History Teachers’ Association of Australia

Transformative Pedagogies with New Technologies

Representations of Ned Kelly Year 10

Sue Burvill-Shaw

St Aidanʼs Anglican Girlsʼ School (QLD)

Thinking and planning

Rationale Much of our understanding of History has been shaped by representations of historical events, personalities and cultures in popular media such as film, but just how accurate, reliable and representative are these depictions? During this unit, students investigated the accuracy of pop culture depictions of aspects of the History by comparing and contrasting these depictions with other sources of evidence. In doing so, students developed their skills as critical historians. This unit was designed to provide both a structured introduction to the skills of historical inquiry required for study in Year 11 and 12, and an opportunity for independent choice based on personal interest. The unit evaluated the 2003 film depiction of Ned Kelly and followed both a class based inquiry into depictions of the last days of Pompeii in the docu-drama Pompeii: the Last Day and an independent study inquiry into a historical film or novel of the studentsʼ own choice. The focus in all three inquiries was on the skills required to evaluate how accurate, reliable and representative a depiction was made in the pop culture presentation of the historical event. The Ned Kelly inquiry was based upon the three Aspects of Inquiry which underpin all historical investigations in the QLD History syllabus. They are:

• Planning and using a historical research process; • Forming historical knowledge through critical inquiry; and • Communicating historical knowledge.

Through this inquiry process students investigated five major aspects of the inquiry topic:

• Definitions; • Sources; • Backgrounds, changes and continuities: motives and causes; • Effects, interests and arguments; and • Reflections and responses.

A range of sources, including digital content from The Learning Federation was used to help establish a background to the events which occurred in 1880, to evaluate the nature of primary sources from this time, and to open discussion on various causes of and motives for responses to the Kelly gangʼs exploits. The differing interests of colonial groups of that time was also explored. Finally, students reflected on how accurate, reliable and representative the history of this event is presented by the 2003 feature film, and whether they regarded Ned Kelly as a ʻheroʼ or ʻvillainʼ. The unit was short, four weeks in length, and required students to examine different aspects of the feature representation of Ned Kelly and to create a class evaluation of the reliability, accuracy and representativeness of the 2003 film of his life. The main inquiry focus required students to explore the various representations of Ned Kelly and to decide if he was a hero or villain. Students worked as individuals,

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as a class and in small groups to evaluate evidence (including digital resources from the Learning Federation) and to collaborate as a class to formulate a final thesis and communicate this. Implementation Context for learning Unit Objectives Students will:

• understand and apply the Aspects of Inquiry to a historical investigation • engage critically with historical evidence, both primary and secondary • evaluate evidence for accuracy and reliability • evaluate the utility and relevance of evidence for an historical inquiry • evaluate author perspective and attitude in evidence • assess representativeness of evidence • use appropriate evidence to formulate and justify a hypothesis

The class This unit was implemented in a small elective class consisting of 16 students. St Aidanʼs is a girlsʼ school which offers elective units in History and Geography in years 9 and 10. All students must study at least one unit of either History or Geography but many students elect to study more than this minimum requirement. Units of History are graded by degree of conceptual difficulty into Levels 1, 2 and 3. This unit was part of a level 3 elective. While elective classes may be composed of year 9s, yr 10s or a composite of both, this class was composed of yr 10 students only. The students varied widely in ability level. Most had studied at least 2 other elective History units in yr 9 or 10, and two thirds of the class stated they intended to continue with a History in year 11. Lessons were developed jointly by the class teacher, Sue Burvill-Shaw, and a pre-service teacher, Holly McLean. The pre-service teacher taught most of the lessons with supervision and guidance from the class teacher. At times, both teachers team taught to ensure unit objectives were achieved. Outline of Learning Experiences 1. Students were introduced to the concept of Historical Heroes or Villains by using a PowerPoint of

famous historical figures with a brief outline of their life. Figures included Hitler, Joan of Arc, Nelson Mandela, etc. In each case details of both life background and achievements (both good and bad) were included. To illustrate the problematic nature of making such decisions, details were deliberately chosen that might support either a positive or negative judgement of each individual. For example, details of Hitlerʼs unhappy childhood, his WWI War record, positive impact on the German economy and the devastation caused by WWII (to both Europe and minority groups such as the Jews) were included. The fact that Nelson Mandela was awarded the Nobel Peace Prize and that he lead the terrorist wing of the ANC were both included. Students were asked to decide if each individual was a Hero or a Villain. After class discussion of each case, students developed a set of criteria which would be used to determine of a historical figure should be considered a Hero or villain. Students were asked to identify their criteria individually, then asked to work in groups of 4 to achieve consensus. These groups were then jigsaw-ed and a second consensus decision was required. The final class criteria was recorded on the IWB and saved.

