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Curriculum integration 61
The scope of curriculum integration 62
Integration: A potted history 63
Integration within a discipline 64
Connecting knowledge and skills 64
Linking learning episodes 66
Integration between disciplines 67
Synchronising learning topics 68
Making cross-curriculum connections 68
Using themes 72
Blending disciplines 73
Integration beyond disciplines 76
Integration in multi-age classrooms 84
Obstacles to curriculum integration 84
Are you ready to integrate? 85
Chapter summary 86
Study tools 87
PART 2 TEACHING HUMANITIES AND SOCIAL SCIENCES: KEY ELEMENTS 59
3 INTEGRATING THE CURRICULUM
4 PLANNING FOR CRITICAL INQUIRY
What is critical inquiry? 91
A brief history of critical inquiry 92
Citizenship education and critical pedagogy 93
The importance of critical inquiry 96
The Australian Curriculum:
An emancipatory vision? 97
The features of critical inquiry 99
The key questions 99
The structure of a critical inquiry unit 101
Planning a critical inquiry
curriculum unit 102
A critical inquiry into ‘migrant caravans’ 106
Being critical:The critics 109
Chapter summary 110
Study tools 111
CONTENTS
5 PLANNING FOR STUDENT LEARNING
Worthwhile learning in HASS:
Key principles 115
Developing teaching units in HASS 116
Ensuring connectedness 119
Backward mapping 119
Planning successful teaching and
learning in HASS 120
Authentic learning 122
Explicit teaching 123
Differentiated teaching 124
Planning for personalised learning 125
Teaching for knowledge and
understanding 126
Concept teaching in HASS 127
Developing analytical concepts 131
Teaching thinking in HASS 131
Critical and creative thinking 132
Active and experiential learning 135
Cooperative learning and group work 135
Role-play and simulation 136
Social awareness and community action 137
Chapter summary 138
Study tools 139

viii
The nature and purpose of ICT in HASS 217
Technological Pedagogical and Content
Knowledge (TPACK) 219
Connectivism and HASS 220
Using ICT meaningfully and
critically in HASS 224
ICT as a general capability 224
Critical skills 228
Helpful resources for using ICT in HASS 229
Social media and apps 229
Web-based resources 231
Teaching resources and professional
development 233
Netiquette235
Chapter summary 236
Study tools 237
6 ASSESSMENT FOR STUDENT LEARNING
7 VALUES, ETHICAL UNDERSTANDING AND CONTROVERSIAL ISSUES
8 DEVELOPING LANGUAGE AND LITERACY
The purposes of assessment 144
Assessment for learning 145
Designing assessment tasks 147
Sample assessment tasks 148
Observing, recording and reporting
student performance 151
Providing feedback through standards 152
Designing assessment rubrics 154
Tracking student progress 157
Peer assessment 157
Portfolio assessment 158
Group work 159
Assessment in the Australian Curriculum 159
Using student assessment data to monitor
and improve learning 161
Chapter summary 162
Study tools 163
A whole-school approach to
values education 167
Values education in the Australian
Curriculum169
Elements of the valuing process 172
Guiding principles 172
Logical analysis 172
Empathy, tolerance and open-mindedness 173
Decision-making and participation 174
Democratic values 176
The HASS teacher’s role in values
education180
Controversial issues and the role of the teacher 181
Chapter summary 184
Study tools 185
The role of language in HASS 190
Learning the ‘language’ of a subject 191
Literacy as a general capability in the
Australian Curriculum 194
Comprehending texts: Reading for
understanding 196
Active reading strategies 201
Composing texts using the genres of HASS 202
Writing in HASS 205
Special needs and language
learning in HASS 207
Multimodal literacies 208
Chapter summary 211
Study tools 212
9 USING INFORMATION AND COMMUNICATION TECHNOLOGIES
TEACHING HUMANITIES AND SOCIAL SCIENCES

ix
The elements of learning History 243
Unpacking historical pedagogical
content knowledge 244
What does it mean to think historically? 245
Promoting a sense of historical
consciousness 246
What is the distinctive character of
historical inquiry? 249
The place of historical skills 250
The seven historical concepts in the
1 Sources of evidence 252
2 Significance 254
3 Continuity and change 255
4 Cause and effect 256
5 Perspectives 256
6 Empathy 257
7 Contestability 258
Identifying engaging History learning
opportunities 259
Learning in the community 259
Linking History to other areas of the curriculum 261
Cross-curriculum priorities 262
General capabilities 262
Chapter summary 264
Study tools 265
PART 3 DISCIPLINARY KNOWLEDGE IN HUMANITIES AND SOCIAL SCIENCES 241
10 LEARNING HISTORY
CONTENTS
11 TEACHING HISTORICAL INQUIRY
What is historical inquiry? 271
The role of the teacher in developing
historical inquiry 271
‘Sage on the stage’, ‘guide on the side’ or
‘meddler in the middle’? 271
Choosing what to teach 273
Planning for assessment in History 274
Assessing historical knowledge versus
historical skills 274
Using achievement standards for assessment 275
Steps in the process of historical inquiry 275
1 Develop inquiry questions 275
2 Contextualise time and place 277
3 Analyse primary sources 279
4 Analyse secondary sources 281
5 Gather evidence to form an opinion and
develop an argument or interpretation 284
6 Communicate an argument/interpretation 285
Planning a historical inquiry– primary 285
Younger students 285
Time to research, think and plan 286
Steps in the planning process– Year 4 286
Planning a historical inquiry–
secondary 288
The structure of 7–10 History 289
Steps in the planning process– Year 8 289
Chapter summary 291
Study tools 292

x
14 TEACHING AND LEARNING ECONOMICS AND BUSINESS
13 TEACHING GEOGRAPHICAL INQUIRY
12 GEOGRAPHY AS A LEARNING AREA
The place of Geography in students’
learning296
The two-strand model 298
Geographical knowledge and understanding 298
Geographical inquiry and skills 300
Defining a conceptual base 300
The centrality of scale 301
Geographical inquiry: A sequential
structure303
Geography skills 307
Graphicacy 309
Fieldwork 309
ICT and Geography 312
The place of world knowledge 314
Perspectives and powerful
knowledge in Geography 315
The futures perspective, social justice
and action 316
Chapter summary 317
Study tools 318
Opportunities for learning about
Economics and Business 344
Economics and Business and the
national goals for schooling 347
The structure of the Economics and
Business curriculum 349
Economics and Business in
upper primary school 349
Economics and Business in
secondary school 351
Knowledge and understanding: Four key ideas 352
Inquiry and skills: Four skills 359
Connecting Economics and Business
with the general capabilities 360
Integrating Economics and Business
into the curriculum 361
Developing integrated learning in Mathematics 361
Developing integrated learning with
History and Geography 361
Developing integrated learning with
Civics and Citizenship 362
Chapter summary 363
Study tools 364
The elements of local and global inquiry 322
Inquiry and global issues 322
Deep learning through Geography 324
Geography and global competence 325
Local and global inquiry in the primary years 325
Applying geographical concepts to
inquiry in the primary years 328
Foundation to Level 2: Curriculum focus–
exploring local and more distant places 328
Developing geographic inquiries into
water in primary school 331
Applying geographical concepts to
inquiry in the secondary years 332
Inquiring into food, family farming and
genetic diversity 333
Developing thinking in
geographical inquiry 334
Promoting a global perspective 336
Chapter summary 339
Study tools 340

