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HISTORY OVERVIEW, TERM 2

UNIT TITLE: Who decides what’s on our calendars?

HISTORICAL CONCEPTS

CONTENT DESCRIPTIONS ASSESSMENT (A)Historical Knowledge and Understanding

How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)

Historical Skills

Chronology, Terms and Concepts:

Sequence familiar objects and events (ACHHS031)

Explanation and Communication

Develop a narrative about the past (ACHHS037)

Diagnostic (For learning)

- Observation (Tuning In Phase)

- Participation in activities (Looking Phase)

Formative (As learning)

- Completed Story Map (Looking Phase)

Summative (Of learning)

- Assessment Part 1 (Sorting Phase)

- Assessment Part 2 (Acting Phase)

Evidence

Continuity and Change

Cause and effect

Perspective

Empathy

Significance

Contestability

LINKS TO OTHER LA’S

- English

- ICT

- Maths

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

Diocese of Cairns, Catholic Education Services

CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations


Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCESTuning In to Historical TermsDefining terms that signify past, present and future:

Students are introduced to the terms: A long time ago In the Dreamtime Then and now Past, present and future Old and new Tomorrow

As a class come up with a definition for each term. Display these definitions with the term for further use.

Discuss these terms and group the terms in relation to each other.

Student Resources:

Teacher Resources: Terms on cards Butchers paper Interactive whiteboard for

definitions

ASSESSMENT OPPORTUNITIESDiagnostic Observation of student participation

HISTORICAL LANGUAGE/VOCABULARY A long time ago In the Dreamtime Then and now Past, present and future Old and new Tomorrow


WEEK 1 2 3 4 5 6 7 8 9 10



EXPLORING RESOURCESIntroducing CalendarsIntroduce the Gregorian calendar (also called the Western calendar, it is divided into 12 months).Provide each student with a term calendar. In class, students write important dates for the term including class liturgies, prayer assemblies, public holidays and important school events. Students then take the calendar home and with their parents help, they write in family birthdays, events, holidays and special occasions that will occur during the Term.

Calendar DiscussionOnce completed at home, students bring their calendars back to school for comparison and discussion with classmates. Students use coloured pencils to colour code their calendar for comparison. (Red for birthdays, blue for celebrations, yellow for holidays, green for school events, etc). Alternatively, class can construct their own colour key.

How does your calendar differ from the person next to you? Why do you have different events compared to the person next to you?

Student Resources: Term calendar (Worksheet 1) Coloured pencils

Teacher Resources: Colour key

ASSESSMENT OPPORTUNITIESDiagnostic Observation of student participation

HISTORICAL LANGUAGE/VOCABULARYGregorian calendar Months Days Weeks Year Celebrations Events Birthday


WEEK 1 2 3 4 5 6 7 8 9 10



LOOKING RESOURCESCalendar ReviewStudents have their calendars and as a whole class, discuss events that will occur in the week and who included the event/s in the calendar.

Narratives from the pastReintroduce terms that signify past, present and future. Introduce and read any of the below books, focusing on “In the Dreamtime” which is associated with “a long time ago, past, then”.

Lofts, P. (1983). Dunbi the owl. (ISBN – 0868962651) Lofts, P. (1983). How the birds got their colours. (ISBN- 0868962643) Lofts, P. (1984). When the snake bites the sun. (ISBN – 0868962678) Lofts, P. (1984). Echidna and the shade tree. (ISBN – 086896266X) Lofts, P. (1987). Warnayarra, the rainbow snake. (ISBN – 0868963216)

http://www.slideshare.net/danaanderson09/warnayarra-the-rainbow-snakeresize-1 (Slideshow of The Rainbow Snake).http://www.abc.net.au/dustechoes/dustEchoesFlash.htm (Alternative Interactive Dreamtime stories) NOTE: View before showing Year 1s, as it is an all age website.

http://www.slq.qld.gov.au/find/virtualbooks/atsi (Aboriginal and Torres Strait Islander virtual books)

Students complete Storymap for any of the above books.

Student Resources: Worksheet 2

Teacher Resources: Any books listed or alternative

Dreaming stories Terms on cards

Additional Resourceshttp://www.teachers.ash.org.au/jmresources/dreaming/stories.html

ASSESSMENT OPPORTUNITIESFormativeCompletion of Worksheet 2Observation of student participation


http://www.teachers.ash.org.au/jmresources/dreaming/stories.html

http://www.teachers.ash.org.au/jmresources/dreaming/stories.html

http://www.slq.qld.gov.au/find/virtualbooks/atsi

http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

http://www.slideshare.net/danaanderson09/warnayarra-the-rainbow-snakeresize-1

Investigating Indigenous Australian Calendars Refer to the below website and discuss with students the differences and similarities between the Gregorian calendar and the Indigenous Australian calendar.http://www.qsa.qld.edu.au/downloads/approach/indigenous_read011_0801_2.pdf (Torres Strait Islander Seasonal Calendar) http://www.bom.gov.au/iwk/miriwoong/index.shtml (Miriwoong Seasonal Calendar)

HISTORICAL LANGUAGE/VOBABULARYPast present future Aboriginal Indigenous


http://www.bom.gov.au/iwk/miriwoong/index.shtml

http://www.qsa.qld.edu.au/downloads/approach/indigenous_read011_0801_2.pdf

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESSEL


SORTING RESOURCESCalendar ReviewStudents have their calendars and as a whole class, discuss events that will occur in the week and who included the event/s in the calendar.