2. The unit of work related to Ned Kelly was then introduced and the purpose of the unit explained.

Students used a GASS to explore what they already knew about Ned Kelly. Students completed the first segment individually before being placed into groups to complete segments 2 and 3. Surprisingly, most knew very little about him at this initial stage. (See Activity One handout)

3. As a class, students used the questions created in segment 3 of the GASS to organise questions for

the inquiry based on each of the aspects of inquiry. (See Activity Two handout) The purpose of this was to reinforce the differences between each aspect and to establish a framework for investigation. A copy of the jointly constructed questions is attached.

4. As homework, students were asked to use internet research to create a detailed time line of Ned

Kellyʼs career as part of the defining phase of the inquiry. Students were asked to copy the full reference details of the site and to cut and paste key events. The following lesson, students were asked to apply the time line events to the criteria developed earlier to decide if Ned Kelly was a hero or villain. As a class, students were asked to examine the language used in various sources used to create the timelines and to identify the connotations associated with Kelly, for example murder versus shot. Students were asked to classify the phrasing of events on their timeline as positive,

negative or neutral, and to colour code accordingly. After class discussion, students were asked to record their working hypothesis.

5. As a class, we viewed the 2003 version of Ned Kelly. At regular intervals, we stopped to evaluate

how Kelly is presented in the film. For example, why might it begin with his saving of the boy from drowning? The class was asked to use the timelines to assess the possible accuracy of the events portrayed, and to examine the attitudes to Ned they felt were being presented. Students recorded on-going observations throughout the film analysis. (See Activity Three)

6. After viewing the 2003 version of the film, students were shown extracts from the 1906 version (TLF

digital resource R7078 at http://australianscreen.com.au/titles/story-kelly-gang/clip3/ ). Students discussed what the attitude to Ned seemed to be in this version, how it was conveyed, and hence whether attitudes seemed to be changed or continuous from 1906 to 2003.

7. After discussion of notes from both film viewing, the class was asked to decide what attitude

dominated the film: Was Kelly a hero or villain? Why might they think this? How was this perspective conveyed? How accurate and reliable was this depiction? Was it a representative depiction? After discussion, the students recorded their preliminary analysis of the film as a source of evidence for the inquiry question using the CUP focus questions used previously in the semester to evaluate sources. Students were then asked to revisit their focus questions and to identify the next area of investigation. For homework, students were asked to find a copy of the Jerilderie letter on line, to record the full reference and to write a brief annotation of the source using the CUPS focus questions. (See CUP attachment)

8. In the library, students continue their investigation of the Jerilderie letter. (See Activity Four) 9. The class then discussed the strengths and weaknesses of the Jerilderie letter as evidence for this

inquiry. Students then worked in pairs to evaluate extracts from the letter. (See Activity Five). For homework, the class was asked to revisit the Jerilderie letter and copy and paste extracts from the letter that could be used to show that Kelly was a villain.

10. The class again examined extracts from the Jerilderie Letter, this time using the IWB. Students

identified elements which could be used to support or refute the idea that Ned was Hero. Students then explored the extent to which such perspectives may have influenced the 2003 film makers. Students were asked to revisit their hypotheses, edit and refine this hypothesis, and to discuss whether their attitudes had changed or not.

11. The class revisited their focus questions and identified the next area of focus from remaining

questions. Due to limited time, we used a Jigsaw activity to examine various sources related to the life of Ned Kelly. Students worked in groups at 5 learning stations to complete activities associated with different forms of evidence. The focus of their investigation were the attitudes and perspectives presented in the sources. Groups then jigsaw-ed to share findings in expert groups. (Station questions are attached)

12. This was followed next lesson by a class discussion of evidence and revision of issues related to

attitude and representativeness. How has the creation of evidence to date been affected by the authorʼs own emotional response to Kelly? How does this affect our ability as historians to accurately evaluate his impact? What are the critical skills for the historian? The class was asked to record a reflection following discussion of these issues. Having established the importance of being able to identify author attitude, the class then engaged in an evaluation of the credibility, utility and perspectives in History Maker: Ned Kelly (TLF ID L6189). Students were provided with the objectives of the learning object and asked to consider how well it would help the target students (namely students from Years 5 and 6) to develop skills associated with identifying author perspective. Students led the class in working through the LO using an IWB. They made notes about the Credibility, Utility and Perspectives as they worked through. For homework, students were asked to write an evaluation of the tool as an effective way to teach history skills. Extracts from these responses are included in the student evaluation section.