xi
15 TEACHING AND LEARNING FOR ACTIVE AND INFORMED CITIZENSHIP
The importance of Civics and
Citizenship education 367
The nature of Civics and Citizenship 371
Approaches to Civics and Citizenship
education373
Civics and Citizenship in the
Student participation,voice and agency 379
Implementing Civics and Citizenship:
A whole-school approach 382
School ethos, culture and environment 383
School programs and policies 383
Curriculum 384
Classroom teaching and learning practices
in Civics and Citizenship education 384
Community partnerships and links 385
Civics and Citizenship education in
the primary years 386
Civics and Citizenship education in
the secondary years 389
Chapter summary 391
Study tools 392
CONTENTS
PART 4 CROSS-CURRICULUM PRIORITIES 396
The importance of studies of Aboriginal
and Torres Strait Islander histories
and cultures 399
Aboriginal and Torres Strait Islander
histories and cultures as a
cross-curriculum priority 400
Identity 401
Country/Place 404
Culture 406
People 408
Working with local communities 409
Social justice and anti-racism
in the curriculum 412
First Nations perspectives in
the curriculum 414
Aboriginal and Torres Strait Islander
histories and cultures in HASS 415
First Nations perspectives in HASS 415
First Nations perspectives in History 417
First Nations perspectives in Geography 418
First Nations perspectives in Civics and
Citizenship 420
First Nations perspectives in
Economics and Business 421
The teacher’s role and perspectives 421
Towards reconciliation 425
Chapter summary 425
Study tools 426
16 ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES

xii
The importance of studies of Asia and
engagement with Asia 433
Asia in education policy 436
Studies of Asia in the Australian
Curriculum: HASS 438
The scope for studies of Asia in primary
school HASS 439
Teaching and learning about Asia through
the lens of History 440
the lens of Geography 442
the lens of Civics and Citizenship 443
the lens of Economics and Business 444
Asia and Australia’s relations with
Asia as a cross-curriculum priority 445
Organising idea: Asia and its diversity 445
Organising idea: Achievements and
contributions of the peoples of Asia 446
Organising idea: Asia–Australia engagement 447
School approaches to promoting
engagement with Asia 448
Whole-school approaches and programs
for studies of Asia 448
Developing Asian content across learning areas 449
Teaching and learning possibilities
in the future 451
Chapter summary 453
Study tools 454
Sustainability in today’s world 458
Sustainability in the Australian
Curriculum461
Sustainability in F–6 HASS 462
Sustainability in 7–10 Geography 464
Sustainability and 7–10 Civics and Citizenship 464
Whole-school approaches to sustainability 466
The challenges of teaching
sustainability 469
Sustainability is a contested notion 469
Sustainability can be political and controversial 470
Implementation challenges 472
Practice and pedagogy challenges 472
Teaching for sustainability 474
Creative thinking and digital technology links 474
Place-based learning 475
Critical literacy 476
Ethical behaviour and sustainability 477
Active citizenship 478
Educating for hope and optimism 479
Chapter summary 479
Study tools 480
17 ASIA AND AUSTRALIA’S ENGAGEMENT WITH ASIA
Index 485
18 SUSTAINABILITY

xiii
Guide to the text
As you read this text you will find a number of features in every chapter
to enhance your study of Teaching Humanities and Social Sciences and
help you understand how the theory is applied in the real world.
Australian Professional Standards for Teachers Mapping Grid at the beginning of the text
shows how the activities in each chapter relate to the Standards, to help you build your
professional portfolio. xxvii
PROFESSIONAL KNOWLEDGE STANDARDS CHAPTERS
1. KNOW STUDENTS AND HOW THEY LEARN
1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of
students and how these may affect learning.
4.1, 2.2
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
4.1, 5.2
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and socioeconomic backgrounds.
5.1
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning
needs of students across the full range of abilities.
5.1
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support
participation and learning of students with disability.
2. KNOW THE CONTENT AND HOW TO TEACH IT
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching
strategies of the teaching area.
2, 5, 10, 11
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
5, 10, 11
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
4, 5
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories,
cultures and languages.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
5
PROFESSIONAL PRACTICE STANDARDS CHAPTERS
3. PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
5, 10, 11
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
5
3.3 Use teaching strategies
Include a range of teaching strategies.
5, 10, 11
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
5
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
AUSTRALIAN PROFESSIONAL STANDARDS
FOR GRADUATE TEACHERS
Gilbert7e_sb_24165_txtd_2pp.indd 27 25/2/19 4:22 pm
CHAPTER OPENING FEATURES
The Chapter overview and
Key questions give you a clear
sense of what each chapter
will cover, and what to ask
yourself while you read.
Snapshots of primary and
secondary teaching introduce
key ideas and illustrate the
chapter topics in a real-world
context, to set the scene for
each chapter.
CHAPTER
1
THE CONTEXT FORTEACHING AND
LEARNING INTHE HUMANITIES
AND SOCIAL SCIENCES
Julie Dyer and Libby Tudball
CHAPTER OVERVIEW
This chapter provides a starting point for developing your understanding of teaching and
learning in the Humanities and Social Sciences (HASS), which is the focus of this book. You
are introduced to the scope and complexity of the HASS field and to the reasons why this is
an important area of learning for young Australians. The chapter explains how HASS can help
students to develop a critical understanding of their own communities, their nation and the
globalising world through various models and approaches. Case studies exploring how to teach
the key HASS themes of human rights, social justice and critical global citizenship will build your
understanding of teaching and learning approaches. After reading this chapter, you should be
able to answer the following key questions by referring to the relevant chapter sections:
KEY QUESTIONS
1 What are the scope and importance of learning in HASS?
2 How has the HASS learning area changed?
3 What further possibilities are there for teaching and learning in HASS?
4 What challenges might you face in becoming a HASS teacher?
5 How can you teach key themes in HASS?
SNAPSHOT
» Exploring rights and responsibilities
In a school that includes both primary and secondary levels, students are exploring the rights
and responsibilities of individuals and groups in a range of contexts and times in HASS lessons.
Teachers have planned lessons for students to explore the meaning of rights and responsibilities
in their own lives in age-appropriate ways.
Younger students have talked about their responsibility to follow road rules when they
are riding their bikes and to be active citizens who care about and act to conserve and
protect the environment, through the school Green Team club. Older students have studied
Australia’s international human rights obligations, and some are members of the school’s
Amnesty International club. These examples of classroom and wider school programs show
how learning connected to the HASS theme of rights and responsibilities can happen in varied
ways. Connections are made to both subject-based learning in Geography, History, and Civics
and Citizenship education, and to wider personal and social learning, ethical understanding and
sustainability.
In the Year 6 primary classroom, students are learning about how the rights and
responsibilities of Australians have changed over time. They are seeing how, in the 1960s,
Aboriginal and Torres Strait Islander peoples did not have the same rights as other Australians.
They are watching historical film clips of what became known as the ‘Freedom Rides’, when a
group of University of Sydney students organised a bus tour of country towns in New South
Wales to draw public attention via radio and TV news reports to the poor state of Aboriginal

