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 CONTENTS

PART 2 TEACHING HUMANITIES AND SOCIAL SCIENCES: KEY ELEMENTS 59

3 INTEGRATING THE CURRICULUM

Curriculum integration 61 Using themes 72

The scope of curriculum integration 62 Blending disciplines 73
Integration: A potted history 63 Integration beyond disciplines 76
Integration within a discipline 64 Integration in multi-age classrooms 84
Connecting knowledge and skills 64
Obstacles to curriculum integration 84
Linking learning episodes 66
Are you ready to integrate? 85
Integration between disciplines 67
Synchronising learning topics 68 Chapter summary 86
Making cross-curriculum connections 68 Study tools 87

4 PLANNING FOR CRITICAL INQUIRY

What is critical inquiry? 91 The structure of a critical inquiry unit 101

A brief history of critical inquiry 92 Planning a critical inquiry
Citizenship education and critical pedagogy 93 curriculum unit 102
The importance of critical inquiry 96 A critical inquiry into ‘migrant caravans’ 106

The Australian Curriculum: Being critical: The critics 109

An emancipatory vision? 97 Chapter summary 110
The features of critical inquiry 99 Study tools 111
The key questions 99

5 PLANNING FOR STUDENT LEARNING

Worthwhile learning in HASS: Concept teaching in HASS 127

Key principles 115 Developing analytical concepts 131

Developing teaching units in HASS 116 Teaching thinking in HASS 131

Ensuring connectedness 119 Critical and creative thinking 132
Backward mapping 119
Active and experiential learning 135
Planning successful teaching and Cooperative learning and group work 135
learning in HASS 120 Role-play and simulation 136
Authentic learning 122 Social awareness and community action 137
Explicit teaching 123
Chapter summary 138
Differentiated teaching 124
Study tools 139
Planning for personalised learning 125

Teaching for knowledge and

understanding 126

vii
TEACHING HUMANITIES AND SOCIAL SCIENCES

6 ASSESSMENT FOR STUDENT LEARNING

The purposes of assessment 144 Tracking student progress 157

Peer assessment 157
Assessment for learning 145
Portfolio assessment 158
Designing assessment tasks 147 Group work 159
Sample assessment tasks 148
Assessment in the Australian Curriculum 159
Observing, recording and reporting Using student assessment data to monitor
student performance 151 and improve learning 161
Providing feedback through standards 152 Chapter summary 162
Designing assessment rubrics 154 Study tools 163

7 VALUES, ETHICAL UNDERSTANDING AND CONTROVERSIAL ISSUES

A whole-school approach to Decision-making and participation 174

values education 167 Democratic values 176

Values education in the Australian The HASS teacher’s role in values

Curriculum169 education180
Controversial issues and the role of the teacher 181
Elements of the valuing process 172
Guiding principles 172 Chapter summary 184
Logical analysis 172 Study tools 185
Empathy, tolerance and open-mindedness 173

8 DEVELOPING LANGUAGE AND LITERACY

The role of language in HASS 190 Composing texts using the genres of HASS 202
Learning the ‘language’ of a subject 191 Writing in HASS 205

Literacy as a general capability in the Special needs and language

Australian Curriculum 194 learning in HASS 207
Comprehending texts: Reading for Multimodal literacies 208
understanding 196
Chapter summary 211
Active reading strategies 201
Study tools 212

9 USING INFORMATION AND COMMUNICATION TECHNOLOGIES

The nature and purpose of ICT in HASS 217 Helpful resources for using ICT in HASS 229
Technological Pedagogical and Content Social media and apps 229
Knowledge (TPACK) 219 Web-based resources 231
Connectivism and HASS 220 Teaching resources and professional
development 233
Using ICT meaningfully and
critically in HASS 224 Netiquette235
ICT as a general capability 224 Chapter summary 236
Critical skills 228 Study tools 237

viii
 CONTENTS

PART 3 DISCIPLINARY KNOWLEDGE IN HUMANITIES AND SOCIAL SCIENCES 241

10 LEARNING HISTORY

The elements of learning History 243 3 Continuity and change 255

Unpacking historical pedagogical 4 Cause and effect 256
content knowledge 244 5 Perspectives 256
What does it mean to think historically? 245 6 Empathy 257

Promoting a sense of historical 7 Contestability 258

consciousness 246 Identifying engaging History learning

What is the distinctive character of opportunities 259
historical inquiry? 249 Learning in the community 259
The place of historical skills 250 Linking History to other areas of the curriculum 261
The seven historical concepts in the Cross-curriculum priorities 262
Australian Curriculum 251 General capabilities 262
1 Sources of evidence 252 Chapter summary 264
2 Significance 254
Study tools 265

11 TEACHING HISTORICAL INQUIRY

What is historical inquiry? 271 4 Analyse secondary sources 281

5 Gather evidence to form an opinion and
The role of the teacher in developing
develop an argument or interpretation 284
historical inquiry 271
6 Communicate an argument/interpretation 285
‘Sage on the stage’, ‘guide on the side’ or
‘meddler in the middle’? 271 Planning a historical inquiry – primary 285
Choosing what to teach 273 Younger students 285
Time to research, think and plan 286
Planning for assessment in History 274
Steps in the planning process – Year 4 286
Assessing historical knowledge versus
historical skills 274 Planning a historical inquiry –
Using achievement standards for assessment 275 secondary 288
The structure of 7–10 History 289
Steps in the process of historical inquiry 275
1 Develop inquiry questions 275 Steps in the planning process – Year 8 289

2 Contextualise time and place 277 Chapter summary 291

3 Analyse primary sources 279 Study tools 292

ix
TEACHING HUMANITIES AND SOCIAL SCIENCES

12 GEOGRAPHY AS A LEARNING AREA

The place of Geography in students’ Fieldwork 309

learning296 ICT and Geography 312
The two-strand model 298
The place of world knowledge 314
Geographical knowledge and understanding 298
Geographical inquiry and skills 300
Perspectives and powerful
knowledge in Geography 315
Defining a conceptual base 300 The futures perspective, social justice
The centrality of scale 301 and action 316
Geographical inquiry: A sequential Chapter summary 317
structure303
Study tools 318
Geography skills 307
Graphicacy 309