13. The class revisited the initial focus questions and discussed areas that had been adequately covered

and those which might still be explored. Students planned the next inquiry phase but, due to limited time, students worked through the attached Opinion Activity to finalise their examinations of evidence. (See Attached) Had additional time been possible, the students would have undertaken individual library research in different areas and then shared these observations with their peers.

14. The unit ended by examining responses to the Opinion Activity and exploring the many different

attitudes to Kelly and possible reasons for these. Students revisited their hypothesis for a final time and discussed what changes (if any) were made and how their thinking had been shaped by various evidence. Students went back to the original GASS and completed segment four by adding what they had learned during the unit. (See activity one) Students revisited their original focus questions and identified which had been adequately answered and which remained problematic. Students then responded to the final reflective questions about issues of evidence.

Learning resources attached Other technologies

❧ Library resources (including laptop computers and internet access) ❧ IWB for use in deconstructing image (TLF ID R3383 'Attacking the Mail, bushranging, NSW, 1864')

and collating class ideas.

Reflection Teacher The unit was well received by students who enjoyed applying their knowledge gained from sources to their evaluation of the film. They found the emotive nature of the inquiry difficult to grapple with- at times and students became quite heated in their arguments about whether he was a killer and criminal or badly treated by the police force. This did provide ample opportunity to highlight the issue of reliability and representativeness of evidence, and how an authorʼs emotional position can affect the construction of a source. Even though the conceptual difficulty of the source evaluation was quite high, students developed a firm understanding about how attitude affects the construction of sources, how this is revealed by language or visual features of the source and how this affects the historianʼs ability to use the evidence. Because the unit was partially taught and planned by a pre-service teacher, some activities took longer than expected and were reviewed by the class teacher to ensure key ideas were explored. However, the success of the unit indicated that the lesson activities were able to be implemented by a teacher with developing experience. It was in the use of focused Socratic questioning to guide students to an awareness of source complexities that additional assistance in the form of teaching by the class teacher was required. The nature of activities provided sufficient variety for the different learning styles and abilities. Students responded particularly well to listening to Kate Kelly as a source, and evaluating the learning object. They were especially excited by the idea that their evaluations would be communicated to The Learning Federation. In future, more time would allow a more detailed evaluation of the topic. Issues which might be explored might include the development of a more independent Victoria (using TLF ID R3204 'Departure of the last British troops from Victoria 1870',), the impact of Anglican-Catholic and English-Irish hostilities (using R3171 'Priest Blessing Irish Emigrants in 1851'), and the trial itself (R2098 The trial of Ned Kelly in Melbourne, 1880). Student Evaluation Student evaluation of the unit was positive. In particular students commented on: The use of feature film was both entertaining but also strongly related to the skills of evaluation. Students found identification of attitude and representation was easier to establish in the film than in many other sources. Students recommended keeping this as a core element of the unit. Students found evaluation of images (such as paintings) quite difficult but indicated that it was interesting to evaluate images rather than all written sources. Students recommended more practice in evaluating visual evidence. Students very much enjoyed examining a song as evidence, especially as they could listen to it as well as read the lyrics, and indicated that they had not considered songs in this light before. Students recommended more practice in evaluating songs as evidence. Students very much enjoyed using the interactive white board to evaluate and analyse evidence. They suggested that the IWB allowed students to get involved in the activity which made the activities interesting and engaging. Students recommended keeping IWB use as a core element of the unit. Students found evaluation of the TLF learning object an interesting activity. They decided it was appropriate for the target age group. They found the interactivity engaging and believed the purpose was an important one. They found the second activity, where students needed to make judgements about values in sources, well designed. Students were critical of subsequent activities and believed they were too simplistic as students need only read the names from sources. They also believed the timeline activity would be improved by removing the dates from event boxes. Students believed this would enhance student ability to make inferential decisions. They were highly critical of the fact that invented sources and people were used and suggested that these be replaced by real figures and sources. They felt this was a serious flaw in credibility, even though the learning object was designed for English rather than History. Historical accuracy should not have been sacrificed.