Dreaming Story WritersTeacher models how to construct a Dreaming Story, using the StoryMap from previous lesson. Teacher draws attention to pictures in the book and how the story is developed and the reason why Dreaming stories exist in the Aboriginal culture (Refer to Dreaming Stories in Week 3).

As a class, construct a collaborative Dreaming Story. Once completed, the teacher types the story, with a sentence/paragraph on each page. Students then draw or paint pictures to illustrate the story. Bind and create a class book for students to read.

Summative Assessment 1 Individually, students create their own Dreaming story, explaining how/why something in nature occurred. Teacher or students type story and print so students can illustrate story underneath.

Student Resources: Summative Assessment Task 1

Teacher Resources: StoryMap Dreaming stories Butchers paper Computer/Printer Paint Oil Pastels/Crayons

ASSESSMENT OPPORTUNITIESSummative Assessment Task 1

HISTORICAL LANGUAGE/VOCABULARYA long time ago In the Dreamtime Then and now Past, present and future Old and new Tomorrow


WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESIE


TESTING RESOURCESCalendar ReviewStudents have their calendars and as a whole class, discuss events that will occur in the week and who included the event/s in the calendar.

Identifying objects and events that match terms signifying past, present and futurePrior to lessons, students collect objects, pictures and labels from home.

Students present their item and identify which term from previous lesson it relates to (a long time ago, then, now, etc.). Student place a label on their item with the term they feel it relates to.

Students then place their item on the timeline (Timeline ranges from oldest to newest and terms will depend on class justification and understanding of the topic.)

Student Resources: Item/s from home

Teacher Resources: Timeline headings (oldest to

newest) Terms on cards to label objects

ASSESSMENT OPPORTUNITIES

FormativeCompletion of timeline

HISTORICAL LANGUAGEA long time ago In the Dreamtime Then and now Past, present and future Old and new Tomorrow


WEEK 1 2 3 4 5 6 7 8 9 10



ACTING RESOURCESCalendar ReviewStudents have their calendars and as a whole class, discuss events that will occur in the week and who included the event/s in the calendar.

Summative Assessment Task 2 In Part A, students reflect on their learning over the term to match pictures under the time headings.

In Part B, students are asked to sequence pictures on a time line, ranging from oldest to newest to show their understanding of ‘time’ terms.

Student Resources: Assessment Task 2 Time definitions

Teacher Resources:

ASSESSMENT OPPORTUNITIESSummative Assessment Task 2

HISTORICAL LANGUAGEDreamtime A long time ago

WEEK 1 2 3 4 5 6 7 8 9 10




REFLECTING RESOURCESReflecting on our Big Question With a buddy class, students share their personal calendar and discuss the events and the significance of these events.

Students identify who decided on the inclusion of particular events in the calendar. Which events do the Government include? Which events does the school include? Which events does your family include? Are there any other people/organisations that have included events in our calendars?

Student Resources Calendars

Teacher Resources:

ASSESSMENT OPPORTUNITIESFormativeSharing/listening to opinions

HISTORICAL LANGUAGECalendars Events Government Organisations Significance

REFLECTION


Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option


NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support material


MONTH of JULYSunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31


MONTH of AUGUSTSunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31


MONTH of SEPTEMBERSunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30


History Assessment Task Sheet

Student Name: Year Level: 1

Name of Task: Past, Present, Future: Dreaming Story

Teacher:

Learning Area/s: History

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description

Part 1

Using their story map, students create a Dreaming story.

Part 2 – Task A

Students place pictures under several historical terms.

Part 2 – Task B

Students place pictures of toys on a timeline, ranging from old to new.

Students justify their choice of the oldest and newest toy.

Procedure

Part 1

Create a story map of a narrative that draws inspiration from Dreaming stories

Write a narrative using the story map, including a beginning, middle and end, to describe or explain the creation of an animal/place/object

Part 2 – Task A

Cut out pictures

Before gluing, sort pictures under headings


Once satisfied with placement, glue pictures down

Part 2 – Task B

Students cut out pictures of toy and glue on to a timeline

Student gives a detailed explanation of their choices

The porcelain doll is the oldest because my Grandmother showed me that she played with that when she was a kid.