13 TEACHING GEOGRAPHICAL INQUIRY

The elements of local and global inquiry 322 Applying geographical concepts to
Inquiry and global issues 322 inquiry in the secondary years 332
Deep learning through Geography 324 Inquiring into food, family farming and
Geography and global competence 325 genetic diversity 333
Local and global inquiry in the primary years 325 Developing thinking in
Applying geographical concepts to geographical inquiry 334
inquiry in the primary years 328 Promoting a global perspective 336
Foundation to Level 2: Curriculum focus – Chapter summary 339
exploring local and more distant places 328
Study tools 340
Developing geographic inquiries into
water in primary school 331

14 TEACHING AND LEARNING ECONOMICS AND BUSINESS

Opportunities for learning about Connecting Economics and Business

Economics and Business 344 with the general capabilities 360
Economics and Business and the Integrating Economics and Business
national goals for schooling 347 into the curriculum 361
Developing integrated learning in Mathematics 361
The structure of the Economics and
Business curriculum 349 Developing integrated learning with
History and Geography 361
Economics and Business in Developing integrated learning with
upper primary school 349 Civics and Citizenship 362
Economics and Business in Chapter summary 363
secondary school 351
Study tools 364
Knowledge and understanding: Four key ideas 352
Inquiry and skills: Four skills 359

x
 CONTENTS

15 TEACHING AND LEARNING FOR ACTIVE AND INFORMED CITIZENSHIP

The importance of Civics and School programs and policies 383

Citizenship education 367 Curriculum 384
Classroom teaching and learning practices
The nature of Civics and Citizenship 371
in Civics and Citizenship education 384
Approaches to Civics and Citizenship Community partnerships and links 385
education373
Civics and Citizenship education in
Civics and Citizenship in the
Australian Curriculum 377
the primary years 386

Student participation, voice and agency 379 Civics and Citizenship education in
the secondary years 389
Implementing Civics and Citizenship:
A whole-school approach 382 Chapter summary 391
School ethos, culture and environment 383 Study tools 392

PART 4 CROSS-CURRICULUM PRIORITIES 396

16 ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES

The importance of studies of Aboriginal Aboriginal and Torres Strait Islander

and Torres Strait Islander histories histories and cultures in HASS 415
and cultures 399 First Nations perspectives in HASS 415

Aboriginal and Torres Strait Islander First Nations perspectives in History 417
histories and cultures as a First Nations perspectives in Geography 418
cross-curriculum priority 400 First Nations perspectives in Civics and
Identity 401 Citizenship 420
Country/Place 404 First Nations perspectives in
Economics and Business 421
Culture 406
People 408 The teacher’s role and perspectives 421
Working with local communities 409 Towards reconciliation 425
Social justice and anti-racism Chapter summary 425
in the curriculum 412 Study tools 426
First Nations perspectives in
the curriculum 414

xi
TEACHING HUMANITIES AND SOCIAL SCIENCES

17 ASIA AND AUSTRALIA’S ENGAGEMENT WITH ASIA

The importance of studies of Asia and Asia and Australia’s relations with
engagement with Asia 433 Asia as a cross-curriculum priority 445
Organising idea: Asia and its diversity 445
Asia in education policy 436
Organising idea: Achievements and
Studies of Asia in the Australian contributions of the peoples of Asia 446
Curriculum: HASS 438 Organising idea: Asia–Australia engagement 447
The scope for studies of Asia in primary
school HASS 439 School approaches to promoting
Teaching and learning about Asia through
engagement with Asia 448
the lens of History 440 Whole-school approaches and programs
for studies of Asia 448
Teaching and learning about Asia through
the lens of Geography 442 Developing Asian content across learning areas 449
Teaching and learning about Asia through Teaching and learning possibilities
the lens of Civics and Citizenship 443 in the future 451
Teaching and learning about Asia through
Chapter summary 453
the lens of Economics and Business 444
Study tools 454

18 SUSTAINABILITY

Sustainability in today’s world 458 Implementation challenges 472

Practice and pedagogy challenges 472
Sustainability in the Australian
Curriculum461 Teaching for sustainability 474
Sustainability in F–6 HASS 462 Creative thinking and digital technology links 474
Sustainability in 7–10 Geography 464 Place-based learning 475
Sustainability and 7–10 Civics and Citizenship 464 Critical literacy 476
Whole-school approaches to sustainability 466 Ethical behaviour and sustainability 477
Active citizenship 478
The challenges of teaching
sustainability 469 Educating for hope and optimism 479

Sustainability is a contested notion 469 Chapter summary 479

Sustainability can be political and controversial 470 Study tools 480

Index 485

xii
 Guide to the text
As you read this text you will find a number of features in every chapter
to enhance your study of Teaching Humanities and Social Sciences and
help you understand how the theory is applied in the real world.

Australian Professional Standards for Teachers Mapping Grid at the beginning of the text
shows how the activities in each chapter relate to the Standards, to help you build your
professional portfolio. xxvii

AUSTRALIAN PROFESSIONAL STANDARDS

FOR GRADUATE TEACHERS
PROFESSIONAL KNOWLEDGE STANDARDS CHAPTERS
1. KNOW STUDENTS AND HOW THEY LEARN
1.1 Physical, social and intellectual development and characteristics of students 4.1, 2.2
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of
students and how these may affect learning.
1.2 Understand how students learn 4.1, 5.2
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 5.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 5.1
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning
needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support
participation and learning of students with disability.
2. KNOW THE CONTENT AND HOW TO TEACH IT
2.1 Content and teaching strategies of the teaching area 2, 5, 10, 11
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching
strategies of the teaching area.
CHAPTER OPENING
2.2 Content FEATURES
selection and organisation 5, 10, 11
Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting 4, 5
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

1
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
THE CONTEXT
Indigenous and non-Indigenous FOR TEACHING AND
Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories,
LEARNING IN THE HUMANITIES
CHAPTER

cultures and languages.