Overall, 11/16 of students responded ʻstrongly agreeʼ, 5/16 of students responded ʻagreeʼ and only 1 student was undecided in response to the statement ʻIf I were to study History in the future, I would find it easier because of what I learned in this unitʼ.

Ned Kelly: Hero or vil lain?

1. What do I think I already know

about Ned Kelly?

2. What does my group

already know about Ned Kelly?

4. What are my answers to the inquiry question?

3. What questions do we

want answered in this inquiry?

Investigating This Inquiry INQUIRY QUESTION:

Inquiry Aspect Focus Questions

Definitions;

Sources;

Backgrounds, changes and continuities: motives and causes;

Effects, interests and arguments;

Reflections and responses.

Was Ned Kelly a hero or a villain? How is he represented in the evidence?

Investigating This Inquiry INQUIRY QUESTION:

Inquiry Aspect Focus Questions

Definitions; What is a ‘bushranger’? How do we define Hero or villain? When did Ned Kelly live? (timeline) Where did his career take place? (Map)

Sources;

What sources remain from the time? How much can we trust these sources? Which historians have written about him in the Twentieth century? How much can we trust these sources? How is he depicted in Ned Kelly (2003)? Is this depiction consistent with other depictions? Do the sources seem to consider him a hero or a villain?

Backgrounds, changes and continuities: motives and causes;

Why was Kelly’s family in conflict with the Victorian police? What was the role of the Victorian police at this time? What happened to bring Ned to the attention of the law? Why did Ned Kelly break the law? Why did the Victorian police react as they did?

Effects, interests and arguments;

Who benefited from Ned Kelly’s actions? Who was disadvantaged by Ned Kelly’s action? Why did his trial evoke such strong and differing emotions? Why has Ned Kelly become an Australian icon? Was he a ‘hero’ or a ‘villain’?

Reflections and responses.

What does our glorification of Ned Kelly say about the Australian character? Why does his tale create such interest for modern audiences? What is your personal response to what happened? How do you think his history should be recorded? Does Ned Kelly (2003) present an accurate, reliable and representative depiction of his life? What does this inquiry teach us about problems of historical evidence?

Was Ned Kelly a hero or a villain? How is he represented in the evidence?

Investigating Attitudes to Ned Kelly : Was He A Hero or Vil lain?

Director: Gregor Jordan Year of Production: 2003 Title of Movie: ‘ Ned Kelly’ Type of recording: DVD Company, Place of Production: Universal Pictures, Australasia Questions to consider: • What facts are being presented? Are

they accurate? (e.g. names, dates, places, significant events)

• What attitudes are being presented? Hint: How are you being positioned to feel towards the central characters? (e.g. Kelly Gang, Kelly family, Victorian police)

Ideas/facts suggested in the movie Attitudes suggested in the film

C Credibility

The ability to believe this source is reliable

• Who is the author? What are his/her credentials? Education? Experience?

• Does this draw on primary or secondary evidence? • How is evidence cited? Reference list? • How varied and deep is the research base? • What research methodology was employed? • Quality control (e.g. peer review)? • How close is the link between claim and evidence? • Can you check the evidence easily? • Does the source contain relevant, expected fact? • Can we find contradictions? • Does the work avoid generalisations? • When was it written? • How up-to-date is the information?

U Utility

How useful is this source for your inquiry?

• Which sub-questions does the information help answer? • How user-friendly is the source? • How difficult is the language? • Does it contain useful graphics (maps? Timelines?

Graphs? Statistics?) • Does it contain primary extracts? • Does it contain a useful reading or reference list? • How many pages are relevant? • When would you use this (early for background or late

to ‘fill gaps’)?

P Perspectives

What perspective is represented in the source?

• Is this emotive or neutral in tone? • Are multiple views considered in the same way? • Is this representative? (of whom?) • What is the bias? • How moderate or extreme are the views? • Affiliations? • What is the point of view? • What is the purpose or agenda? • How much is factual reporting? • How much is evaluation and decision making? • How would the time of production affect selection or

evaluation of information? • What gaps in information are evident?

