Quirky History | OpenSTEM Pty Ltd

Rocking History: How Sabaton’s Songs Can Transform Your Classroom

Hello amazing teachers!

Are you looking for a fun and engaging way to bring history to life for your students? Meet Sabaton, a Swedish heavy metal band known for their powerful songs about historical events. While heavy metal might not be the first thing that comes to mind for a primary school setting, Sabaton’s music is a treasure trove of educational content that can make learning history exciting and memorable for your students.

Let’s explore how you can use Sabaton’s songs to enhance your history lessons.

Who are Sabaton?

Sabaton is a band that combines heavy metal music with historical storytelling. Their songs cover a wide range of historical events, from ancient battles to modern warfare. With their captivating melodies and dramatic lyrics, Sabaton makes history come alive in a way that’s both educational and entertaining.

Why Use Sabaton in Your Classroom?

Engaging Content: Sabaton’s energetic music can capture students’ attention and make historical events more interesting.
Storytelling: Each song tells a story, helping students to understand and remember historical events and figures.
Discussion Starters: The lyrics can serve as a springboard for discussions about the historical context, causes, and consequences of events.

How to Use Sabaton in Your History Lessons

Song Selection: Choose songs that are age-appropriate and relevant to your curriculum. Some good options include:
- “Bismarck”: The story of the famous German battleship during World War II.
- “Christmas Truce”: About the remarkable events and friendships between allied forces and German troops around the trenches during the Christmas truce in WW I.
- “Aces in Exile”: Highlighting the bravery of foreign pilots in the Battle of Britain.
- “Carolus Rex”: The story of a Swedish king gone quite crazy.
- There are others from Africa, Greek history, and much more.
Introduce the Historical Context: Before playing the song, give your students a brief overview of the historical event or figure. This will help them understand the lyrics better.
Listen and Analyse: Play the song for your class and provide the lyrics for them to follow along. After listening, discuss the key points mentioned in the song. Ask questions like:
- What event or person is the song about?
- What emotions or themes are present in the lyrics?
- How does the music reflect the historical event?
Creative Projects: Encourage your students to engage with the content creatively:
- Drawing: Have them draw scenes inspired by the song’s story.
- Writing: Ask them to write a short essay or a diary entry from the perspective of a historical figure mentioned in the song.
- Role-Playing: Organise a role-playing activity where students act out parts of the historical event.
Compare and Contrast: Use Sabaton’s songs alongside traditional history lessons, such as OpenSTEM’s HASS materials. Compare the song’s portrayal of events with historical texts and discuss any differences or artistic liberties taken by the band.

Tips for Success

Preview the Songs: Ensure the content is suitable for your students’ age group and comprehension level.
Create a Safe Space: Some historical events may be sensitive. Encourage respectful discussions and be prepared to address any tough questions that arise.
Encourage Curiosity: Let students ask questions and explore topics that interest them further. Use the songs as a gateway to deeper learning.

Using Sabaton’s music in your history lessons can bring a fresh and dynamic approach to teaching. Your students will not only learn about historical events but also develop a greater appreciation for the power of storytelling through music.

So, crank up the volume and let Sabaton help you rock your history lessons!

Resources

Sabaton Official Website: Sabaton.net
YouTube Channel: Sabaton’s official YouTube channel has music videos with historical context.
Lyrics and Discussions: Websites like Genius.com provide lyrics and interpretations of Sabaton’s songs.

Let’s make history unforgettable for our students!

(this post was created using some information from ChatGPT in addition to our own research)

Nellie Bly – investigative journalist extraordinaire!

May is the birth month of Elizabeth Cochrane Seaman, better known as “Nellie Bly“. Here at OpenSTEM, we have a great fondness for Nellie Bly – an intrepid 19th century journalist and explorer, who emulated Jules Verne’s fictional character, Phileas Fogg, in racing around the world in less than 80 days in 1889/1890. Not only was she a bold individual with a keen eye for detail and a gifted wordsmith who could capture an audience with her tales of her exploits, but she was also a thoroughly investigative journalist with a sharp interest in social justice.