AND SOCIAL SCIENCES
2.5 Literacy and numeracy strategies 2
Know and understandJulie Dyer
literacy andand Libby Tudball
numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT)
CHAPTER OVERVIEW 5
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
This chapter provides a starting point for developing your understanding of teaching and
learning in the Humanities
PROFESSIONAL PRACTICE and Social Sciences (HASS), which is the focus of this book. You
STANDARDS CHAPTERS
The Chapter overview and
are introduced to the scope and complexity of the HASS field and to the reasons why this is
3. PLAN FOR AND
an important area ofIMPLEMENT
learning for youngEFFECTIVE TEACHING
Australians. The AND
chapter explains howLEARNING
HASS can help
students to develop a critical understanding of their own communities, their nation and the
Establishworld
3.1 globalising challenging learning
through various models andgoals Key questions give
approaches. Case studies exploring how to teach 5, 10,you
11 a clear
the
Setkeylearning
HASS themes
goalsof human rights, social
that provide justice andchallenges
achievable critical global for
citizenship will build
students your
of varying abilities and characteristics.
understanding of teaching and learning approaches. After reading this chapter, you should be sense of what each chapter
3.2 able
Plan, structure
to answer and sequence
the following key questionslearning
by referring programs
to the relevant chapter sections: 5
Plan
KEY lesson
QUESTIONS
will cover, and what to ask
sequences using knowledge of student learning, content and effective teaching strategies.
3.3 1Use teaching
What strategies
are the scope and importance of learning in HASS? yourself while you5, 10,
read.
11
2Include
How hasathe
range
HASSof teaching
learning strategies.
area changed?
3 What further possibilities are there for teaching and learning in HASS?
3.4 4Select and usemight
What challenges resources
you face in becoming a HASS teacher? 5
5Demonstrate knowledge
How can you teach key themesofin aHASS?
range of resources, including ICT, that engage students in their learning.
3.5 Use effective classroom communication
SNAPSHOT Snapshots of primary and
secondary teaching introduce
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
» Exploring rights and responsibilities
In a school that includes both primary and secondary levels, students are exploring the rights
and responsibilities of individuals and groups in a range of contexts and times in HASS lessons. key ideas and illustrate the
Teachers have planned lessons for students to explore the meaning of rights and responsibilities
in their own lives in age-appropriate ways. chapter topics in a real-world
Younger students have talked about their responsibility to follow road rules when they
are riding their
Gilbert7e_sb_24165_txtd_2pp.indd 27 bikes and to be active citizens who care about and act to conserve and
context, to set the scene for
25/2/19 4:22 pm
protect the environment, through the school Green Team club. Older students have studied
Australia’s international human rights obligations, and some are members of the school’s each chapter.
Amnesty International club. These examples of classroom and wider school programs show
how learning connected to the HASS theme of rights and responsibilities can happen in varied
ways. Connections are made to both subject-based learning in Geography, History, and Civics
and Citizenship education, and to wider personal and social learning, ethical understanding and
sustainability.
In the Year 6 primary classroom, students are learning about how the rights and
responsibilities of Australians have changed over time. They are seeing how, in the 1960s,
Aboriginal and Torres Strait Islander peoples did not have the same rights as other Australians. xiii
They are watching historical film clips of what became known as the ‘Freedom Rides’, when a
group of University of Sydney students organised a bus tour of country towns in New South
Wales to draw public attention via radio and TV news reports to the poor state of Aboriginal
 arrivedofimmigrants are relocating,
living. (ACARA, 2018b) Susan used the Together for Humanity website
unit based on this question. To tune students into this question, she showed them
The rationale for the Australian Curriculum: HASS shows the importance of this field:
a short video to see how a group of 11 people from diverse religious and cultural
backgrounds
[HASS] came
plays an together
important rolefor a day to try
in harnessing to ‘Be the
students’ Bridge’
curiosity andbetween people
imagination aboutfrom
TEACHING HUMANITIES AND SOCIAL SCIENCES
their
the ownthey
world background
live in, andand those who
empowers themare different
to actively to themselves.
shape Thisreflective,
their lives; make led to her school
developing
informed a similar
decisions; activity
value in its ownincommunity,
their belonging a diverse andwhere hersociety;
dynamic students andbecame very
contribute
engaged in
positively, learning
locally, aboutregionally
nationally, the experiences of recent
and globally. arrivals
Thinking aboutinand
their own community.
responding to issues
See http:/
requires an/www.differencedifferently.edu.au/be_the_bridge.
understanding of different perspectives; the key historical, geographical, political,
economic and societal factors involved; and how these different factors interrelate …
FEATURES WITHIN CHAPTERS
The subject provides students with the skills, behaviours and capabilities that will
equip them to face challenges in their lifetime and to participate in and contribute to the
wellbeing and sustainability of the environment, the economy and society. Through the
Focus on key concepts
Humanities and andreflect on your
Social Sciences, ownbecome
students knowledge with
well placed Check your
to contribute understanding
to Australia’s
activities. Use the Search
ideas Me!society,
of a cohesive Education keywords
sustainable environment,to productive
discovereconomythe latest research and
and stable
articles. democracy. (ACARA 2018c)

CHECK YOUR UNDERSTANDING 1.1

1 Reflect on your own school experiences of learning in HASS subjects. Discuss the extent to
which you think HASS was a priority in your school curriculum?
2 List three issues you believe are important for students to learn about in relation to their local
area, state, Australia and the world. Rank these issues from most to least important. Discuss
your ideas as a whole class to develop a class ranking for each category.
3 Select the highest-ranked issue in each category and discuss how they are connected to the
1 importance
In this case,of learning
you HASS.two different classes in which the teachers have developed
read about
intercultural
4 Discuss whatunderstanding
you now see asthrough people’s
important authentic
learning in HASSstories. What do you think are the
in schools.
benefits of the approach taken by each teacher?
2 Look at
SEARCH ME!thekeywords: humanities;
links to view socialand
these stories, sciences
talk with your peers about how and why you
Put what you learn into
could use practice
these ininprimary
resources your HASSand secondary classrooms with Teaching and
teaching.
Learning activities, linked to relevant Australian Professional Standards for Teachers.

