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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.

At Mercy of the Weather

Black Thursday, 1851 — 1864 Painting by William Strutt of the 1851 Black Thursday fires

It is the time of year when Australia often experiences extreme weather events. February is renowned as the hottest month and, in some parts of the country, also the wettest month. It often brings cyclones to our coasts and storms, which conversely enough, may trigger fires as lightening strikes the hot, dry bush. Aboriginal people carefully managed the Australian environment in the period before contact with Europeans. They used strict fire-management regimes on small and large scales to manage the timing and occurrence of fires, the impact on vegetation (including for those native plant species that need fire to germinate), as well as the impact on people (who had inhabited every corner of the continent for many thousands of years) and animals.

Black Friday bushfire Matlock — 1939 fires in Victoria (house in Matlock)

Disruptions of traditional Aboriginal ways of life in the 18th and 19th centuries had many severe impacts – on Aboriginal people, on the Australian environment, and on the European settlers in turn. One of these impacts was the breaking down of the country-wide fire management schemes which has been in place before the colonial period. European settlers did not recognise the necessity for regulated burning in the Australian landscape. The build-up of dry timber fuel meant that when storms brought lightening, as in Victoria in February, 1851, large swaths of bush burnt with unstoppable fury. Similarly ferocious fires in Victoria in 1939 (the Black Friday fires) led governments to start to re-introduce fire management schemes. Today these fire management schemes protect us from the worst fury of bushfires, just as they did back in pre-colonial Australia.

At the other end of the scale the storms and cyclones of February often bring flooding rains, especially to Queensland, NSW and Western Australia. In 1852 in Gundagai, NSW, in February 1893 in Brisbane and in many other times and places, most recently 2011 in Brisbane, devastation and loss of property and life have accompanied these events. Seven of the worst 10 floods in Australia have occurred in summer, with several in February. Aboriginal people avoided living in low-lying areas, especially during times of potential flooding, during the pre-colonial period. In fact, Aboriginal people warned the people of Gundagai, NSW, that their settlement was too close to the river before the floods, and were instrumental in saving one fifth of the town’s population from drowning during the floods themselves.

Fortunately this year we have not had any dramatic extreme weather events, but, these topics can still be built into HASS studies (as they are in the OpenSTEM® Understanding Our World® program). Students in Year 5 study natural disasters and the environment as part of the HASS curriculum, however, discussions about climate (Year 3) and Aboriginal Australia (Year 4) can also be incorporated into these topics. OpenSTEM® resources (some of which are linked above) also include quotes of primary sources, as well as contemporary paintings and photographs, addressing necessary skills across a range of year levels.

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.

Welcome Back!

Well, most of our schools are back, or about to start the new year. Did you know that there are schools using OpenSTEM materials in every state and territory of Australia? Our wide range of resources, especially those on Australian history, give detailed information about the history of all our states and territories. We pride ourselves on having a resource on every topic in the Australian HASS and Science curriculum for primary school, so if you find something that you think is missing, please let us know and if it’s not there already, it soon will be!

This year we are preparing a new suite of Understanding Our World® HASS + Science Units for anyone who wants a bit of variety. If you are interested, do let us know and we might even be able to give you a sneak preview. Remember, all our Understanding Our World units run for 9 weeks per term, giving a bit of leeway for those crazy early weeks of the year!

There will also be some new resources coming out, and some substantial updates to some more familiar resources. Much of our material has been updated for the new year already, so make sure that you update your copies, especially with the 2018 licensed material.

Last year, after requests from some of the teachers we work with, OpenSTEM® started developing resources to assist with the Maths curriculum. Our Diced Maths® resources have been so popular that some students have even asked if they could swap from computer-based Maths programs to the Diced Maths resources! Students report that these resources make them feel more in control of their own learning and love “playing” with the funky dice. Many don’t see the activities as “doing Maths” at all. These activities develop students’ problem solving skills, whilst practising all their basic Maths concepts and operations at the same time.

Stay tuned for some exciting specials coming up in the next few weeks, as well as some more in depth exploration into a range of topics.

This Week in HASS – term 4, week 9

Well, we’re almost at the end of the year!! It’s a time when students and teachers alike start to look forward to the long, summer break. Generally a time for celebrations and looking back over the highlights of the year – which is reflected in the activities for the final lessons of the Understanding Our World® HASS Units. All of the Understanding Our World® HASS Units run over 9 weeks, to make sure that everyone has a chance to breathe and catch up on the inevitable weeks when other activities cut short lesson times. So this week is the last week of our HASS units for the year!