xiv
FEATURES WITHIN CHAPTERS
Focus on key concepts and reflect on your own knowledge with Check your understanding
activities. Use the Search Me! Education keywords to discover the latest research and
articles.
Put what you learn into practice in primary and secondary classrooms with Teaching and
Learning activities, linked to relevant Australian Professional Standards for Teachers.
Case studies present theory in context, showing how concepts discussed in the chapter might
play out in real primary and secondary classrooms, with icons to indicate which level the case
study suits.
5
of living. (ACARA, 2018b)
The rationale for the Australian Curriculum: HASS shows the importance of this field:
[HASS] plays an important role in harnessing students’ curiosity and imagination about
the world they live in, and empowers them to actively shape their lives; make reflective,
informed decisions; value their belonging in a diverse and dynamic society; and contribute
positively, locally, nationally, regionally and globally. Thinking about and responding to issues
requires an understanding of different perspectives; the key historical, geographical, political,
economic and societal factors involved; and how these different factors interrelate …
The subject provides students with the skills, behaviours and capabilities that will
equip them to face challenges in their lifetime and to participate in and contribute to the
wellbeing and sustainability of the environment, the economy and society. Through the
Humanities and Social Sciences, students become well placed to contribute to Australia’s
ideas of a cohesive society, sustainable environment, productive economy and stable
democracy. (ACARA 2018c)
CHECK YOUR UNDERSTANDING 1.1
1 Reflect on your own school experiences of learning in HASS subjects. Discuss the extent to
which you think HASS was a priority in your school curriculum?
2 List three issues you believe are important for students to learn about in relation to their local
area, state, Australia and the world. Rank these issues from most to least important. Discuss
your ideas as a whole class to develop a class ranking for each category.
3 Select the highest-ranked issue in each category and discuss how they are connected to the
importance of learning HASS.
4 Discuss what you now see as important learning in HASS in schools.
SEARCH ME! keywords: humanities; social sciences
BK-CLA-GILBERT_7E-190078-Chp01.indd 5 05/06/19 2:46 PM
arrived immigrants are relocating, Susan used the Together for Humanity website
unit based on this question. To tune students into this question, she showed them
a short video to see how a group of 11 people from diverse religious and cultural
backgrounds came together for a day to try to ‘Be the Bridge’ between people from
their own background and those who are different to themselves. This led to her school
developing a similar activity in its own community, where her students became very
engaged in learning about the experiences of recent arrivals in their own community.
See http:/
/www.differencedifferently.edu.au/be_the_bridge.
1 In this case, you read about two different classes in which the teachers have developed
intercultural understanding through people’s authentic stories. What do you think are the
benefits of the approach taken by each teacher?
2 Look at the links to view these stories, and talk with your peers about how and why you
could use these resources in your HASS teaching.
TEACHING AND LEARNING ACTIVITY 2.6
SCOOTLE RESOURCES
Education Services Australia (ESA) is a national not-for-profit company owned by the state,
territory and Australian Government education ministers that provides teachers with hundreds
of resources. Go to https:/
/www.scootle.edu.au/ec/p/home and sign up to be able to access
these resources. Put intercultural learning into the search box to locate diverse and engaging
ideas for the classroom. Choose two resources to share and discuss with your peers
The activity above helps you to provide evidence of:
Standard 3.4 Select and use resources APST
50
PART 1 CONTEXT: THE HUMANITIES AND SOCIAL SCIENCES IN AUSTRALIA
PRIMARY
comprehension, analysis, debate, making judgements, and proposing possibilities for
transformative action. Case 1.1 explores a teaching approach called ‘understanding by
design’, focused on the issue of child labour, that could be taught in upper primary or
secondary school.
The use of child labour is a dramatic violation of human rights and social justice, and an
issue that involves complex historical and cultural dimensions that are also connected to the
impact of globalisation and the need for the world to consider how a more equitable and
sustainable future can be created for workers, including children. The issue can be linked to
the everyday lives of young Australians, since so many common imported products such as
sports balls, chocolate and coffee involve child workers in some stage of production.
CASE 1.1 AN UNDERSTANDING BY DESIGN
APPROACH TO CHILD LABOUR
In a Year 6 HASS class, the teacher uses Wiggins and McTighe’s (2005) understanding by design model,
which aims to develop and deepen students’ understanding of child labour.The teacher introduces her
students to the six facets of understanding by design: explanation, interpretation, application, perspective,
empathy and self-knowledge.Through this model, the students move through phases from initial
explanation of the issue to eventual empathetic engagement, critical reflection and self-knowledge. At
the end of the study, the students discuss actions they could take in response to the child labour issue.
The following understanding by design elements are used in developing the sequence of lessons.
EXPLANATION
Explanation is the starting point. Students begin to gather information to explain an account of the
child labour event, action or issue. They then begin to make inferences from the information.
Some students have chosen to conduct their own inquiry into issues in which they are
interested, and others are investigating the following questions:
• How is child labour defined by UNICEF?
• What reliable sources of information exist about child labour in the past and present?
• Where does child labour exist in the world today?
• What forms does child labour take?
• What reasons are given for the existence of child labour?
INTERPRETATION
Interpretation involves exploring deeper questions about the issue. The teacher showed students
film clips of young people working in factories in Bangladesh.
Students explored the following questions to develop their understanding of the issue of
child labour:
• How do these personal stories of child labour deepen your understanding of the issue?
• Why does the issue of child labour matter?