TEACHING AND LEARNING ACTIVITY 2.6

5
SCOOTLE RESOURCES
Education Services Australia (ESA) is a national not-for-profit company owned by the state,
territory and Australian Government education ministers that provides teachers with hundreds
PART 1 CONTEXT: THE HUMANITIES AND
BK-CLA-GILBERT_7E-190078-Chp01.indd 5 SOCIAL SCIENCES IN AUSTRALIA 05/06/19 2:46 PM
of resources. Go to https://www.scootle.edu.au/ec/p/home and sign up to be able to access
these resources. Put intercultural learning into the search box to locate diverse and engaging
ideas for the classroom. Choose two resources to share and discuss with your peers
comprehension, analysis, debate, making judgements, and proposing possibilities for
transformative
The action.
activity above helps Case
you to1.1 explores
provide a teaching
evidence of: approach called ‘understanding by
design’, focused
Standard on theand
3.4 Select issue child labour, that could be taught in upper primary orAPST
useofresources
secondary school.
50
The use of child labour is a dramatic violation of human rights and social justice, and an
issue that involves complex historical and cultural dimensions that are also connected to the
Case studies impact of globalisation
present theory inand the needshowing
context, for the world
how to concepts
consider how a more equitable
discussed in theandchapter 06/06/19
might12:25 PM
BK-CLA-GILBERT_7E-190078-Chp02.indd 50
sustainable future can be created for workers, including children. The issue can be linked to
play out in real primary and secondary classrooms, with icons to indicate which level the case
the everyday lives of young Australians, since so many common imported products such as
study suits. sports balls, chocolate and coffee involve child workers in some stage of production.

CASE 1.1 AN UNDERSTANDING BY DESIGN PRIMARY

APPROACH TO CHILD LABOUR
In a Year 6 HASS class, the teacher uses Wiggins and McTighe’s (2005) understanding by design model,
which aims to develop and deepen students’ understanding of child labour. The teacher introduces her
students to the six facets of understanding by design: explanation, interpretation, application, perspective,
empathy and self-knowledge. Through this model, the students move through phases from initial
explanation of the issue to eventual empathetic engagement, critical reflection and self-knowledge. At
the end of the study, the students discuss actions they could take in response to the child labour issue.
The following understanding by design elements are used in developing the sequence of lessons.

EXPLANATION
Explanation is the starting point. Students begin to gather information to explain an account of the
child labour event, action or issue. They then begin to make inferences from the information.
Some students have chosen to conduct their own inquiry into issues in which they are
interested, and others are investigating the following questions:
• How is child labour defined by UNICEF?
• What reliable sources of information exist about child labour in the past and present?
• Where does child labour exist in the world today?
• What forms does child labour take?
• What reasons are given for the existence of child labour?

INTERPRETATION
Interpretation involves exploring deeper questions about the issue. The teacher showed students
film clips of young people working in factories in Bangladesh.
Students explored the following questions to develop their understanding of the issue of
child labour:
xiv
• How do these personal stories of child labour deepen your understanding of the issue?
• Why does the issue of child labour matter?
Nbuilding
CURRICULUM
positive relationships, making
CEETYA,
s, handling2008) give situations
challenging
. For instance,
ACARA, 2018a)the . In addition, the
dents
(ACARA, should be involved
2018b) states that: GUIDE TO THE TEXT
empathy for others
o make connections between their
ehared
relationships,
interests andmaking
commonalities,
CROSS
CURRICULUM
GENERAL
enging
students’situations
abilities to communicate CAPABILITIES
PRIORITIES

tural. experiences
In addition, the It offers
critically. Aboriginal and

b)fs and attitudes

states
ICONS
that: in a new light, and so
Personal and
Social Capability;
Torres Strait Islander
Histories and
Intercultural Cultures
Understanding
s between their
ncommonalities,
the general capability of Ethical CROSS CROSS
Easily navigate to relevant content
GENERAL GENERAL
go communicate
throughout all stages of schooling will
CAPABILITIES CAPABILITIES CURRICULUM
PRIORITIES
CURRICULUM
PRIORITIES throughout chapters with the General
ssues that
itically. they are
It offers likely to encounter
Personal and Ethical
PART 1 CONTEXT: THE HUMANITIES AND SOCIAL SCIENCES IN AUSTRALIA Aboriginal and Sustainability Capabilities (GC) and Cross-
angnew light, rights,
values, and so interests and norms’
Social Capability; Understanding Torres Strait Islander
Intercultural
Understanding
Histories and
Cultures
Curriculum Priority (CCP) icons.
• ‘Inquiry questions’ are the ‘big picture’ questions for that year. The following examples
ability
has threeof organising
Ethical elements: illustrate the increasing complexity and sophistication of questions over the years of
GENERAL
stages of schooling will schooling:
CAPABILITIES CROSS
PART 1 CONTEXT: THE HUMANITIES AND SOCIAL SCIENCES IN AUSTRALIA
CURRICULUM