Foundation / Kindy / Prep to Year 3

Our youngest students in Foundation/Prep/Kindy (Unit F.4) and those in classes integrated with Year 1 (Unit F-1.4) are performing their class play: “People in the Past” this week. This performance brings together their work over the whole term, from the stories read in the first lesson, to the props and costumes prepared and the lines and individual performances practised. Furthermore, aspects of the year-long approach to learning about how the past (and others’ experiences) differ from today are brought together. It is also a great opportunity for parents and other carers to attend and see what their children have been working on. Since assessment is already completed, teachers can encourage students to just enjoy the performance, without feeling stressed about how it goes on the day – also a great vehicle for dealing with issues around resilience and supporting each other.

Slightly older students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are also presenting their dramatisation or other presentation this week. Students in Year 1 have been comparing family structures from around the world and re-examining families in Australia. Students in Year 2 focus on the places special to families around the world, including Australia; while students in Year 3 focus on communities and the families within them in different countries around the world, including Australia.

Years 3 to 6

Students in Year 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are celebrating with a class party this week! The party may be influenced by treats won through the Class Election held earlier in the term. Using one of the suggested Diversity themes for the party enables students to explore aspects covered throughout the term (and over the course of the year). Whether or not food is included in the party, students have a chance to explore cultural diversity through choosing decorations and colours, music, dress and other indicators of cultural identity. Students in Year 3 examine diversity within Australian communities by choosing from cultural groups in local communities. Students in Year 4 have been encouraged to consider the cultural identity of different Aboriginal groups, and others, within Australian society. Students in Year 5 incorporate what they have learned about people from Britain and Europe, as well as others, who came to Australia and their contributions to our society. Students in Year 6 have excellent opportunities to include aspects of Asian cultures, represented by people who have come to Australia from different parts of Asia. Students may even be able to enjoy the fruits of their Growing a Plant science activity, as part of their celebration!

It is hoped that for all students the year can end on a high note, with lots of fun celebrations! Teachers can relax, confidant in the knowledge that their students have covered the entire curriculum, with all strands, for all the HASS subjects (including History, Geography, Civics and Citizenship and Economics and Business), as well as Science. The students are thus excellently prepared for their move up to a new year level next year, and Year 6s can move on to high school with a firm foundation, having already learnt many of the techniques and skills that will be built upon in secondary school.

This Week in HASS – term 4, week 8

Well, the end of term is in sight! End of year reporting is in full swing and the Understanding Our World® activities are designed to keep students engaged whilst minimising requirements for teachers, especially over these critical weeks. The current activities for all year levels are tailored to require minimal teaching, allowing teacher aides and other helpers to assist students while teachers can be free to concentrate on reporting and other requirements. All year levels have now passed the threshold of completing all curriculum material for the year for all HASS subjects as well as Science, so no more formal assessment is needed. The final weeks are focused on fun, whilst carrying the themes covered earlier in the term, and year, forwards, so that the fun enhances the learning, rather than detracting from it.

Foundation/Prep/Kindy to Year 3

Our youngest students in standalone Foundation/Prep/Kindy classes (Unit F.4) or integrated with Year 1 (Unit F-1.4) are doing the final preparations for their play next week. Costumes should be finalised, whilst the students practise their lines and using props. Those classes which have chosen not to dress-up should be finalising their drawings of their characters and the equipment they could use. Students will say their lines and explain their drawings and what their character is doing. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are also preparing for their presentation or dramatisation next week. Students in Year 1 are considering the roles of each member of their role-play family group – who does the cooking or cleaning, who works outside the home? Students in Year 2 are considering the role of technology in the lives of their chosen group – what technology do they use for which purposes? Students should also be encouraged to consider where this group lives and how practical it would be to travel to where they live from where the students live – what technology would be involved? Students in Year 3 are considering the roles of their characters in the community where their chosen group lives and whether any representatives of similar groups are present in their local community.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are reaping the benefits of their class election and moving on to plan a celebration for the last week of term. The theme of the celebration is “Diversity in Australia” and students will look back to the migrant group they studied earlier in the term to gain ideas to add to the celebration. Teachers can decide whether food will be included in this celebration, or not. If not, it is recommended that students prepare a menu of the sort of foods that their group might have at a celebration. Other aspects to include may be music, symbols and decorations or even national dress. Students in Year 3 will have chosen from a wide range of possible migrant groups earlier in the term or may also choose an Aboriginal or Torres Strait Islander group. Students in Year 4 will have concentrated on groups from South-East Asia and Australasia. Students in Year 5 will have chosen a group from Europe, Britain or Western Asia, whilst students in Year 6 will have chosen mainly groups of migrants from Asia. Some students may wish to include Aboriginal or Torres Strait Islander cultural representations in the celebration.

To complement this celebration, some students may have plants, from their Scientific Investigation, which can now be used in the celebration, either contributing resources, such as tomatoes, or perhaps flowering or having other characteristics which represent a migrant group.