GUIDE TO THE TEXT
xv
END-OF-CHAPTER FEATURES
At the end of each chapter you will find several tools to help you to review, practise and extend
your knowledge of the key questions.
Discover high quality online
educational resources to support
your teaching in the annotated
Useful web-based teaching and
learning resources lists.
Think about your own connection
to teaching humanities and
social sciences by
considering the Reflection
questions and consolidate
your learning by completing
the Activities.
26
Search Me!
Study tools
Online study resources
Deepen your understanding of the chapter content by asking your instructor for your Go Further resource,
which includes:
• Your Philosophy of Teaching portfolio activity
• Take It Further extension material
Useful web-based teaching and learning resources
Many terms and topics in this chapter often appear
in the worldwide daily media as well as research
publications. Explore Search Me! education to
locate the latest media stories (e.g. newspaper and
multimedia) on the topics listed below. Search me!
is an online library of world-class journals, ebooks
and newspapers, including TheAustralian and the
International Herald Tribune, which is updated daily.Log
intoSearchme!throughhttp://login.cengagebrain.com
using the access code at the front of this book.
Australian Human Rights Commission
This Australian Human Rights Commission website offers
a Resources for Teachers section.
http://www.humanrights.gov.au/education
Global Education Project
This Australian Government Global Education Project
offers many valuable resources for teachers and
students.
http://www.globaleducation.edu.au
Making Multicultural Australia
The Making Multicultural Australia website – set up by a
group of governments, academic institutions and other
organisations – provides news, archived resources and
teaching materials on multiculturalism.
http://www.multiculturalaustralia.edu.au
Oxfam
Oxfam Australia is part of the global Oxfam NGO that
focuses on issues of justice, sustainability and livelihood in
developing countries. It has a strong educational focus.
http://www.oxfam.org.au
Racism No Way
This website provides anti-racism education resources
focused on combating racism.
http://www.racismnoway.com.au
Scootle
This is a national depository of resources aligned to the
Australian curriculum.
http://www.scootle.edu.au/ec/p/home
Universal Declaration of Human Rights
http://www.un.org/en/universal-declaration-human-rights
True professionals see their practice in a broadest context,
and are aware of developments in their field on an
international scale. It is useful to see how the HASS field has
been developed in other countries and how the following
curricula compare with current provision in Australia.
The New Zealand Social Sciences Curriculum
http://nzcurriculum.tki.org.nz/The-New-Zealand-
Curriculum/Social-sciences
Go Further
CHAPTER 1 THE CONTEXT FOR TEACHING AND LEARNING IN THE HUMANITIES AND SOCIAL SCIENCES
27
The Ontario Social Studies Curriculum
http://www.edu.gov.on.ca/eng/curriculum/elementary/
sshg18curr2013.pdf
http://www.edu.gov.on.ca/eng/curriculum/secondary/
canworld910curr2013.pdf
http://www.edu.gov.on.ca/eng/curriculum/secondary/
ssciences9to122013.pdf
The Scottish ‘Curriculum for Excellence’ Social Studies
Curriculum
https://education.gov.scot/scottish-education-system/
policy-for-scottish-education/policy-drivers/cfe-(building-
from-the-statement-appendix-incl-btc1-5)/curriculum-areas/
Social%20Studies
Richards, J. 1991. ‘Towards reflective teaching’. The Teacher
Trainer Journal,
https://www.tttjournal.co.uk/uploads/File/back_articles/
Towards_Reflective_Teaching.pdf.
Reflective practice
http://ehlt.flinders.edu.au/education/reflectivepractice/
Reflection questions
1 What is your understanding of the scope and
importance of HASS after reading this chapter?
2 Describe the aspects of teaching HASS you see as
most challenging and consider how you might
overcome them?
3 List the resources that you have explored through
online resources and web links in this chapter to
support your professional learning.
Activities
1 In this chapter, the snapshot at the beginning explored how rights and responsibilities are key concepts taught in HASS.
To extend your ability to plan lessons on this topic, visit the Australian Government civics and citizenship website and
other resource links here that include activities and film clips on the Freedom Rides in 1965 in Australia and America:
• Outcomes of the 1965 Freedom Ride in Australia
http:/
/www.civicsandcitizenship.edu.au/cce/fq1_activity_1d_outcomes_of_freedom_ride,29643.html
• Freedom Ride, 1965 resources, National Museum of Australia
http:/
/indigenousrights.net.au/civil_rights/freedom_ride,_1965
• Freedom Rides Trailer in America
https:/
/www.youtube.com/watch?v=d8CAKAXR-AM
• Charles Perkins and others on the Freedom Ride
https:/
/www.youtube.com/watch?v=QyOA9DiglPY
Develop one of more of these resources into a sequenced unit of work for primary or secondary students.
2 The Australian Human Rights Commission (AHRC) provides teaching resources for HASS connected to the
theme of human rights. View the animated video What is Human Rights? at http:/
/www.humanrights.gov.au/
education/human-rights-school-classroom
In pairs, brainstorm how you could use this video with students.
3 The Take a Stand Against Racism kit at http:/
/www.racismnoway.com.au provides teaching and learning strategies
for primary and secondary HASS subjects.You can explore issues of racism and its impact on people from diverse
backgrounds. The kit includes ways in which diversity is valued within the community and celebrates the different
cultures represented within schools and the wider community, which is another important part of HASS.
ICONS
Easily navigate to relevant content
throughout chapters with the General
Capabilities (GC) and Cross-
Curriculum Priority (CCP) icons.
Identify quotes from the curriculum
material with the Australian Curriculum
(AC) icon
• ‘Inquiry questions’ are the ‘big picture’ questions for that year. The following examples
illustrate the increasing complexity and sophistication of questions over the years of
schooling:
Year 1 Inquiry questions
» How has family life and the place we live in changed over time?
» What events, activities and places do I care about? Why? (ACARA, 2018b)
Year 6 Inquiry questions
» How have key ﬁgures, events and values shaped Australian society, its system of
government and citizenship?
» How have experiences of democracy and citizenship differed between groups over time
and place, including those from and in Asia?
» How has Australia developed as a society with global connections, and what is my role
as a global citizen? (ACARA, 2018b)
• You can see above how the Year 1 questions invoke both History (‘family life’, ‘changed
over time’, ‘events’) and Geography (‘places’, ‘care about’). In Years F–3, History and
Geography are the only two sub-strands in HASS. The Year 6 questions, however, include
elements of History (‘events’, ‘time’), Geography (‘place’, ‘society’), Civics and Citizenship
(‘government’, ‘democracy’) and Economics and Business (‘global connections’).
• ‘Content descriptions’ include two strands: ‘Inquiry and Skills’ and ‘Knowledge and
Understanding’. At each year level F–6/7, there is a single set of skills in ‘Inquiry and Skills’.
It combines skills usually associated with the sub-strands History and Geography (in all
Years F–6/7) and with the sub-strands Civics and Citizenship (in Years 3–7) and Economics
and Business (in Years 5–7). For example, aspects of all four sub-strands can be seen in this
skills statement for Year 6:
• Develop appropriate questions to guide an inquiry about people, events,
developments, places, systems and challenges. (ACHASSI122; ACARA, 2018b)
• For each skill, there is a link to a set of ‘Elaborations’ that provide more detailed explanation
of the skill. For example, one of the Elaborations of the above skill is:
• developing different types of research questions for different purposes (for example,
probing questions to seek details, open-ended questions to elicit more ideas,
practical questions to guide the application of enterprising behaviours, ethical
questions regarding sensitivities and cultural protocols). (ACARA, 2018b)
• For each content topic, there is also a link to several ‘Elaborations’. Each Elaboration
provides a suggested focus and content for that topic. For example, here is one ‘content
topic’ from the Year 5 History sub-strand:
• The reasons people migrated to Australia and the experiences and contributions of
a particular migrant group within a colony. (ACARA, 2018a)
• And here are the three ‘Elaborations’ accessed through a link from the topic:
» Identifying the reasons why people migrated to Australia in the 1800s (for example, as
convicts; assisted passengers; indentured labourers; people seeking a better life such as
gold miners; and those dislocated by events such as the Industrial Revolution, the Irish
Potato Famine and the Highland Clearances);
38
171
N CURRICULUM
CEETYA, 2008) give
. For instance, the
dents should be involved
empathy for others
e relationships, making
enging situations
. In addition, the
b) states that:
s between their
commonalities,
o communicate
itically. It offers
a new light, and so
ability of Ethical
stages of schooling will
re likely to encounter
interests and norms’
ing elements:
ty as students move
ng continuum, and
ear in Table 7.1.
Personal and
Social Capability;
Intercultural
Understanding
GENERAL
CAPABILITIES
Ethical
Understanding
GENERAL
CAPABILITIES
11/06/19 3:17 PM
171
building positive relationships, making
s, handling challenging situations
ACARA, 2018a) . In addition, the
(ACARA, 2018b) states that:
o make connections between their
hared interests and commonalities,
students’ abilities to communicate
tural experiences critically. It offers
fs and attitudes in a new light, and so
n the general capability of Ethical
g throughout all stages of schooling will
ssues that they are likely to encounter
ng values, rights, interests and norms’
has three organising elements:
ease in complexity as students move
apabilities learning continuum, and
ties’ element appear in Table 7.1.
Personal and
Social Capability;
Intercultural
Understanding
GENERAL
CAPABILITIES
Ethical
Understanding
GENERAL
CAPABILITIES
11/06/19 3:17 PM
Aboriginal and
Torres Strait Islander
Histories and
Cultures
CROSS
CURRICULUM
PRIORITIES
Sustainability
CROSS
CURRICULUM
PRIORITIES
Untitled-1 1 8/8/19 3:07 pm
Aboriginal and
Torres Strait Islander
Histories and
Cultures
CROSS
CURRICULUM
PRIORITIES
Sustainability
CROSS
CURRICULUM
PRIORITIES
Untitled-1 1