re likely to encounter
Year 1 Inquiry questions PRIORITIES
» How has family life and the place we live in changed over time?
Ethical
Identify quotes from the curriculum
Study tools
interests and norms’ » What events, activities and places do I careSustainability
Understanding
about? Why? (ACARA, 2018b) material with the Australian Curriculum
Year 6 Inquiry questions
ease in complexity as students moveOnline study resources
» How have key figures, events and values shaped Australian society, its system of (AC) icon
apabilities
ing elements: learning continuum, and government and citizenship?
Go Further
»
ties’ element appear in Table 7.1. Deepen your understanding of the chapter content by asking your instructor for your Go Further resource,
How have experiences of democracy and citizenship differed between groups over time
and which
place,includes:
including those from and in Asia?
» How• has YourAustralia
Philosophy ofdeveloped as a society
Teaching portfolio activity with global connections, and what is my role
• Take It Further extension
as a global citizen? (ACARA, material
2018b)

ty as students move END-OF-CHAPTER FEATURES

• You can see above how the Year 1 questions invoke both History (‘family life’, ‘changed
over time’, ‘events’) and Geography (‘places’, ‘care about’). In Years F–3, History and
Search Me!
ng continuum, and Geography are the only two sub-strands 171in HASS. The Year 6 questions, however, include
Many terms and topics in this chapter often appear is an online library of world-class journals, ebooks
ear in Table 7.1. At the end of each chapter you will find several tools to help you to review, practise and extend
elementsinoftheHistory
(‘government’,
(‘events’, ‘time’), Geography (‘place’,
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‘society’), Civics and Citizenship
and newspapers, including The Australian and the
publications. Explore Search Me! education to and Business
‘democracy’) and Economics (‘global
International Heraldconnections’).
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(e.g. newspaper and and
in Skills’
to Search me! and ‘Knowledge
through and
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Understanding’. At each year level F–6/7, there is a single set of skills
multimedia) on the topics listed below. Search me! using the access code atinthe
‘Inquiry and
front of this Skills’.
book.
11/06/19 3:17 PM
It combines skills usually associated with the sub-strands History and Geography (in all
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skills statement forHuman
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6: Commission website offers This website provides anti-racism education resources
a Resources for Teachers section. focused on combating racism.
•http://www.humanrights.gov.au/education
Develop appropriate questions to guide an inquiry about people, events,
http://www.racismnoway.com.au
developments, places, systems and challenges. (ACHASSI122; ACARA, 2018b)
• For each
Global Education Project
This Australian Government Global Education Project
skill, there is a 3:17
link PM
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that
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national depository explanation
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students.
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educational resources to support
•http://www.globaleducation.edu.au
developing different types
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http://www.un.org/en/universal-declaration-human-rights
your teaching in the annotated
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questionsAustralia
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of governments,
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the application
institutions and other
True professionals see their practice in a broadest context,
https://education.gov.scot/scottish-education-system/ Useful web-based teaching and
questions regarding sensitivities and cultural protocols).
http://www.edu.gov.on.ca/eng/curriculum/elementary/ and are aware(ACARA, 2018b)
of developments in their field on an
policy-for-scottish-education/policy-drivers/cfe-(building-
organisations – provides news, archived resources and
sshg18curr2013.pdf
• For each content
teaching topic,
materials there is also a link to several been
on multiculturalism. ‘Elaborations’.
international scale. It is useful to see how the HASS field has
from-the-statement-appendix-incl-btc1-5)/curriculum-areas/
Each Elaboration learning resources lists.
http://www.edu.gov.on.ca/eng/curriculum/secondary/ developed in other countries and how the following
Social%20Studies
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provides a suggested focus and content for that topic.curricula
canworld910curr2013.pdf For example,
compare with here is provision
current one ‘content
in Australia.
Oxfamthe Year 5 History sub-strand: Richards, J. 1991. ‘Towards reflective teaching’. The Teacher
topic’ from
http://www.edu.gov.on.ca/eng/curriculum/secondary/ The New
Trainer Zealand Social Sciences Curriculum
Journal,
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ssciences9to122013.pdf http://nzcurriculum.tki.org.nz/The-New-Zealand-
•focuses
Theonreasons
issues ofpeople migrated to
justice, sustainability andAustralia and https://www.tttjournal.co.uk/uploads/File/back_articles/
livelihood in the experiences and contributions of
The Scottish ‘Curriculum Curriculum/Social-sciences
Towards_Reflective_Teaching.pdf.
developing countries.
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http://www.oxfam.org.au Reflective practice
• And here are the three ‘Elaborations’ accessed through a link from the topic:
http://ehlt.flinders.edu.au/education/reflectivepractice/
» Identifying the reasons why people migrated to Australia in the 1800s (for example, as
convicts; assisted passengers; indentured labourers; people seeking a better life such as
gold miners; and those dislocated by events such as the Industrial Revolution, the Irish
Reflection
Potato Famine and questions
the Highland Clearances);
26
1 What is your understanding of the scope and 3 List the resources that you have explored through
importance of HASS after reading this chapter? online resources and web links in this chapter to
2 Describe the aspects of teaching HASS you see as support your professional learning.