She was born 154 years ago in a part of Pittsburgh, USA, named after her father, Michael Cochran, who had worked his way up from being a labourer to a major landowner, postmaster and respected justice. A passionate advocate for women’s rights from the age of 16, her eloquence landed her a job as a writer for the local newspaper. At the age of 21, she served as a foreign correspondent in Mexico, later publishing her experiences in a book. She was forced to flee Mexico after criticising the Mexican government for imprisoning a local journalist.

Emboldened by this experience, she decided to embark on an even more dangerous assignment and, with the support of Joseph Pulitzer’s newspaper, the New York World, she feigned insanity to go undercover inside a women’s mental asylum and report on the conditions there. After 10 days, the World intervened to have her released and her damning report, later published as the harrowing account: “Ten Days in a Mad-House” did lead to an increase in funding for these institutions and some reforms.

Nellie’s next exploit was to attempt to match the journey from Jules Verne’s novel “Around the World in 80 Days”. The attempt became a race with a rival newspaper fielding another candidate, travelling in the opposite direction. As in the novel, using steamships and railways, Bly started on 14 November, 1889 and travelled through England, France (where she met Jules Verne), Italy, Egypt, Sri Lanka, Penang, Singapore, Hong Kong and Japan (as well as a visit to a leper colony in China). She sent short updates on her progress by telegraph from most places, now connected by submarine cables for the new electric telegraph network. She returned victorious to New York a mere 72 days later, on 25 January, 1890, also beating her rival by 4 1/2 days. Her success inspired a board game, no doubt helping 19th century children with their Geography knowledge!

She went on to marry a millionaire manufacturer, many years her senior, whom she succeeded in business as his health failed, becoming a renowned industrialist in her own right. She was responsible for several innovations and inventions (such as a new milk can and a stack-able garbage can) and was a staunch supporter of the Women’s Suffrage movement.

Nellie Bly features as one of the explorers in our Women Explorers series. She is included in the list of explorers for the OpenSTEM® Understanding Our World® Unit 5.2 for students in Year 5, although her adventures are suitable for examining historic methods of transport with students in Years 2 and 3, as well as social issues surrounding women’s suffrage and industrialisation for students in Year 6.

Amelia Earhart in the news

Recently Amelia Earhart has been in the news once more, with publication of a paper by an American forensic anthropologist, Richard Jantz. Jantz has done an analysis of the measurements made of bones found in 1940 on the island of Nikumaroro Island in Kiribati. Unfortunately, the bones no longer survive, but they were analysed in 1941 by a doctor, D.W. Hoodless, from the Central Medical School in Fiji. Dr Hoodless concluded that the bones were of a stocky male, however, later researchers have argued about his conclusions. Jantz has examined a wide range of evidence, including photographs, measurements from Earhart’s clothing and the original measurements of the bones and has concluded that the bones are 84 times more likely to belong to Amelia Earhart than to any other person.

Let’s quickly recap the mystery surrounding Amelia Earhart:

Earhart learned to fly in the early 1920s, taught by a pioneer female aviator, Anita Snook. Earhart worked at several jobs to save up for the tuition fees. She saved up again to buy a secondhand biplane. After Charles Lindburgh flew solo across the Atlantic in 1927, a female aviator, Amy Guest, unwilling to attempt the feat herself, offered to sponsor any woman prepared to try the Atlantic crossing. Earhart was part of a team of 3 who flew the Atlantic shortly after this and then completed the solo crossing herself in 1932. In 1937, Earhart was part of a team trying to fly around the world. Their first attempt ended when their aircraft had mechanical problems. The second attempt started on 1 June, 1937, leaving Miami, Florida and flying to South America, Africa, India and South-East Asia.