xvi
Guide to the online resources
FOR THE INSTRUCTOR
MINDTAP
Premium online teaching and learning tools are available on the MindTap platform – the personalised
eLearning solution.
MindTap is a flexible and easy-to-use platform that helps build student confidence and gives you a clear picture
of their progress. We partner with you to ease the transition to digital – we’re with you every step of the way.
The Cengage Mobile App puts your course directly into students’ hands with course materials available on their
smartphone or tablet. Students can read on the go, complete practice quizzes or participate in interactive real-
time activities.
MindTap for Gilbert’s Teaching Humanities Social Sciences 7th edition is full of innovative resources to support
critical thinking, and help your students move from memorisation to mastery! Includes:
• Gilbert’s Teaching Humanities Social Sciences 7th edition eBook
• Portfolio Activity: Your Philosophy of Teaching Humanities Social Sciences
• Take This Further material
• Revision Quizzes
• Video Activities
• Search Me! Activities
• And more
MindTap is a premium purchasable eLearning tool. Contact your Cengage
learning consultant to find out how MindTap can transform your course.
INSTRUCTOR’S GUIDE
The Instructor’s Guide includes:
• Chapter Overviews and Key Questions
• Snapshot discussion points
• Suggested answers and discussion points for Check
Your Understanding activities
• Additional activities and resources
Cengage is pleased to provide you with a selection of resources that
will help you prepare your lectures and assessments. These teaching
tools are accessible via cengage.com.au/instructors for Australia
or cengage.co.nz/instructors for New Zealand.
POWERPOINT™ PRESENTATIONS
Use the chapter-by-chapter PowerPoint slides to
enhance your lecture presentations and handouts by
reinforcing the key principles of your subject.
ARTWORK FROM THE TEXT
Add the digital files of graphs, tables, pictures and
flow charts into your course management system,
use them in student handouts, or copy them into
your lecture presentations.
GO FURTHER RESOURCE
Provide your students with the Go Further resource to help deepen their understanding of the content. It includes:
• “Your Philosophy of Teaching” portfolio activity
• “Take This Further” extension activities

GUIDE TO THE ONLINE RESOURCES
xvii
New copies of this text come with an access code that
gives you a 12-month subscription to Search Me! Education
Visit http://login.cengagebrain.com and log in using the access code card.
FOR THE STUDENT
SEARCH ME! EDUCATION
Search Me! is an online research library customised to your subject, that puts the information you need right at
your fingertips.
Content is updated daily from hundreds of scholarly and popular journals, eBooks and newspapers.
Plus, 24-hour access means you won’t be limited by library opening times!
Log in using the code on the card inside the front cover.
GO FURTHER RESOURCE
Deepen your understanding of the chapter content by asking your instructor for your Go Further resource, which
includes:
• Your Philosophy of Teaching portfolio activity
• Take It Further extension material
MINDTAP FOR TEACHING HUMANITIES SOCIAL SCIENCES 7TH EDITION
MindTap is the next-level online learning tool that helps you get better grades!
MindTap gives you the resources you need to study – all in one place and available when you need them. In the
MindTap Reader, you can make notes, highlight text and even find a definition directly from the page.
If your instructor has chosen MindTap for your subject this semester, log in to MindTap to:
• Get better grades
• Save time and get organised
• Connect with your instructor and peers
• Study when and where you want, online and mobile
• Complete assessment tasks as set by your instructor
When your instructor creates a course using MindTap, they will let you know
your course key so you can access the content. Please purchase MindTap only
when directed by your instructor. Course length is set by your instructor.

xviii
INTRODUCTION
This seventh edition of the text has two new editors, Libby Tudball and Peter Brett, who
have contributed to eight of the chapters in this edition. There are also four additional new
authors, so the text has had a substantial refresh. Nevertheless, the text retains much of the
wisdom and insight of distinguished former editors Rob Gilbert and Brian Hoepper, with
Rob maintaining his involvement and providing an important element of continuity.
There is an emphasis on developing understanding of the scope and importance of
the Humanities and Social Sciences (HASS) learning area for schooling across Australia
in the primary and secondary years. New features also include a move to full colour and
the incorporation of additional visual material and explicit referencing to the Australian
Graduate Professional Standards for beginning teachers, through activities embedded
within each chapter. This includes connections to standards focused on professional
knowledge, practice and engagement, particularly in relation to planning for effective
teaching and learning. The text has added more practical teaching examples, case studies
and activities throughout, enabling an all-important dialogue between theory and practice.
Approaches in this edition
This edition of the book continues the approach of earlier editions in blending a deep and
critical understanding of the nature and purposes of the curriculum area with exploration
of practical professional knowledge and skills in teaching and learning. It aims to help
teachers to translate curriculum into vibrant, rigorous and effective teaching and learning.
The book continues to explore opportunities and challenges faced by teachers and
schools in developing comprehensive and cohesive teaching and learning programs.
Discussion includes how to engage students in learning in each of the subjects – History,
Geography, Civics and Citizenship, and Economics and Business – but there is an added
emphasis on teaching and learning practices and how to develop integrated and inquiry-
based approaches to the learning area. Exemplars are provided, with a focus of themes
including human rights, social justice and critical global citizenship. This edition also gives
enhanced attention to developing student voice and agency through a variety of HASS
learning approaches.
The book recognises the continuing signiﬁcance of the Australian Curriculum as
a framework for teaching and learning, including the general capabilities and cross-
curriculum priorities, and there is increased attention devoted to their connections within
HASS. However, since the last edition, some states and territories have developed their
own curriculum emphases, so readers are encouraged to explore their local versions of the
curriculum through suggested activities.
A focus on planning, practice and pedagogies
The chapters providing practical advice on how to plan for effective teaching and learning
suggest diverse models, strategies and approaches, as well as a wealth of connections to
online resources and ideas for teaching practice developed by education organisations
that are key stakeholders in this field. The critical inquiry approach to implementing the
curriculum is explained and elaborated across the book, since the Australian Curriculum
and its counterparts across the states and territories endorse teaching and learning that is