Think about your own connection

BK-CLA-GILBERT_7E-190078-Chp01.indd 26 12/07/19 8:04 PM
most challenging and consider how you might
overcome them?
38 to teaching humanities and
Activities social sciences by
BK-CLA-GILBERT_7E-190078-Chp02.indd 38
1 In this chapter, the snapshot at the beginning explored how rights and responsibilities are key concepts taught in HASS.
To extend your ability to plan lessons on this topic, visit the Australian Government civics and citizenship website and
06/06/19 12:25 PM
considering the Reflection
other resource links here that include activities and film clips on the Freedom Rides in 1965 in Australia and America:
• Outcomes of the 1965 Freedom Ride in Australia
questions and consolidate
http://www.civicsandcitizenship.edu.au/cce/fq1_activity_1d_outcomes_of_freedom_ride,29643.html
• Freedom Ride, 1965 resources, National Museum of Australia your learning by completing
http://indigenousrights.net.au/civil_rights/freedom_ride,_1965
• Freedom Rides Trailer in America the Activities.
https://www.youtube.com/watch?v=d8CAKAXR-AM
• Charles Perkins and others on the Freedom Ride
https://www.youtube.com/watch?v=QyOA9DiglPY
Develop one of more of these resources into a sequenced unit of work for primary or secondary students.
2 The Australian Human Rights Commission (AHRC) provides teaching resources for HASS connected to the
theme of human rights. View the animated video What is Human Rights? at http://www.humanrights.gov.au/
education/human-rights-school-classroom
In pairs, brainstorm how you could use this video with students.
3 The Take a Stand Against Racism kit at http://www.racismnoway.com.au provides teaching and learning strategies
for primary and secondary HASS subjects. You can explore issues of racism and its impact on people from diverse
backgrounds. The kit includes ways in which diversity is valued within the community and celebrates the different
cultures represented within schools and the wider community, which is another important part of HASS.
Untitled-1 1

27

BK-CLA-GILBERT_7E-190078-Chp01.indd 27 12/07/19 8:04 PM

Untitled-1 1 8/8/19 3:07 pm

xv
Visit https://testbankfan.com
now to explore a rich
collection of testbank or
solution manual and enjoy
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 Guide to the online resources
FOR THE INSTRUCTOR

Cengage is pleased to provide you with a selection of resources that

will help you prepare your lectures and assessments. These teaching
tools are accessible via cengage.com.au/instructors for Australia
or cengage.co.nz/instructors for New Zealand.

MINDTAP
Premium online teaching and learning tools are available on the MindTap platform – the personalised
eLearning solution.
MindTap is a flexible and easy-to-use platform that helps build student confidence and gives you a clear picture
of their progress. We partner with you to ease the transition to digital – we’re with you every step of the way.
The Cengage Mobile App puts your course directly into students’ hands with course materials available on their
smartphone or tablet. Students can read on the go, complete practice quizzes or participate in interactive real-
time activities.
MindTap for Gilbert’s Teaching Humanities & Social Sciences 7th edition is full of innovative resources to support
critical thinking, and help your students move from memorisation to mastery! Includes:
• Gilbert’s Teaching Humanities & Social Sciences 7th edition eBook
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• Take This Further material
• Revision Quizzes
• Video Activities
• Search Me! Activities
• And more
MindTap is a premium purchasable eLearning tool. Contact your Cengage
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The Instructor’s Guide includes: • Suggested answers and discussion points for Check
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• Snapshot discussion points • Additional activities and resources

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Use the chapter-by-chapter PowerPoint slides to Add the digital files of graphs, tables, pictures and
enhance your lecture presentations and handouts by flow charts into your course management system,
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your lecture presentations.

GO FURTHER RESOURCE
Provide your students with the Go Further resource to help deepen their understanding of the content. It includes:
• “Your Philosophy of Teaching” portfolio activity
• “Take This Further” extension activities

xvi
 GUIDE TO THE ONLINE RESOURCES

FOR THE STUDENT

New copies of this text come with an access code that

gives you a 12-month subscription to Search Me! Education
Visit http://login.cengagebrain.com and log in using the access code card.

SEARCH ME! EDUCATION

Search Me! is an online research library customised to your subject, that puts the information you need right at
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Content is updated daily from hundreds of scholarly and popular journals, eBooks and newspapers.
Plus, 24-hour access means you won’t be limited by library opening times!
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Deepen your understanding of the chapter content by asking your instructor for your Go Further resource, which
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If your instructor has chosen MindTap for your subject this semester, log in to MindTap to:
• Get better grades
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• Complete assessment tasks as set by your instructor
When your instructor creates a course using MindTap, they will let you know
your course key so you can access the content. Please purchase MindTap only
when directed by your instructor. Course length is set by your instructor.

xvii
 INTRODUCTION
This seventh edition of the text has two new editors, Libby Tudball and Peter Brett, who
have contributed to eight of the chapters in this edition. There are also four additional new
authors, so the text has had a substantial refresh. Nevertheless, the text retains much of the
wisdom and insight of distinguished former editors Rob Gilbert and Brian Hoepper, with
Rob maintaining his involvement and providing an important element of continuity.
There is an emphasis on developing understanding of the scope and importance of
the Humanities and Social Sciences (HASS) learning area for schooling across Australia
in the primary and secondary years. New features also include a move to full colour and
the incorporation of additional visual material and explicit referencing to the Australian
Graduate Professional Standards for beginning teachers, through activities embedded
within each chapter. This includes connections to standards focused on professional
knowledge, practice and engagement, particularly in relation to planning for effective
teaching and learning. The text has added more practical teaching examples, case studies
and activities throughout, enabling an all-important dialogue between theory and practice.

Approaches in this edition

This edition of the book continues the approach of earlier editions in blending a deep and
critical understanding of the nature and purposes of the curriculum area with exploration
of practical professional knowledge and skills in teaching and learning. It aims to help
teachers to translate curriculum into vibrant, rigorous and effective teaching and learning.
The book continues to explore opportunities and challenges faced by teachers and
schools in developing comprehensive and cohesive teaching and learning programs.
Discussion includes how to engage students in learning in each of the subjects – History,
Geography, Civics and Citizenship, and Economics and Business – but there is an added
emphasis on teaching and learning practices and how to develop integrated and inquiry-
based approaches to the learning area. Exemplars are provided, with a focus of themes
including human rights, social justice and critical global citizenship. This edition also gives
enhanced attention to developing student voice and agency through a variety of HASS
learning approaches.
The book recognises the continuing significance of the Australian Curriculum as
a framework for teaching and learning, including the general capabilities and cross-
curriculum priorities, and there is increased attention devoted to their connections within
HASS. However, since the last edition, some states and territories have developed their
own curriculum emphases, so readers are encouraged to explore their local versions of the
curriculum through suggested activities.