Resources:

Story map

Assessment Task 1 worksheet

Assessment Task 2 worksheets (A and B)


CRITERIA SHEET – Past, Present and Future

Criteria A B C D E

Skill

Part 1Sequencing of

pictures to match story

Student illustrates 4 parts of the story with exceptional detail to their written work.

Student illustrates 4 parts of the story with relevance to their written work.

Student illustrates 4 parts of the story with some relevance to their written work.

Student illustrates parts of the story with little relevance or reference to their written work.

Student illustrations do not match their written work.

Part 1Written work

Student constructs a narrative including a beginning, middle and end with comprehensive detail.

Student constructs a narrative including a beginning, middle and end with some detail.

Student constructs a narrative including a beginning, middle and end.

Student constructs a narrative including 2 of beginning, middle or end.

Students require assistance to construct a narrative that includes beginning, middle or end.

Student displays clear and insightful inclusion of the creation of an animal/place or object.

Student displays clear inclusion of the creation of an animal/place or object.

Student includes the creation of an animal/place or object with some clarity.

Student’s inclusion of the creation of an animal/place or object lacks clarity.

Student’s inclusion of the creation of an animal/place or object is not evident.

Part 2Placing

pictures on a timeline

Student correctly places 5 pictures on the timeline.Student shows comprehensive and insightful understanding when justifying the newest and oldest of the objects.

Student correctly places 5 pictures on the timeline.Student shows comprehensive understanding when justifying the newest and oldest of the objects.

Student correctly places 4 pictures on the timeline.Student shows satisfactory understanding when justifying the newest and oldest of the objects.

Student correctly places 3 or less pictures on the timeline.Student shows limited understanding when justifying the newest and oldest of the objects.

Student requires assistance to place pictures on the timeline.Student does not provide or does not provide a relevant justification of the newest and oldest of the objects.

Know

ledg

e an

d U

nder

stan

ding Part 2

Matching pictures to historical

terms

Student correctly matches all pictures with the historical terms.

Student correctly matches 7 pictures with the historical terms.

Student correctly matches 6 pictures with the historical terms.

Student correctly matches 4 or 5 pictures with the historical terms.

Student correctly matches 3 or less pictures with the historical terms.


My Dreaming StoryBeginning Middle Middle End

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Assessment Task 1

Place the pictures under the appropriate heading

In the dreamtime Past Then Old

Present Now New Future


Assessment Task 2- Part A

1. Cut and paste the toys on the timeline from oldest to newest.2. What is the oldest toy and why?______________________________________________________________________________________________________________________________________________________________________________________________________________________3. What is the newest toy and why?______________________________________________________________________________________________________________________________________________________________________________________________________________________


OLD NEW

Assessment Task 2 – Part B

Bibliography

iPads [Image]. (n.d.). Retrieved from: http://i-pad-deals.com/

JUNEAU Antique Doll [Image]. (n.d.). Retrieved from: http://www.marks4antiques.com/Antique-Model-Trains-Vintage-Dolls.htm

Satellaview with Super Famicom. [Image]. (2012). Retrieved from: http://en.wikipedia.org/wiki/Super_Nintendo_Entertainment_System

Slideshare. (2010, August 04). Warnayarra – The rainbow snake. [PowerPoint]. PowerPoint posted

to http://www.slideshare.net/danaanderson09/warnayarra-the-rainbow-snakeresize-1

Vintage Midge Doll 860 Titian Red Flip OSS Barbie 1962. [Image]. (2012). Retrieved from: http://www.ebay.com/itm/Vintage-Midge-Doll-860-Titian-Red-Flip-OSS-Barbie-1962-/300473779038

Wooden ball and bat. [Image]. (n.d.). Retrieved from: http://grangetown.sunderland.sch.uk/second_level_pages/Newsletters/2011/jan.htm


https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fgrangetown.sunderland.sch.uk%2Fsecond_level_pages%2FNewsletters%2F2011%2Fjan.htm

https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fwww.ebay.com%2Fitm%2FVintage-Midge-Doll-860-Titian-Red-Flip-OSS-Barbie-1962-%2F300473779038

https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fwww.ebay.com%2Fitm%2FVintage-Midge-Doll-860-Titian-Red-Flip-OSS-Barbie-1962-%2F300473779038

http://www.slideshare.net/danaanderson09/warnayarra-the-rainbow-snakeresize-1

http://en.wikipedia.org/wiki/Super_Nintendo_Entertainment_System

http://en.wikipedia.org/wiki/Satellaview

https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fwww.marks4antiques.com%2FAntique-Model-Trains-Vintage-Dolls.htm

https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fwww.marks4antiques.com%2FAntique-Model-Trains-Vintage-Dolls.htm

https://mail.cns.catholic.edu.au/owa/redir.aspx?C=ae6e45b89da942c7993a479da6ef2cb9&URL=http%3A%2F%2Fi-pad-deals.com%2F

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