xix
INTRODUCTION
inquiry based, engaging and relevant to students’ lives, both today and in the future.
While the book provides many links to the Australian Curriculum, it does not attempt
to summarise the detail of curriculum content. This can be found in the various national,
state and territory curriculum documents and assessment profiles. The main focus is on
understanding how this content can be organised into a coherent set of teaching and
learning practices and experiences, related to broader educational goals and incorporated
into plans for teaching and learning.
The structure of the book
Part 1 establishes the national and global context for teaching humanities and social
sciences. This includes discussion of the scope of the learning area, its place within the
curriculum and the implications for teaching and learning of local, national and global
dimensions, and understanding of the past, contemporary concerns and future possibilities.
Part 2 focuses on key elements of teaching HASS, including integrated approaches in
both the primary and secondary years, and key processes in planning for critical inquiry
and student learning. It considers how to plan activities, lessons and units to develop
important knowledge, understanding, thinking processes and skills. This includes a focus
on developing general capabilities such as critical and creative thinking, intercultural
and ethical understanding. The important area of assessment of and for student learning
is discussed. The HASS field is strongly connected to values education, ethics and
controversial issues, so this is a key element of Part 2. A further focus is how teachers can
develop students’ language and literacy skills and capabilities in this learning area. Finally,
Chapter 9 provides insights into the use of information and communication technologies
in HASS. These are all important aspects of teachers’ professional knowledge and practice
as they apply to this curriculum area.
Part 3 addresses teaching and learning in the HASS disciplines in the secondary years,
and their role in integrated approaches to HASS in the F–6/7 years. There is a focus on the
subjects of History, Geography, Civics and Citizenship, and Economics and Business, and
on how to teach key knowledge, concepts, skills and values.
Part 4 focuses on teaching and learning in each of the three cross-curriculum priorities
of the Australian Curriculum – Aboriginal and Torres Strait Islander Histories and
Cultures; Asia and Australia’s Engagement with Asia; and Sustainability – and the crucial
contribution that HASS can make to this learning.
To support readers as they work through the chapters, key questions, Check Your
Understanding and Teaching and Learning Activities are provided for discussion,
application and further reflection, along with additional resources to broaden the inquiry.
The book deals with the curriculum from the primary years to the end of compulsory
schooling, and emphasises the need for a developmental approach to planning across this
period of schooling. Numerous examples of ideas and activities, including snapshots and
case studies of classroom experiences, illustrate the application of the book’s approach to
both the primary and secondary years.
The Humanities and Social Sciences are a challenging and exciting field full of potential
for students. The subjects that make up this field deal with questions that are central to
students’ lives and significant issues for people in local, national and global contexts. HASS
can show students the richness of human experience in societies, cultures and environments

xx
in the past and present. It can help them to construct visions of the future and to propose
ways of achieving them. The principles and practices explored in this book will help
teachers to translate the HASS curriculum into vibrant, rigorous and effective teaching and
learning programs that achieve this potential. Underlying the work is a commitment to
help teachers construct educational experiences that will assist students to contribute to a
just, democratic, peaceful and sustainable future.

xxi
ABOUT THE AUTHORS
Editors
Rob Gilbert
Dr Rob Gilbert is Emeritus Professor of Education at the University of Queensland and an
educational consultant with a special focus on curriculum development and change. A leader
in research and development in social science education in Australia, he has published widely
in this field as well as in curriculum development and education for citizenship.
Libby Tudball
Dr Libby Tudball is Associate Professor in the Faculty of Education, Monash University.
Her specialist areas are teacher education, Civics and Citizenship and teaching and learning
in HASS. She works nationally and internationally in these research fields and in teacher
professional learning and strategic planning for school improvement.
Peter Brett
Dr Peter Brett is Senior Lecturer in the Faculty of Education, University of Tasmania,
Burnie. He teaches in HASS education units in the BEd (Primary) program. His research
interests centre on teaching and learning relating to citizenship education and history
education, but also explore broader issues around high-quality initial teacher education.
Contributors
Stephen Cranby
Stephen Cranby is a Teaching Associate in the Faculty of Education, Monash University.
A life member of the Geography Teachers’ Association of Victoria, and a former
chairperson of the Australian Geography Teachers’ Association, he taught Geography in
high schools for 30 years. He has written for Geography textbooks, and delivered teacher
professional development workshops.
Julie Dyer
Julie Dyer is an Honorary Fellow at Deakin University in Melbourne. Her HASS research
and teaching is in global education, human rights and Indigenous studies, with a focus
on pre-service teacher learning and experiences. She is active in state and national social
education teacher associations.
Kathleen Gordon
Kathleen Gordon is an experienced primary school teacher who has worked on many
curriculum projects in national and state contexts, including a teacher education project

xxii
for the UNEP, as an adviser to the Australian Curriculum, Assessment and Reporting
Authority (ACARA) and writing materials for education authorities and NGOs. She has a
particular interest in integrating sustainability, social justice, peace and democratic process
into teaching and learning programs.
Genevieve Hall
Dr Genevieve Hall has recently completed her doctoral degree. Her thesis was about
human rights activists in Australia. Her research areas of interest include values education,
Civics and Citizenship education, and youth voice and agency. She is currently a Teaching
Associate at Monash University.
Melitta Hogarth
Melitta Hogarth is a Senior Lecturer in the Melbourne Graduate School of Education,
University of Melbourne, and was previously Lecturer at the University of Southern
Queensland. Her specialist areas are teacher education, Indigenous education, English
and literacy. She has recently completed her PhD, which critically analysed Indigenous
education policy. She is an executive member of the Australian Association for Research
in Education and a member of the Australian Indigenous Lecturers in Initial Teacher
Education Association.
Nicola F. Johnson
Dr Nicola F. Johnson is an Associate Professor in the School of Education at Edith Cowan
University, Perth, Western Australia. Nicola researches the use of digital media for formal
and informal learning and leisure by people of all ages.
Carly Sawatzki
Carly Sawatzki is recognised for her expertise in the teaching of humanities, mathematics
and numeracy in consumer, economic and financial contexts. Her research explores
problem-solving in real-world contexts and pedagogical practices that enhance teaching
and learning. She is recognised as a dynamic, thought-provoking academic who is
dedicated to promoting critical conversation and inspiring innovation.
Marilyn Snider
Marilyn worked with the Geography Teachers’ Association of Victoria, delivering a national
framework for global education at universities, to government and non-government schools
and organisations, and presented at several HASS conferences. As an education consultant, she
advises, writes and has produced resources on Geography, and on social and global issues.
Louise Zarmati
Dr Louise Zarmati has had a varied career as a secondary History teacher, archaeologist
and museum educator in New South Wales. She now works as a Lecturer in HASS in the
University of Tasmania’s Faculty of Education, teaching pre-service primary teachers.

xxiii
ACKNOWLEDGEMENTS
The authors and Cengage would like to thank Brian Hoepper for his contributions to
previous editions, and to both Brian and Rob Gilbert for their guidance as past editors
of this book.
We also thank the following reviewers for their incisive and helpful feedback:
•
• Bill Allen (Edith Cowan University)
•
• Kay Carroll (Western Sydney University)
•
• Janice Crerar (Charles Darwin University)
•
• Kerri Garrard (Deakin University)
•
• Paul Grover (Charles Sturt University)
•
• Deborah Heck (University of the Sunshine Coast)
•
• Rachael Hutchesson (Charles Sturt University)
•
• Sharon McDonough (Federation University)
•
• Matthew Muscat (University of Adelaide)
•
• Linda Willis (University of Queensland)
Education Services Australia Limited content
© 2008 Education Services Australia Limited as the legal entity for the COAG Education
Council (Education Council), which is the successor to the Ministerial Council on
Education, Employment, Training and Youth Affairs. Cengage Learning Australia Pty
Ltd has reproduced extracts of the Melbourne Declaration on Educational Goals for Young
Australians (2008) (Text) in this publication with permission from the copyright owner.
The Text was endorsed by Education Council. This publication is solely created by Cengage
Learning Australia Pty Ltd and does not represent the views of, and is not endorsed by,
ESA or Education Council.