A focus on planning, practice and pedagogies

The chapters providing practical advice on how to plan for effective teaching and learning
suggest diverse models, strategies and approaches, as well as a wealth of connections to
online resources and ideas for teaching practice developed by education organisations
that are key stakeholders in this field. The critical inquiry approach to implementing the
curriculum is explained and elaborated across the book, since the Australian Curriculum
and its counterparts across the states and territories endorse teaching and learning that is

xviii
 INTRODUCTION

inquiry based, engaging and relevant to students’ lives, both today and in the future.
While the book provides many links to the Australian Curriculum, it does not attempt
to summarise the detail of curriculum content. This can be found in the various national,
state and territory curriculum documents and assessment profiles. The main focus is on
understanding how this content can be organised into a coherent set of teaching and
learning practices and experiences, related to broader educational goals and incorporated
into plans for teaching and learning.

The structure of the book

Part 1 establishes the national and global context for teaching humanities and social
sciences. This includes discussion of the scope of the learning area, its place within the
curriculum and the implications for teaching and learning of local, national and global
dimensions, and understanding of the past, contemporary concerns and future possibilities.
Part 2 focuses on key elements of teaching HASS, including integrated approaches in
both the primary and secondary years, and key processes in planning for critical inquiry
and student learning. It considers how to plan activities, lessons and units to develop
important knowledge, understanding, thinking processes and skills. This includes a focus
on developing general capabilities such as critical and creative thinking, intercultural
and ethical understanding. The important area of assessment of and for student learning
is discussed. The HASS field is strongly connected to values education, ethics and
controversial issues, so this is a key element of Part 2. A further focus is how teachers can
develop students’ language and literacy skills and capabilities in this learning area. Finally,
Chapter 9 provides insights into the use of information and communication technologies
in HASS. These are all important aspects of teachers’ professional knowledge and practice
as they apply to this curriculum area.
Part 3 addresses teaching and learning in the HASS disciplines in the secondary years,
and their role in integrated approaches to HASS in the F–6/7 years. There is a focus on the
subjects of History, Geography, Civics and Citizenship, and Economics and Business, and
on how to teach key knowledge, concepts, skills and values.
Part 4 focuses on teaching and learning in each of the three cross-curriculum priorities
of the Australian Curriculum – Aboriginal and Torres Strait Islander Histories and
Cultures; Asia and Australia’s Engagement with Asia; and Sustainability – and the crucial
contribution that HASS can make to this learning.
To support readers as they work through the chapters, key questions, Check Your
Understanding and Teaching and Learning Activities are provided for discussion,
application and further reflection, along with additional resources to broaden the inquiry.
The book deals with the curriculum from the primary years to the end of compulsory
schooling, and emphasises the need for a developmental approach to planning across this
period of schooling. Numerous examples of ideas and activities, including snapshots and
case studies of classroom experiences, illustrate the application of the book’s approach to
both the primary and secondary years.
The Humanities and Social Sciences are a challenging and exciting field full of potential
for students. The subjects that make up this field deal with questions that are central to
students’ lives and significant issues for people in local, national and global contexts. HASS
can show students the richness of human experience in societies, cultures and environments

xix
TEACHING HUMANITIES AND SOCIAL SCIENCES

in the past and present. It can help them to construct visions of the future and to propose
ways of achieving them. The principles and practices explored in this book will help
teachers to translate the HASS curriculum into vibrant, rigorous and effective teaching and
learning programs that achieve this potential. Underlying the work is a commitment to
help teachers construct educational experiences that will assist students to contribute to a
just, democratic, peaceful and sustainable future.

xx
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De..., ce 3 septembre 17**.

 L E TT R E L I I I
Le Vicomte de VALMONT à la Marquise de
MERTEUIL.

J’ai vu Danceny, mais je n’en ai obtenu qu’une

demi-confidence; il s’est obstiné surtout à me taire le
nom de la petite Volanges, dont il ne m’a parlé que
comme d’une femme très sage et même un peu
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pourrai vous en dire davantage après-demain. Je le
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Le rendez-vous qui doit avoir lieu aujourd’hui me
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que son discret amoureux. Cependant j’y ferai mon
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verrai ni ce soir, ni demain; si, de votre côté, vous avez
su quelque chose, écrivez-moi un mot pour mon retour.
Je reviendrai sûrement coucher à Paris.
De..., ce 3 septembre 17**, au soir.
 L E TT R E L I V
La Marquise de MERTEUIL au Vicomte de VALMONT.

Oh! oui, c’est bien avec Danceny qu’il y a quelque

chose à savoir! S’il vous l’a dit, il s’est vanté. Je ne
connais personne si bête en amour, et je me reproche
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Savez-vous que j’ai pensé être compromise par rapport
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vengerai, je le promets.
Quand j’arrivai hier pour prendre Mme de Volanges,
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me fallut toute mon éloquence pour la décider, et je vis
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elle. Sa fille et moi nous étions sur les épines. Nous
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Je n’étais pas au bout de mes inquiétudes. Il y avait
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De..., ce 4 septembre 17**.

 L E TT R E LV
CÉCILE VOLANGES à SOPHIE CARNAY.

