Respectful cultural and historical inquiry

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• Respectful cultural and historical inquiry

  A belonging display can start with interests rather than flags

  Invite self-chosen contributions about welcoming actions and interests.

• Respectful cultural and historical inquiry

  A classroom greeting needs a verified language context

  Verify wording, context and pronunciation through a suitable source.

• Respectful cultural and historical inquiry

  A festival activity should connect accurately to its context

  Connect the activity to accurate context and a clear learning purpose.

• Respectful cultural and historical inquiry

  A gap in the historical record should remain a gap

  Explain what cannot be concluded from the available evidence.

• Respectful cultural and historical inquiry

  A historical photograph is evidence of a selected view

  Describe what is visible and what requires supporting information.

• Respectful cultural and historical inquiry

  A historical source may support only part of a confident claim

  Compare the exact wording and scope.

• Respectful cultural and historical inquiry

  A historical timeline should say what its spacing means

  Place events using checked date information and consistent intervals.

• Respectful cultural and historical inquiry

  A local place-name inquiry should not guess at a translation

  Seek authoritative local guidance rather than guessing meanings.

• Respectful cultural and historical inquiry

  A local-history question should have a likely route to evidence

  Narrow the topic to information accessible in reliable records.

• Respectful cultural and historical inquiry

  A museum object record preserves what is known and uncertain

  Use catalogue information to distinguish known facts from guesses.

• Respectful cultural and historical inquiry

  A remembered detail can be valued and still need checking

  Attribute recollections and compare them with other records.

• Respectful cultural and historical inquiry

  An oral-history interview begins with choice and permission

  Ask open questions and allow the interviewee to decline.

• Respectful cultural and historical inquiry

  Ask whose stories the resource actually includes

  Notice representation and seek suitable additional perspectives.

• Respectful cultural and historical inquiry

  Attribution keeps a cultural source connected to its creator

  Name the creator and context alongside the information used.

• Respectful cultural and historical inquiry

  Build a classroom exhibition around a question

  Select items that contribute evidence to one inquiry.

• Respectful cultural and historical inquiry

  Compare cultural accounts without ranking the people behind them

  Compare specified features in their contexts.

• Respectful cultural and historical inquiry

  Culture is more than a collection of fixed symbols

  Compare contextualised contemporary examples without reducing people to symbols.

• Respectful cultural and historical inquiry

  Different historical accounts can reflect different access to events

  Compare what specific people reported without claiming access to all experiences.

• Respectful cultural and historical inquiry

  Historical change and continuity can appear in the same comparison

  Identify what changed and what remained similar within a stated period.

• Respectful cultural and historical inquiry

  Historical maps need their date, key and purpose

  Read date, legend and intended purpose before making comparisons.

• Respectful cultural and historical inquiry

  Label a classroom museum invention as an invention

  Separate invented exhibit details from sourced historical context.

• Respectful cultural and historical inquiry

  Language sharing should be volunteered, not assigned

  Discuss language information from authorised sources and voluntary contributions.

• Respectful cultural and historical inquiry

  One cultural account speaks from a particular perspective

  Distinguish a specific perspective from a claim about everyone.

• Respectful cultural and historical inquiry

  Original pattern-making does not need a borrowed cultural label

  Choose a general creative task separate from cultural reproduction.

• Respectful cultural and historical inquiry

  Permission to view is not permission to republish

  Read the stated conditions for classroom use and redistribution.

• Respectful cultural and historical inquiry

  Personal preference is not a rule about a culture

  Keep an individual's choice distinct from a whole group's practice.

• Respectful cultural and historical inquiry

  Plan a cultural guest visit around the expertise being offered

  Prepare practical questions about scope, permissions and participation.

• Respectful cultural and historical inquiry

  Primary and secondary sources answer different kinds of question

  Consider a source's relationship to the question and event.

• Respectful cultural and historical inquiry

  Respectful cultural questions stay with what was shared

  Ask about the shared information rather than demanding personal representation.

• Respectful cultural and historical inquiry

  Selecting First Nations resources: start with authority and context

  Evaluate authorship, authority, context and suitability before classroom use.

• Respectful cultural and historical inquiry

  The caption is part of the cultural photograph

  Read creator, date, place and permitted use before interpretation.

• Respectful cultural and historical inquiry

  Then and now does not have to become worse and better

  Describe a specified change and its context.

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