Evaluating An Historical Source: The Jerilderie Letter Directions:

1. Find the best source of information you can about the Jerilderie Letter (on the internet or in a print text).

2. Write the reference for this source in your workbook under the heading “Evaluating the Jerilderie Letter”.

3. Answer Questions 1-5 in brief point form. 4. Answer Questions 6-11 in complete sentences.

Knowledge and Comprehension

1. Who wrote the Jerilderie Letter?

2. Why is it called the Jerilderie Letter?

3. What year was it written?

4. What year was it finally published?

5. Who was the intended audience? Analysis and Evaluation

6. Why would Ned target this audience?

7. What time frame does the letter cover? Do you think this may affect what Ned chooses to recount and why he describes the events as he does?

8. What events does Ned describe? Are these also presented in the movie? Can you

corroborate or refute his description of events with your timeline?

9. How would you describe Nedʼs attitudes towards the police in this source? Give examples of specific language in the letter which supports your analysis. Explain why these support your claims.

10. Why might he hold these views? What seems to have motivated his actions? Give

examples of specific extracts in the letter which supports your analysis. Explain why these support your claims

11. Does this source by itself provide representative evidence for our inquiry? Could we

use this source on its own to provide a full picture of the events which occurred and why they occurred? Why/Why not?

Extracts from the Jerilderie Letter Students were provided with an extract from the Jerilderie Letter which can be accessed at State Library of Victoria, April 3 2006, The Jerilderie Letter, accessed March 22, 2008, http://www.slv.vic.gov.au/collections/treasures/jerilderieletter/index.html

Questions:

Identify and colour code the facts presented in this letter.

How would you describe the attitudes presented by Ned in the letter?

Does this letter present a representative view of events? Why or why not?

STATION ONE:

The Whitlams: Kate Kelly

Students listened to and had a copy of the words of this song.

Background Information for SOURCE ONE Adapted From: Wikipedia, May 19, 2008, Kate Kelly, May 19, 2008, http://en.wikipedia.org/wiki/Kate_Kelly_%28Australian_outlaw%29 Following Ned's hanging, Kate disappeared from Victoria. She was spotted performing as "Ada" in a Sydney 'Wild West Show', and then in Adelaide under the names Ada Hennessey and Kate Ambrose. She eventually ceased performing due to ill health. She worked briefly as a barmaid at Hill Scott's Hotel in southern Adelaide, before her waning health convinced her to return home. She worked as a domestic servant in Wangaratta, and a housemaid in Laceby, followed by a series of domestic service jobs around the area. On 25 November 1888 she married William Henry Foster, a respected blacksmith, and settled down in the town of Forbes. The couple had six children, though three died in infancy. On 6 October 1898 Kate was reported missing. Her drowned body was found eight days later in a lagoon on Condobolin Road near Forbes. It is unknown what led to her death, however some historians have speculated that she may have taken her own life due to depression, brought on by the death of her sister, Maggie, two years earlier. She was buried in Forbes Cemetery, aged 36. N.B. Students should also be reminded to question the authenticity of Wikipedia as a factual source of information. The Whitlams: Kate Kelly 1. What mood is set by the lyrics and music? 2. Do the lyrics contain any factual information you can corroborate with your evidence? 3. What is the attitude towards Ned Kelly? Give examples of language that support your opinion. 4. Why do you think The Whitlams chose to write a song about Kate instead of Ned?

Station two: Sydney Nolanʼs Kelly paintings View the following paintings, read the background information provided and answer the questions.

A 'Ned Kelly, 1945' TLF ID R7510

Acknowledgement - Reproduced courtesy of Nolan Gallery, Cultural Facilities Corporation, Canberra. Artwork by Sidney Nolan.

Sidney Nolan Background Information (From The Learning Federation digital resource R7510 )

This painting by Sidney Nolan (1917-92), one of Australia's best known and critically acclaimed artists, is among the earliest paintings produced in the artist's iconic Ned Kelly series. The series was begun in 1945, reached its height in 1946 and emerged periodically in various techniques throughout Nolan's life.

Nolan painted this work when he, like Ned Kelly, was on the run from the authorities. Nolan had been conscripted into the army in 1942 during the Second World War (1939-45) and in July 1944 he went absent without leave. Assuming the false identity of Robin Murray, Nolan spent time in hiding and lived for a time at 'Heide', the home of his patrons and protectors John and Sunday Reed, then on the outskirts of Melbourne, Victoria.