On 28 June, 1937, Earhart and her navigator, Fred Noonan, set off from Darwin, Australia on the final leg of their voyage – crossing the Pacific. They had a brief stop in New Guinea on 29 June, before setting off for Howland Island in the Pacific – their next refuelling stop. It was planned that Earhart and Noonan would get radio directions to Howland Island from their support ship, the USCGC Itasca. However, the ship soon realised that although they could hear Earhart on the radio, she could not hear them. She was running low on fuel and was unable to see the island or the ship. The last clear broadcast said that she would run along a certain bearing. Later broadcasts were recieved but were faint and garbled and with many vessels now calling on that frequency it was no longer clear which signals were from Earhart. Sporadic signals continued for 4 or 5 days, but Earhart and Noonan were never found.

The search started almost immediately, with the Itasca searching the immediate area of Howland Island. A week later, US Navy planes flew over many of the surrounding islands, but didn’t find anything, although they did note signs of “recent habitation” on Gardner, now Nikumaroro, Island. The search was called off on 19 July, 1937. In 1938 Nikumaroro Island was settled and a skeleton of a woman, with “American” shoes was found, as well as the skull of a man. These bones had been disturbed and damaged by crabs. A cognac bottle with fresh water was found near the skeleton. Some of these bones were those analysed by the doctor in 1941.

Evidence such as the women’s shoes, a Benedictine liqueur bottle (which Earhart was known to have with her) and an American sextant, all found with the bones, suggest strongly that these remains are of Earhart and Noonan. Jantz’s research includes trying to reconstruct the likely size of Earhart’s bones to compare them with the 1941 measurements. It is therefore likely that Earhart and Noonan either crashed or landed close enough to Nikumaroro Island to be able to reach it, however, they were unfortunately not spotted by the Navy planes a week later.

OpenSTEM® does not actually have a resource on Amelia Earhart (yet! Watch this space!), but we do have many other resources on fascinating Women Explorers, such as Nellie Bly, Isabella Bird, Gertrude Bell and Ida Pfeiffer. So if you’re keen to follow up on these topics with students, do have a look at some of these resources. As well as the interesting stories themselves, following their paths on maps and globes, can add enormously to the exploration of Geography curriculum material.

Australia at the Olympics

The modern Olympic games were started by Frenchman Henri de Baillot-Latour to promote international understanding. The first games of the modern era were held in 1896 in Athens, Greece. Australia has competed in all the Olympic games of the modern era, although our participation in the first one was almost by chance. Of course, the Olympics predated Federation by 5 years, so there was officially no “Australia” as a unified country – rather a collection of separate colonies of Britain. In fact, OpenSTEM®‘s Understanding Our World® program offers National Sport as a optional topic for students in Year 6, for studying Federation and the development of a national identity.

Edwin Flack, first Olympian — Edwin Flack

An Australian, Edwin Flack, born in London and moved to Victoria at the age of 5, later attending Melbourne Church of England Grammar School, was a keen runner, taking part in amateur athletics with the Melburnian Hare and Hounds Athletics Club. Flack went overseas to work in London and New York as an accountant, at the age of 21, and decided to attend the inaugural Olympic games as a spectator. He spent 6 days travelling by rail and sea, and was dreadfully sea-sick, before arriving in Athens. However, once there, he decided to take part in the games and won his first race on the opening day – an 800m heat, which he completed in 2 min 10 sec. On the second day he beat the American favourite in the 1500m race and then won the 800m final on the fourth day. Flack competed in the colours of his high school in Melbourne, there being no official national colours or uniform for Australia yet. He is credited with 2 gold medals and a bronze medal for doubles tennis, although it was not until 1904 that medals were actually awarded at the games. Flack later joined the Australian Olympic Committee and represented Australia at the International Olympic Committee Congress. Flack’s medals have been credited to Australia by the international Olympic committee, which means that Australia is ranked as a country that has taken part in every modern Olympics.

