Newspapers as Windows to the Past: Exploring Trove (Years 3–10 History)

Introduction

What better way to understand the past than to read about it through the eyes of those who lived it? Historical newspapers offer a fascinating glimpse into everyday life, significant events and changing attitudes throughout Australian history.

The National Library of Australia's Trove is a free digital resource providing access to historical newspapers, photographs, advertisements and other primary sources. With newspapers dating back to the early 1800s, Trove offers teachers an engaging way to bring historical inquiry into the classroom.

How to Use It in the Classroom

Teachers can use Trove to encourage students to investigate how Australian society has changed over time. By exploring newspaper articles, advertisements and headlines, students can identify historical perspectives, consider the reliability of sources and develop a deeper understanding of significant events.

Students might compare advertisements from different decades, investigate how a historical event was reported or explore what newspapers reveal about daily life in their local community.

This resource is particularly valuable for developing historical thinking skills, encouraging students to look beyond the information presented and consider whose voices are represented, whose are missing and how perspectives have changed.

Five Practical Tips, Tricks and Ideas for the Classroom

1. Then and Now: Compare historical advertisements with modern advertisements to identify changes in technology, language, lifestyles and consumer expectations.

2. Headline Detectives: Provide students with a historical newspaper headline and challenge them to investigate the event, identifying what happened and how it was reported.

3. Local History Investigation: Search for articles mentioning your local town or suburb and explore how the community has developed over time.

4. Whose Perspective?: Compare newspaper reports of the same historical event and discuss how language, audience and purpose can influence the information presented.

5. Create a Historical Newspaper: Invite students to produce their own newspaper page about a historical event, using evidence from primary and secondary sources.

Australian Curriculum Connections (Version 9.0)

• Year 3 History: Investigating continuity and change in local communities.

• Year 4 History: Exploring historical events and experiences through evidence and sources.

• Year 5 History: Investigating developments in colonial Australia and their effects on people and communities.

• Years 7–10 History: Analysing historical sources, perspectives, interpretations and evidence.

 BOM MetEye for Weather & Climate Inquiry (F–8 Geography)

Introduction

The Bureau of Meteorology’s MetEye tool provides real‑time, map‑based weather visualisations across Australia. It’s free, accessible, and designed for public use, making it ideal for primary and lower‑secondary Geography classrooms. Teachers can use MetEye to help students understand weather patterns, seasonal changes, and the impacts of climate on people and places. Because it uses Australian data, it aligns perfectly with the HaSS curriculum.

An example of maps accessible from the BoM MetEye tool.  

How to Use It in the Classroom

MetEye supports hands‑on inquiry by allowing students to explore temperature, rainfall, wind patterns and severe weather warnings. Younger students can track daily weather and compare forecasts with observations, while older students can investigate climate variability, extreme weather events, and spatial patterns. Teachers can use MetEye to introduce GIS concepts, build data literacy, and support fieldwork skills. It’s also a powerful tool for connecting learning to current events, such as heatwaves, storms or flooding.

Five useful features for busy teachers

• Real‑time Australian weather data
• Easy‑to‑read interactive maps
• No login required
• Supports fieldwork and inquiry tasks
• Works across all year levels with simple or advanced views

Australian Curriculum Connections

• AC9HS1K03 – The daily and seasonal weather patterns of places
• AC9HS2K03 – How weather and seasons influence people and places
• AC9HS4S04 – Collect and record geographical data and information
• AC9HG7K03 – Causes, impacts and responses to environmental changes
• AC9HG8K03 – Causes and consequences of natural hazards

 Using the National Museum of Australia’s “Defining Moments” for Inquiry (Years 3–10 History & Civics)

Introduction

The National Museum of Australia’s Defining Moments in Australian History project provides a curated timeline of key events that have shaped the nation. Each moment includes a short explanation, images, and links to deeper resources. This free, Australian‑based tool is ideal for Years 3–10 History and Civics teachers wanting to support inquiry learning, build chronological understanding, and explore significance and perspective. It’s accessible, classroom‑friendly and aligned with the Australian Curriculum.

An example of the moments discussed on the National Museum's site.

How to Use It in the Classroom

Teachers can use Defining Moments as a springboard for inquiry projects, research tasks or class discussions. Students can choose a moment that interests them, investigate its causes and consequences, and present their findings in multimodal formats. The resource supports chronological thinking, source analysis and historical interpretation. It also works well for Civics, as many moments relate to rights, democracy, social change and national identity. Because the entries are concise, they’re perfect for differentiation and quick lesson starters.

Five practical tips, tricks and ideas for the classroom

• Use the timeline as a warm‑up activity: “Which moment do you think mattered most and why?”
• Have students create a mini‑documentary or podcast about a chosen moment
• Compare two moments to explore continuity and change
• Use the images as source analysis prompts
• Create a class “Defining Moments Wall” that grows over the term

Australian Curriculum Connections

• AC9HS3K02 – Continuity and change in community history
• AC9HS5K02 – Significant events, people and developments that shaped communities
• AC9HH8K02 – Causes and effects of significant events in Australian history
• AC9HH9S02 – Analyse the origin, purpose and context of primary and secondary sources
• AC9HH10S03 – Analyse perspectives and interpretations in historical sources

 Using Google Earth Timelapse to Explore Environmental Change (Years 5–10 Geography)

Introduction

Google Earth Timelapse is a powerful, free tool that visualises how landscapes have changed over the past several decades. Using satellite imagery from 1984 to the present, students can observe urban expansion, deforestation, coastal erosion, agricultural development and environmental restoration. This resource is ideal for Years 5–10 Geography and supports students in understanding human–environment interactions, long‑term change and sustainability. Because it’s browser‑based and requires no login, it’s accessible for all classrooms.