xxiv
AUSTRALIAN PROFESSIONAL STANDARDS
FOR TEACHERS
TEACHING AND
LEARNING ACTIVITIES
STANDARDS
1.5 Standard 2.1 Content and teaching strategies of the teaching area
Standard 2.2 Content selection and organisation
Standard 3.2 Plan, structure and sequence learning programs
1.6 Standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Standard 2.4
Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
2.2 Standard 1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Standard 2.3 Curriculum, assessment and reporting
Standard 3.3 Use teaching strategies
Standard 3.1 Establish challenging learning goals
Standard 5.1 Assess student learning
2.6 Standard 3.4 Select and use resources
3.1 Standard 2.2 Content selection and organisation
3.3 Standard 3.3 Use teaching strategies
4.5 Standard 1.5
Differentiate teaching to meet the specific learning needs of students across
the full range of abilities
Standard 2.1 Content and teaching strategies of the teaching area
4.8 Standard 1.1
Physical, social and intellectual development and characteristics of students
Standard 3.3 Use teaching strategies
5.2 Standard 2.3 Curriculum, assessment and reporting
Standard 5.2 Provide feedback to students on their learning
Standard 5.2 Provide feedback to students on their learning.
6.2 Standard 5.1 Assess student learning
6.5 Standard 2.3 Curriculum, assessment and reporting
Standard 5.2 Provide feedback to students on their learning
Standard 5.3 Make consistent and comparable judgements
Standard 5.3 Make consistent and comparable judgements
7.1 Standard 4.1 Support student participation

Discovering Diverse Content Through
Random Scribd Documents

Sumerogi no 1
tohoki mi yo ni mo
oshiteru
Naniha no kuni ni
ame no shita 5
shirashimeshiki to
ima no yo ni
tayezu ihitsutsu
kakemaku mo
aya ni kashikoshi 10
kamu nagara
wago ohokimi no
uchinabiku
haru no hazhime ha
yachi kusa ni 15
hana saki nihohi
yama mireba
mi no tomoshiku
kaha mireba
mi no sayakeku 20
mono goto ni
sakayuru toki to
meshi tamahi
akirame-tamahi
shikimaseru 25
Naniha no miya ha
kikoshimesu
yomo no kuni yori
tatematsuru
mi-tsuki no fune ha 30
Horiye yori
miwo-biki shi-tsutsu
asa nagi ni
kaji hiki nobori
yufu shiho ni 35

sawo sashi-kudari
ajimura no
sawaki kihohite
hama ni idete
una-hara mireba 40
shiranami no
yahe woru ga uhe ni
ama wo-bune
harara ni ukite
oho-mi-ke 45
tsukahematsuru to
wochi-kochi ni
isari-tsurikeri
sokidaku mo
ogironaki ka mo 50
kokibaku mo
yutakeki ka mo
koko mireba
ubeshi kami yo yu
hazhimekerashi wo. 55
50 ogironaki, a doubtful word—vast, boundless.
52 yutakeki, abundant, prosperous.
For oshiteru see List m. k.
260

Ashigara no 1
mi saka tamahari
kaheri-mizu
are ha kuye-yuku
arashi-wo mo 5
tashi ya habakaru
Fuha no seki
kuyete wa ha yuku
muma no tsume
Tsukushi no saki ni 10
chimari wite
are ha ihahamu
moromoro ha
sakeku to mawosu
kaheri-ku made ni. 15
2 ta-mahari, ta is intensitive (as in ta-motohori). This lay is in the
dialect affected by officials in the Adzuma (Eastland).
4 kuye = koye.
5 arashi-wo, vir ferox, fortis (masurawo).
5, 6 Descriptive of Fuha no seki.
8 = tachi yo, c.
10 This line is epithetical of tsuku (stamp, as hoofs do); part of
place-name, Tsukushi.
11 chimari = tomari.
Maki XX, Naka
261
Sakimori no kokoro ni narite omohi wo nobite yomeru uta.

Ohokimi no 1
mikoto kashikomi
tsuma wakare
kanashiku ha aredo
masurawono 5
kokoro furi-okoshi
tori-yosohi
kado-de ha sureba
tarachineno
haha ha kaki-nade 10
wakakusano
tsuma ha tori-tsuki
tahirakeku
ware ha ihahamu
masakikute 15
haya kaheri-ko to
ma-sode mochi
namida wo nogohi
musebitsutsu
koto-dohi sureba 20
muratorino
ide-tachi-kate ni
todokohori
kaheri-mishitsutsu
iya toho ni 25
kuni wo ki-hanare
iya taka ni
yama wo koye-sugi
ashigachiru
Naniha ni ki-wite 30
yufu shiho ni
fune wo ukesuwe
asa-nagi ni
he muke kogamu to
samorafu 35

waga woru toki ni
haru kasumi
shima-mi ni tachite
tadzuganeno
kanashiku nakeba 40
haro-baro ni
ihe wo omohi-de
ohi so-ya no
soyo to naru made
nageki tsuru ga mo. 45
18 nogohi = nuguhi.
43 so-ya, war-arrows, as distinct from hunting-arrows.
44 soyo, noise of rustling—is there a quibble here?—soya, soyo,
one fears there is.
For masurawono, tarachineno, wakakusano, muratorino,
ashigachiru, tadzuganeno see List m. k.
262
Sakimori no wakare no kokoro wo noburu uta.

Ohokimi no 1
make no manimani
saki-mori ni
waga tachi-kureba
hahasobano 5
haha no mikoto ha
mi mo no suso
tsumi-age kaki-nade
chichinomino
chichi no mikoto ha 10
takudzununo
shirahige no uhe yu
namida tari
nageki notabaku
kako zhi mono 15
tada hitori shite
asa-to-de no
kanashiki aga ko
aratamano
toshi no wo nagaku 20
ahi-mizu ha
kohishiku arubeshi
kefu dani mo
koto-tohi semu to
woshimitsutsu 25
kanashibi imase
wakakusano
tsuma mo kodomo mo
wochi kochi ni
saha ni kakumi wi 30
harutorino
kowe no samayohi
shirotaheno
sode naki nurashi
tadzusahari 35

wakare kate ni to
hiki-todome
shitahishi mono wo
ohokimino
mikoto kashikomi 40
tamahokono
michi ni ide-tachi
woka no saki
i-tamuru goto ni
yorodzu tabi 45
kaheri-mi shitsutsu
harobaro ni
wakare shi kureba
omofu sora
yasuku mo arazu 50
kofuru sora
kurushiki mono wo
utsusemino
yo no hito nareba
tamakiharu 55
inochi mo shirazu
unahara no
kashikoki michi wo
shima-dzutahi
i-kogi watarite 60
ari-meguri
waga kuru made ni
tahirakeku
oya ha imasane
tsutsumi-naku 65
tsuma ha matase to
Suminoye no
aga sume kami ni
nusa matsuri
inori maushite 70
Naniha tsu ni

fune wo ukesuwe
yaso ka nuki
kako totonohete
asabiraki 75
wa ha kogi-denu to
ihe ni tsuge koso.
5, 6 sound-play, hahaso-ba, haha. hahaso = Quercus dentata.
9, 10 sound-play, chichi no mi, chichi no mi[koto]. chichi no ki =
ichô = Ginkgo biloba (maiden-hair tree).
11 takudzunu is m. k. of shira[hige].
15 kako = shika (no) ko.
44 i-tamuru = i-tamotohoru.
73 ka = kaji.
For chichinomino, takudzununo, aratamano, wakakusano,
harutorino, shirotaheno, ohokimino, tamahokono, utsusemino,
tamakiharu see List m. k.
Maki XX, Shimo
263
Yagara wo satosu uta.