1936 Winter Olympics Opening Ceremony (Bundesarchiv)

Winter Olympics did not begin until 1924 and Australia did not compete in the Winter Olympics until 1936, although they have participated in every one since, with the exception of the games of 1948. In 1936 the games were held in the market town of Garmisch-Partenkirchen in Bavaria, Germany. A picture taken at the opening ceremony shows a rather concerned looking Henri de Baillot-Latour standing between Rudolf Hess and Adolf Hitler. History may have justified Baillot-Latour’s expression… Australia was represented by Kenneth Kennedy, who took part in the speed skating event, coming 33rd in both the 1500 and 5000m events and 29th in the 500m event. Not being a country renowned for its winter sports, and having a climate not particularly conducive to supporting the training of local athletes, it was many years before Australia was a serious contender in any of the winter sports. It was not until 1994 that Australia won its first medal at the Winter Olympics – a bronze in the short track relay.

However, modern technology which increased access to training options for athletes and increased support for the winter sports by the Australian Olympic Committee have seen Australia forge ahead in recent decades. In 2002 Australia won its first 2 gold medals (the first time any country from the southern hemisphere had won a winter Olympics event) for short track speed skating (which Steven Bradbury won after all the other competitors crashed out) and aerials.

Torah Bright, 2010 — Torah Bright, gold medal 2010 (Allie from Vancity)

2010 was Australia’s most successful Winter Olympics. The games were held in Vancouver, Canada and Australia won 2 gold and 1 silver, with a further 7 athletes finishing in the top 10 in their events. Torah Bright, who was the Australian flagbearer, won a gold medal for the snowboard half-pipe. Lydia Lassila took gold in the aerial skiing. Dale Begg-Smith took silver in the men’s mogul skiing.

This year Australia has 51 athletes competing in 10 sports in PyeongChang in South Korea. Matt Graham has already taken a silver medal in men’s moguls and Scott James has taken a bronze in men’s snowboard half-pipe, with many events still to be completed. Go Aussies!

Current events such as the Winter Olympics can be a great vehicle for teachers to achieve student engagement. There are heaps of ways that these events can be incorporated into students’ learning – from looking at how they can hold the Winter Olympics while we’re sweltering through the tail-end of summer (our Torch and Ball activity demonstrates global seasons as well as day and night, specifically aimed at Science for Years 1 to 3 , it can be a great thing to revise in higher years too); to the Geography and climate of the different venues around the world; from the historical events surrounding many Olympics to the development of an Australian national identity, and national sport, around Federation. The broad range of OpenSTEM® resources are aimed at helping teachers to guide the interests of the students towards the outcomes of the curriculum, whilst keeping the process interesting and engaging.

Australia Day in the early 20th century

Australia Day and its commemoration on 26 January, has long been a controversial topic. This year has seen calls once again for the date to be changed. Similar calls have been made for a long time. As early as 1938, Aboriginal civil rights leaders declared a “Day of Mourning” to highlight issues in the Aboriginal community, particularly around celebration of the sesqui-centenary of the date that the First Fleet arrived to take possession of Australia. Interestingly enough, the date of 26 January was initially not universally accepted as the date for Australia Day.

Before 1888, each colony had its own celebration of the founding of the colony, which was 26 January for New South Wales, making that date closely associated with New South Wales. Since Federation was officially marked as 1 January, there did not seem to be any point in making this day a public holiday, since it was already a public holiday for New Year’s Day. It was the events of the First World War, particularly Australia’s role in the Gallipoli conflict, which highlighted a need to celebrate patriotically and suggestions of public holidays to mark Australia and it’s contribution to the war effort. ANZAC day was born out of this fervour and it was also decided to celebrate an “Australia Day”. The Red Cross suggested that this occasion could be used to raise money for wounded soldiers, widows and orphans and an “Australia Day Fund” was started.