An example of the visual changes evident from the timelapse feature. 

How to Use It in the Classroom

Teachers can guide students to explore locations in Australia or around the world to identify patterns of change. Students can compare before‑and‑after imagery, analyse causes and consequences, and propose strategies for sustainable management. This tool works beautifully for inquiry‑based learning, case studies, and assessment tasks. It also supports cross‑curricular links with Science (ecosystems, climate change) and Civics (community decision‑making). The visual nature of Timelapse makes it highly engaging and accessible for diverse learners.

Five practical tips, tricks and ideas for the classroom

• Compare two contrasting locations (e.g., Perth vs Darwin) to explore different patterns of growth
• Use the “share location” feature to create a curated list of sites for students
• Have students annotate screenshots to explain causes and impacts
• Use Timelapse as a hook for sustainability projects or persuasive writing
• Explore Australian case studies such as the Murray–Darling Basin or Great Barrier Reef coastlines

Australian Curriculum Connections

• AC9HS5K04 – Factors that influence the liveability of places
• AC9HG7K02 – Interconnections between people, places and environments
• AC9HG7K03 – Causes, impacts and responses to environmental changes
• AC9HG8S04 – Analyse geographical data to identify patterns and trends
• AC9HG9S04 – Propose actions to respond to geographical challenges

 Local Places as Inquiry Starters (F–6 Geography)

Introduction

Local places; school grounds, neighbourhood streets, parks and community spaces; are powerful starting points for geographical inquiry. Because they are familiar and accessible, they help students build strong connections to place and develop foundational fieldwork skills. This approach is ideal for Foundation to Year 6 Geography and requires no specialised equipment, making it perfect for busy teachers.

A classroom project work example from Katie Gilliam's junior primary class. 

How to Use It in the Classroom

Teachers can guide students on short walks around the school or local area to observe natural, managed and constructed features. Students can sketch maps, take photos, record observations and ask questions about how people use and care for places. This activity builds spatial awareness, environmental understanding and inquiry skills. It also supports cross‑curricular links with Science, English and the Arts.

Five practical tips, tricks and ideas for the classroom

• Use clipboards and simple fieldwork sheets for structure
• Compare two micro‑environments (e.g., playground vs garden)
• Have students create a “My Special Place” map
• Use Google Earth to compare your school with another in Australia
• Invite students to propose improvements to local spaces

Australian Curriculum Connections

• AC9HS1K04 – Natural, managed and constructed features of places
• AC9HS2K04 – How places change and how they can be cared for
• AC9HS3S04 – Collect and record geographical data
• AC9HS4K04 – How natural features influence human activity
• AC9HS5K04 – Factors that influence the liveability of place

 Artefact Mystery Bags: Hands‑On Historical Inquiry (Years 3–6 History)

Introduction

Artefact Mystery Bags are a simple, engaging way to introduce students to historical inquiry. Using replica artefacts or printed images from Australian museum collections, students explore objects to infer who used them, when they were used, and what they reveal about daily life. This activity is ideal for Years 3–6 History and supports curiosity, observation and evidence‑based reasoning.

A snapshot of some artefacts available in the collection.

How to Use It in the Classroom

Teachers place artefacts or images in bags or envelopes and invite students to examine them closely. Students make inferences, justify their thinking with evidence, and compare interpretations with peers. Teachers can extend the activity by linking artefacts to broader historical contexts or using them as prompts for research. This hands‑on approach builds analytical skills and helps students understand how historians use objects to learn about the past.

Five practical tips, tricks and ideas for the classroom

• Use high‑quality images from Australian museums for authenticity
• Provide magnifying glasses to encourage close observation
• Use a “See, Think, Wonder” routine to scaffold thinking
• Have students write a short narrative from the artefact’s perspective
• Create a class museum display with student captions

Australian Curriculum Connections

• AC9HS3S02 – Examine sources to identify information about the past
• AC9HS4S02 – Interpret information from sources
• AC9HS5K02 – Continuity and change in daily life
• AC9HS5S02 – Identify different perspectives in sources
• AC9HS6S02 – Interpret information from a range of sources

 Understanding the Federal Budget: A Student‑Friendly Approach (Years 9–12 Civics & Economics)

Introduction

The Federal Budget shapes national priorities and affects every Australian, yet it can feel abstract or overwhelming for students. The Australian Government provides a simplified Budget Overview each year, making it easier for teachers to introduce key concepts such as revenue, expenditure, priorities and trade‑offs. This resource is ideal for Years 9–12 Civics and Economics and supports students in understanding how governments manage economic and social responsibilities.

One of the examples students have access to from the 'Budget Overview' site.

How to Use It in the Classroom

Teachers can guide students through the Budget Overview, helping them identify major spending areas, compare priorities across years, and analyse how decisions impact different groups. Students can categorise spending into needs vs wants, debate alternative priorities, or create their own “youth budget”. This activity builds economic literacy, critical thinking and civic understanding. It also supports cross‑curricular links with Mathematics and English.

Five practical tips, tricks and ideas for the classroom

• Use colour‑coding to help students sort spending categories
• Compare two years of budgets to identify shifts in priorities
• Have students create a “budget pitch” explaining their choices
• Use real news articles to explore public reactions
• Run a class debate on which areas should receive more funding

Australian Curriculum Connections

• AC9HC10K01 – How governments manage economic and social responsibilities
• AC9HE10K02 – How economic decisions affect individuals and communities
• AC9HE9S02 – Analyse data and information to make informed decisions
• AC9HC10S03 – Develop and present reasoned arguments using evidence
• AC9HE10S03 – Communicate economic ideas using appropriate forms