Hisakatano 1
ama no to hiraki;
Takachiho no
take ni amorishi
Sumerogi no 5
kami no mi yo yori
hazhi-yumi wo
tanigiri motashi
makagoya wo
tabasami sohete 10
Ohokume no
masuratake-wo wo
saki ni tate
yuki tori-ohose
yama kaha wo 15
iha-ne sakumite
fumi tohori
kuni-magi shitsutsu
chihayaburu
kami wo kotomuke 20
matsurohanu
hito wo mo yahashi
haki-kiyome
tsukahematsurite
Akitsushima 25
Yamato no kuni no
Kashibara no
Unebi no miya ni
miya-bashira
futoshiritatete 30
ame no shita
shirashimeshikeru
Sumerogi no
ama no hitsugi to
tsugite kuru 35

kimi no miyo miyo
kakusahanu
akaki kokoro wo
sumera he ni
kihame tsukushite 40
tsukahekuru
oya no tsukasa to
kotodatete
sadzuke-tamaheru
umi no ko no 45
iya tsugitsugi ni
miru hito no
katari tsugitete
kiku hito no
kagami ni semu wo 50
atarashiki
kiyoki sono na so
ohoroka ni
kokoro omohite
muna koto no 55
oya no na tatsuna
Ohotomo no
uji to na ni oheru
masurawo no tomo.
8 ta-nigiri, ta is emphatic.
18 kuni-magi appears to mean, opening the country.
20 kotomuke.
22 yahashi, quell.
39 he = kata.
45 umi no ko, progeny, descendants.
48 Note the rare form tsugitete (tsugitsutsu).
53 Seems to = ohohoshiku, with omofu, treat lightly.

55 muna koto = munashiki kotoba.
56 oya no na wo tatsuna = expose not the family name.
For hisakatano, chihayaburu, Akitsushima see List m. k.
264
Mi tose to ifu toshi mutsuki no tsukitachi no hi Inaba no kuni no
matsurigoto-tono nite tsukasa hitora wo ahesuru no utage no uta
hitotsu ohari no mizhika uta.
Aratashiki 1
toshi no hazhime no
hatsu haru no
kefu furu yuki no
iya shige yogoto. 5

Kozhiki uta hitotsu (K. App. VI)

Yachihoko no 1
kami no mikoto ya
a ga ohokuni
nushi koso ha
wo no imaseba 5
uchi-miru
shima no sakizaki
kaki-miru
iso no saki ochizu
wakakusano 10
tsuma motaserame
a ha mo yo
me nishi areba
na okite
wa ha nashi 15
na okite
tsuma ha nashi
ayakaki no
fuhaya ga shita ni
mushibusuma 20
nikoya ga shita ni
takubusuma
sayagu ga shita ni
awayuki no
wakayaru mune wo 25
takudzunu no
shiroki tadamuki
so-dataki
tataki managari
matamade 30
tamada sashimake
momonaga ni
i wo shi nase
toyomiki
tatematourase. 35

18 karuku, nikoyaka ni.
19 A warm fusuma—bed-cover or wadded bed-gown.
21 = nagoyaka (naru mono no) shita ni, under something soft.
22 = fusuma made of taku (Broussonetia) cloth.
23 sayagu, rustle, like leaves in the wind.
24 foam-snow, soft snow that falls in spring.
25 wakayaru, perhaps = young.
27 tadamuki = ude, arm.
29 managari, interlacingly.
33 i, sleep.

Nihongi uta hitotsu (under year a.d.
513 ed. Ihida)

Yashima kuni 1
tsuma maki-kanete
haruhino
Kasuga no kuni ni
kuhashi me wo 5
ari to kikite
yoroshi me wo
ari to kikite
makisaku
hi no itato wo 10
oshi-hiraki
ware irimashi
ato tori
tsuma tori shite
makura tori 15
tsuma tori shite
imo ga te wo
ware ni makishi me
waga te wo ba
imo ni makishi me 20
masaki tsura
tataki asahari
shishikushiro
umahi ne shi to ni
nihatsutori 25
kake ha naku nari
nutsutori
kigishi ha toyomu
hashikeku mo
imada ihazute 30
aki ni keri wagimo!
13 on the heels of.

22 asahari = azanahari, enlace or be enlaced with. tataki = pat,
beat softly and repeatedly.
29 hashikeku seems to be connected with hashi, end.

1
Iso no kami
furuki miyako no
hototogisu
kowe bakari koso
mukashi narikeri.
2
Hana no chiru
koto ya wabishiki
harugasumi
Tatsuta no yama no
uguhisu no kowe.
3
Yuki no uchi ni
haru ha ki nikeri
uguhisu no
kohoreru namida
ima ya tokuramu.
4
Yo no naka ni
tayete sakura no
nakariseba
haru no kokoro ha
nodokekaramashi.
5
Utsusemino
yo ni mo nitaru ka
hanazakura

hanazakura
saku to mishi ma ni
katsu chiri nikeri.
6
Momijiba wo
kaze ni makasete
miru yori mo
hakanaki mono ha
inochi narikeri.
7
Hana chirasu
kaze no yadori ha
tare ka shiru
ware ni oshiheyo
yukite uramimu.
8
Harusame no
furu ha namida ka
sakurabana
chiru wo woshimanu
hito shi nakereba.
9
Haru kasumi
tatsu wo misutete
yuku kari ha
hana naki sato ni
sumi ya narayeru.

10
Kasasagi no
wataseru hashi ni
oku shimo no
shiroki wo mireba
yo so fuke nikeru.
11
Kimi ga tame
haru no no ni idete
wakana tsumu
waga koromo-de ni
yuki ha furitsutsu.
12
Hana sasofu
arashi no niha no
yuki narade
furi-yuku mono ha
wagami narikeri.
13
Wabinureba
ima hata onazhi
Naniha naru
mi wo tsukushite mo
awamu to so omofu.
14
Haru no yo no
yume bakari naru
tamakura ni

tamakura ni
kahi naku tatamu
na koso woshikere.
15
Aki kaze ni
tanabiku kumo no
tahema yori
more-idzuru tsuki no
kage no sayakesa.
16
Aki no ta no
kari ho no iho no
toma wo arami
waga koromo-de ha
tsuyu ni nuretsutsu.
17
Haru sugite
natsu ki nikerashi
shirotaheno
koromo hosu chifu
Ama no Kaguyama.
18
Ashihikino
yamadori no wo no
shidari wo no
naganagashi yo wo
hitori ka mo nemu.
19
T i

Tago no ura ni
uchi-idete mireba
shirotaheno
Fuji no takane ni
yuki ha furitsutsu.
20
Okuyama ni
momiji fumi-wake
naku shika no
kowe kiku toki so
aki ha kanashiki.
21
Ama no hara
furisake mireba
Kasuga naru
Mikasa no yama ni
ideshi tsuki ka mo.
22
Hana no iro ha
utsuri nikerina
itadzura ni
wagami yo ni furu
nagameseshi ma ni.
23
Tsukubane no
mine yori otsuru
Mina no kaha
kohi so tsumorite
fuchi to narinuru.

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