Nolan made it clear that this painting and all of the first Kelly series contained an autobiographical subtext. 'Really the Kelly paintings are secretly about myself. You would be surprised if I told you. From 1945 to 1947 there were emotional and complicated events in my own life. It's an inner history of my own emotions' (Lynn, Mollison and Nolan, 'Sidney Nolan's Ned Kelly', Australian National Gallery, 1989). Acknowledgement - © Curriculum Corporation (except where indicated otherwise)

B A painting from Iron Outlaw, 26 June 2008, Constable and Kate Kelly, May 19 2008, http://www.ironoutlaw.com/html/gallery_more.html C A painting from Art Knowledge News, n.d., Death of Sergeant Kennedy, June 8, 2008, http://www.artknowledgenews.com/Sydney_Nolan.html

Sidney Nolanʼs Kelly paintings – questions 1. What attitude do you think Nolan has toward Ned? 2. How does Nolan depict the relationship between Kate Kelly and Alexander Fitzpatrick? Is this what you

would have expected? 3. Consider Nolanʼs story. In what ways is it similar to Nedʼs story? 4. If Nolanʼs grandfather had been shot by the Kelly Gang, do you think heʼd have the same perspective on

Ned?

Station three: Reward Poster In the reward poster found in the interactive learning object History maker: Ned Kelly, TLF ID L6189: 1. What is the dominant attitude to the Kelly Gang in this poster? How is this conveyed by the language

used? 2. Why do you think the reward offered rose so dramatically and quickly? What does this show about the

governmentʼs response to the crisis? 3. Even a 200 pound reward was a substantial amount for a selector at that time. Why do you think nobody

turned in the Kelly Gang members? How many different possible reasons could there be? Is it possible to determine which was most probable?

Station four: William Strutt: The Victorian police 'Equestrian portrait of Sergeant John Darby and another member of the Victorian Police Force' TLF ID R3624

Acknowledgement - From the collection of the Art Gallery of South Australia, Adelaide. Artwork by William Strutt. Background Information

This is an image of two uniformed men galloping down a road. The horses are at full extension with all hoofs clear of the road, necks arched, nostrils flaring and dust flying. The artist, William Strutt (1825-1915), has used his considerable skills as an illustrator to capture this moment for posterity. The two riders are sitting rather stiffly in the saddle, as if on wooden merry-go-round nags. The nearest one holds some oddly loose reins across his body with one hand while his other arm hangs at his side. He is looking towards but beyond the viewer as if lost in thought. The other rider looks steadfastly ahead. They both wear the same headgear, which looks like a flattened top hat, and the same dark navy-blue coat. A sword, sergeant's stripes and knee-high black leather boots belonging to the nearest rider identify this pair as mounted troopers (police). (From The Learning Federation digital resource R3624) 1. What impression of the Police is the artist attempting to portray? 2. Identify the specific features of the picture that support your view. 3. Can you identify any bias or particular attitude on the part of the painter? 4. How reliable are these paintings as an historical source to investigate the Victorian Police at this time? 5. Would this painting corroborate or refute Nedʼs views of the Police?

Station five: Painting of bushrangers 'Attacking the mail, bushranging, NSW, 1864' TLF ID R3383

Acknowledgement - Reproduced courtesy of National Library of Australia. Artwork by Samuel Thomas Gill.

This is a coloured print, measuring 19.8 cm x 25 cm, painted by the famous colonial artist Samuel Thomas Gill (1818-80) and published in 'The Australian Sketchbook'. It shows three masked bushrangers holding up the Royal Mail coach with shotguns and muskets. Their horses are hidden in nearby shrubs. The Mail is shown crowded with alarmed passengers and pulled by startled and rearing horses. The painting has the initials 'STG' in the bottom left-hand corner, with the title, 'Attacking the mail, bushranging, NSW 1864', underneath. (From The Learning Federation digital resource R3383)

The use of the word "bushranger" evolved in the early years of the European Settlement in Australia in the early 19th Century. Bushrangers were outlaws who had the survival skills necessary to use the Australian bush as a refuge to hide from the authorities. They were roughly analogous to British "highwaymen" and American "Western outlaws," and their crimes often included robbing small-town banks or coach services. The term "bushranger" evolved to refer to those who abandoned social rights and privileges to take up "robbery under arms" as a way of life, using the bush as their base.