The Sydney Morning Herald of 17 June, 1915, announced that this was supported by the Premier of NSW, and various of his ministers. The date was set for this celebration for 30 July, 1915. Many states turned the celebration into a giant pageant or carnival, some incorporating it with the state’s agricultural Exhibition for that year. The day was celebrated on 28 July, 1916; 27 July, 1917 and 26 July, 1918. Each year the celebration got bigger, with cake stalls, refreshment stands, bands, concerts, demonstration sports, etc. and people dressed in a myriad of costumes. The fund-raising was a huge success too, with figures of £120,000 being mentioned – an enormous sum of money at that time!

It was only in 1935 that all the states settled on 26 January as the date to mark Australia (and 3 years later that Aboriginal people announced their objections to this date). A range of other days have been suggested. These include:

19 January (which can be written as 19.01 – commemorating 1901, the year of Federation);

3 March (commemorating the Australia Acts 0f 1986, removing the appeal to Privy Council and diminishing the influence of the Queen);

25 April (combining with ANZAC day);

8 May (a play on words, suggesting the epithet “Mate” – May-8)

9 May – opening of the first Federal Parliament;

27 May – marking the date of the 1967 referendum amending the constitution to include Aboriginal people;

9 July – the date that Queen Victoria gave her royal assent to the Constitution of Australia, which allowed Federation to proceed;

24 October – the date of Henry Parkes‘ speech on Federation at Tenterfield;

3 December – to commemorate the Eureka Stockade.

The range of possible dates available show that Australia has a rich history as a nation, which can be celebrated in a positive way. The initial celebrations, although within a context of war, were very positive in approach and made a positive contribution to segments of society badly needing support. Perhaps we can alter the focus of the modern celebration, incorporating some of these elements and acknowledging the different meanings different dates have for different parts of society? This might be a useful class discussion, examining the historical context around some of the issues raised above. Links to useful resources have been provided for teachers to explore some of these topics with their classes.

Those Dirty Peasants!

'Mudlarks' in the Thames — ‘Mudlarks’ in the Thames

It is fairly well known that many Europeans in the 17th, 18th and early 19th centuries did not follow the same routines of hygiene as we do today. There are anecdotal and historical accounts of people being dirty, smelly and generally unhealthy. This was particularly true of the poorer sections of society. The epithet “those dirty peasants” was meant quite literally. We often think that the lack of hygiene was related to the poverty and that people were too poor to be able to wash regularly – either themselves or their clothes. Being poor was certainly part of the equation, but in a more complex way than expected, as it was in fact government policy and taxes in 17th century England which exacerbated the situation and led to the English poor being particularly ‘dirty’.

Prior to 1642, Parliaments in England were temporary, appointed to advise the monarch for short periods. In 1642 the English Civil War broke out between the Roundheads (supporters of Parliament) and the Cavaliers (supporters of royalty). Wars are expensive and civil wars doubly so, so in 1643 the Parliamentarian, John Pym, introduced a series of taxes on staple items in order to raise funds for the war. One of the items taxed, along with beer, meat, salt, hats, tin, iron and wood, was soap. This tax on soap steadily raised the price of tax so that only the very wealthy could afford it. The king, Charles I, also granted a patent for soap (essentially producing a monopoly) to one small group of soap-makers. It was as a result of this use of patents to create monopolies that not long after laws were introduced restricting patents to new inventions only.

A few decades later, during the reign of Mary II and her Dutch husband, William of Orange, who ruled as joint sovereigns of England, the tax on soap was extended. Not only was soap taxed, but the production of soap was heavily controlled. Soap is relatively simple to make at home, even with very basic technologies, and so the only way that a tax on soap could work was if the government also controlled its production. Revenue officials ensured that soap was never produced in quantities smaller than one imperial ton and that soap-making equipment was locked up when not in use. It was illegal to produce soap for home use!

These laws and taxes lasted until 1853, meaning that for about 200 years soap was prohibitively expensive and illegal to make at home, severely limiting the hygiene of any but the very wealthy! So the peasants never really stood a chance and one can only imagine the disease and suffering that must have resulted from these harmful laws.