history students on the significance of the building and/or opening of the Sydney Harbour Bridge.
Prepare a PowerPoint presentation about the bridge that could accompany your speech.
Your presentation should have a minimum of 10 slides.
You should include both text and graphics.
The presentation is to be handed in to your teacher on CD-ROM or uploaded onto the student drive(?)
You must include at least TWO of the following in your presentation/speech
Working conditions on the bridge
Death on the bridge
The opening of the bridge: the Big Day
Significance of the opening
JJC Bradfield and JT Lang: the movers and shakers
NOTE: YOU DO NOT ACTUALLY HAVE TO MAKE AN ORAL PRESENTATION AS YOU ARE ONLY BEING assessed on how well you:
Demonstrate the skills of historical inquiry;
Use information communication technology to communicate your understanding of history.

3. Working Historically
Historical skills to be integrated into this topic:
sequence events within the time period;
identify, comprehend and evaluate a range of sources;
identify perspectives of different individuals or groups;
plan historical research to suit the purpose of an inquiry;
select appropriate forms of communication for specific purposes.
ICT skills appropriate for this topic may include:
locate, select and organise information from a range of sources,
including a website;
use an image bank to gather relevant images for an historical inquiry;
communicate effectively about the past
through a desktop published document.

4. Working Historically Issues to Consider People to identify
The Great Depression
Rising unemployment
Repayment of British loans while people suffered
The threat of communism
The rise of Fascism and the New Guard
People to identify
John Job Crew Bradfield
John Thomas Lang
Francis Edward de Groot
Sir Phillip Game
James Henry Scullin

5. Course Objectives Stage 5 Mandatory Course Objectives
This table shows the Objectives and Outcomes that are relevant to this course.
The Objectives and Outcomes highlighted in yellow are the ones that are particularly relevant to this project.
Objectives
Students will develop:
Outcomes
A student::
a knowledge and understanding of significant developments in Australia’s social, political and cultural history
5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life
a knowledge and understanding of Australia’s international relationships
5.2 assesses the impact of international events and relationships on Australia’s history
a knowledge and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia
5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
the skills to undertake the process of historical inquiry
5.4 sequences major historical events to show an understanding of continuity, change and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry
the skills to communicate their understanding of history
5.9 uses historical terms and concepts in appropriate contexts
5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences

6. Marking Schedule A student performing at this grade typically: Grade A
Grade B
Grade C
Grade D
Grade E
locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake extensive historical inquiry
locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake thorough historical inquiry
locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake adequate historical inquiry
locates and selects basic historical information from some sources, including ICT, to undertake historical inquiry
selects some elementary historical information from a few sources to undertake limited historical inquiry
readily explains social, political and cultural developments and events and evaluates their impact on Australian life
ably explains social, political and cultural developments and events and evaluates their impact on Australian life
adequately explains social, political and cultural developments and events and evaluates their impact on Australian life
attempts to explains social, political and cultural developments and events and evaluates basically their impact on Australian life
has limited ability to explain social, political and cultural developments and events and rarely evaluates their impact on Australian life
selects and uses appropriate written and ICT, to readily communicate effectively about the past for different audiences
selects and uses appropriate written and ICT, to ably communicate about the past for different audiences
selects and uses appropriate written and ICT, to adequately communicate about the past for different audiences
selects and uses limited written and ICT, to communicate basically about the past
uses very limited written and ICT, to communicate elementary knowledge about the past
sequences major historical events to show an extensive understanding of continuity, change and causation
sequences major historical events to show a thorough understanding of continuity, change and causation
sequences major historical events to show a sound understanding of continuity, change and causation
sequences basic historical events to show a limited understanding of continuity, change and causation
sequences few historical events to show any understanding of continuity and change

7. Help
First create an image bank – saving images as JPEG files from the internet into a document. We will work on this in class.
Getting started with PowerPoint:
From START menu, find ALL PROGRAMS
Find MICROSOFT OFFICE, open POWERPOINT
You can create a NEW presentation using
Blank presentation, design template, AutoContent wizard, or existing presentation.
You may find the wizard the easiest to start with.
If you use the Blank presentation you can set your own background, and text and content layouts.
Type your information in the spaces provided.
Import graphics and pictures etc.
Or you could explore - just copy and paste this URL into your browser.
POWERPOINT PRESENTATION DUE MONDAY 20 June (WEEK 9).

8. Getting the research started…
The following website is mandatory for your research:
The following is great for images:
The best of the rest!