1. What is the painting suggesting about Bushrangers? How does the artist create this impression?

2. Do you think the scene depicted in the paintings provides a representative presentation of bushranging at this time? Why or why not?

3. From what point of view is the artist painting?

4. What evidence might be offered to support the claim that Ned Kelly was a bushranger?

NED KELLY: Hero or Villain?

After our inquiry into the history of Ned Kelly, you should have a better idea about what probably happened and how different people viewed (and continue to view) these events. Your final task is to decide: “was he an outlaw, a freedom fighter or a murdering terrorist”? DIRECTIONS:

1. Read each of the opinions of Ned Kelly below. 2. After each record whether you regard it as a negative or a positive opinion. 3. Underline what you regard as statements of fact in each quotation. 4. Colour words with negative connotations orange, red or pink, and words with positive

connotations yellow, blue or green. 5. Answer the question which follows each source in a complete sentence in your work book.

Remember to give reasons and evidence for your answer! Extracts from the documentary 'Besieged: The Ned Kelly Story', accessed at: http://www.bailup.com/FilmsDocumentaries.htm (Cowie, Nicky, Updated November 28, 2003, ʻNed Kelly, Bushrangerʼ, June 12 2008)

SOURCE ONE

"If you tried to create an Australian folk hero, and a frontier folk hero, you would end up synthesizing a Ned Kelly. But you would never dare go as far as Ned Kelly did in creating Ned Kelly." __________________________

“Ian Jones is one of the most authoritative researchers and writers on the subject of Ned Kelly and was the producer of the television series The Last Outlaw as well as co-writing the film Ned Kelly which starred Mick Jagger.”

1. What do you think this author means by ʻnever dare go as far as Ned Kellyʼ? 2. What does he mean by ʻfolk heroʼ?

SOURCE TWO

"He loomed larger than Robin Hood for me. He was someone who was an Australian and an Irishman who stood against the forces of oppression." __________________________

Pat Dodson Aboriginal Leader

3. Why do you think Pat Dodson compares Ned to Robin Hood? Is this an historically comparison?

4. Why might an Aboriginal activist admire someone who ʻstood against the forces of oppressionʼ?

Acknowledgement - Quoted material from the documentary 'Besieged: The Ned Kelly Story'.

SOURCE THREE

"My family don't see it that way they see him as someone who had murdered 3 policemen [sic]. Someone who had been a horse stealer before that and he'd had a criminal record

before that. There's been so much effort put in by a lot of people to try and turn Ned Kelly into a hero, now really I don't think that he was." __________________________

Howard Humphrey Constable McIntyre's grandson

5. What does [sic] in a quotation indicate? Why has it been used here? 6. What reasons does Howard offer for his opinion of Ned (explicit motivation)? What

other reasons might explain this opinion (implicit motivation)?

SOURCE FOUR

"People have this lofty idea that he should have gone along with British justice. Well British justice means different things to different people. To the Irish it isn't as high minded a concept as it might be to the English." __________________________

Siobhan McHugh Author and broadcaster

7. Can justice mean different things to different people? Was this the case in the events surrounding Ned Kellyʼs exploits?

8. Why might an Irish Australian and an English Australian not have seen things from the same perspective at this time?

SOURCE FIVE

"Not everyone in the north-eastern district was sympathetic to the Kellyʼs [opinions]. Many people were strongly opposed to them and would've dobbed them in as they say." __________________________

“Keith McMenomy is the author of Ned Kelly: The Authentic Illustrated History which is the most extensive pictorial record of Ned Kelly and the times in which he lived.”

9. What is meant by [opinions] in this quotation? Why might such summaries of a source be problematic for historians?

10. How would you rate this authorʼs credibility as a source?

SOURCE SIX

"I know my uncle always said that Fitzpatrick would never have gone to the house if he knew Ned was there. He had certainly been pursuing Kate. Whether Kate had given him any encouragement, I don't know." __________________________

Ellen Hollow Direct Kelly descendant

11. How significant is the relationship between Fitzpatrick and Kate to what occurred? 12. Is it a problem for historians that we have no full account of this relationship from both

Kate and Fitzgerald?

Acknowledgement - Quoted material from the documentary 'Besieged: The Ned Kelly Story'.