Tu avais raison, ma chère Sophie; tes prophéties

réussissent mieux que tes conseils. Danceny, comme tu
l’avais prédit, a été plus fort que le confesseur, que toi,
que moi-même; nous voilà revenus exactement où
nous étions. Ah! je ne m’en repens pas, et toi, si tu
m’en grondes, ce sera faute de savoir le plaisir qu’il y a
à aimer Danceny. Il t’est bien aisé de dire comment il
faut faire, rien ne t’en empêche; mais si tu avais
éprouvé combien le chagrin de quelqu’un qu’on aime
nous fait mal, comment sa joie devient la nôtre et
comme il est difficile de dire non quand c’est oui que
l’on veut dire, tu ne t’étonnerais plus de rien: moi-
même qui l’ai senti, bien vivement senti, je ne le
comprends pas encore. Crois-tu, par exemple, que je
puisse voir pleurer Danceny sans pleurer moi-même?
Je t’assure bien que cela m’est impossible, et quand il
est content, je suis heureuse comme lui. Tu auras beau
dire; ce qu’on dit ne change pas ce qui est, et je suis
bien sûre que c’est comme ça.
Je voudrais te voir à ma place... Non, ce n’est pas
là ce que je veux dire, car sûrement je ne voudrais
céder ma place à personne, mais je voudrais que tu
aimasses aussi quelqu’un; ce ne serait pas seulement
pour que tu m’entendisses mieux et que tu me
grondasses moins, mais c’est qu’aussi tu serais plus
heureuse ou, pour mieux dire, tu commencerais
seulement alors à le devenir.
 Nos amusements, nos rires, tout cela, vois-tu, ce ne
sont que des jeux d’enfants; il n’en reste rien après
qu’ils sont passés. Mais l’amour, ah! l’amour!... un mot,
un regard, seulement de le savoir là, eh bien! c’est le
bonheur. Quand je vois Danceny, je ne désire plus rien;
quand je ne le vois pas, je ne désire que lui. Je ne sais
comment cela se fait; mais on dirait que tout ce qui me
plaît lui ressemble. Quand il n’est pas avec moi, j’y
songe; et quand je peux y songer tout à fait, sans
distraction, quand je suis toute seule, par exemple, je
suis encore heureuse; je ferme les yeux et, tout de
suite, je crois le voir; je me rappelle ses discours et je
crois l’entendre; cela me fait soupirer; et puis je sens
un feu, une agitation... Je ne saurais tenir en place.
C’est comme un tourment, et ce tourment-là fait un
plaisir inexprimable.
Je crois même que quand une fois on a de l’amour,
cela se répand jusque sur l’amitié. Celle que j’ai pour
toi n’a pourtant pas changé; c’est toujours comme au
couvent: mais ce que je te dis, je l’éprouve avec Mme
de Merteuil. Il me semble que je l’aime plus comme
Danceny que comme toi, et quelquefois je voudrais
qu’elle fût lui. Cela vient peut-être de ce que ce n’est
pas une amitié d’enfant comme la nôtre, ou bien de ce
que je les vois si souvent ensemble, ce qui fait que je
me trompe. Enfin, ce qu’il y a de vrai, c’est qu’à eux
deux ils me rendent bien heureuse; et, après tout, je
ne crois pas qu’il y ait grand mal à ce que je fais. Aussi
je ne demanderais qu’à rester comme je suis; et il n’y a
que l’idée de mon mariage qui me fasse de la peine,
car si M. de Gercourt est comme on me l’a dit, et je
n’en doute pas, je ne sais pas ce que je deviendrai.
Adieu, ma Sophie; je t’aime toujours bien tendrement.

De..., ce 4 septembre 17**.

 L E TT R E LV I
La Présidente de TOURVEL au Vicomte de
VALMONT.

A quoi vous servirait, monsieur, la réponse que vous

me demandez? Croire à vos sentiments, ne serait-ce
pas une raison de plus pour les craindre? et sans
attaquer ni défendre leur sincérité, ne me suffit-il pas,
ne doit-il pas vous suffire à vous-même de savoir que
je ne veux ni ne dois y répondre?
Supposé que vous m’aimiez véritablement (et c’est
seulement pour ne plus revenir sur cet objet que je
consens à cette supposition), les obstacles qui nous
séparent en seraient-ils moins insurmontables? et
aurais-je autre chose à faire qu’à souhaiter que vous
pussiez bientôt vaincre cet amour et surtout à vous y
aider de tout mon pouvoir, en me hâtant de vous ôter
toute espérance? Vous convenez vous-même que ce
sentiment est pénible quand l’objet qui l’inspire ne le
partage point. Or vous savez assez qu’il m’est
impossible de le partager; et quand même ce malheur
m’arriverait, j’en serais plus à plaindre, sans que vous
en fussiez plus heureux. J’espère que vous m’estimez
assez pour n’en pas douter un instant. Cessez donc, je
vous en conjure, cessez de vouloir troubler un cœur à
qui la tranquillité est si nécessaire; ne me forcez pas à
regretter de vous avoir connu.
Chérie et estimée d’un mari que j’aime et respecte,
mes devoirs et mes plaisirs se rassemblent dans le
même objet. Je suis heureuse, je dois l’être. S’il existe
des plaisirs plus vifs, je ne les désire pas; je ne veux
point les connaître. En est-il de plus doux que d’être en
paix avec soi-même, de n’avoir que des jours sereins,
de s’endormir sans trouble et de s’éveiller sans
remords? Ce que vous appelez le bonheur n’est qu’un
tumulte des sens, un orage des passions dont le
spectacle est effrayant, même à le regarder du rivage.
Eh! comment affronter ces tempêtes? comment oser
s’embarquer sur une mer couverte des débris de mille
et mille naufrages? Et avec qui? Non, monsieur, je
reste à terre; je chéris les liens qui m’y attachent. Je
pourrais les rompre que je ne le voudrais pas; si je ne
les avais, je me hâterais de les prendre.
Pourquoi vous attacher à mes pas? pourquoi vous
obstiner à me suivre? Vos lettres, qui devaient être
rares, se succèdent avec rapidité. Elles devaient être
sages, et vous ne m’y parlez que de votre fol amour.
Vous m’entourez de votre idée plus que vous ne le
faisiez de votre personne. Écarté sous une forme, vous
vous reproduisez sous une autre. Les choses qu’on
vous demande de ne plus dire, vous les redites
seulement d’une autre manière. Vous vous plaisez à
m’embarrasser par des raisonnements captieux; vous
échappez aux miens. Je ne veux plus vous répondre, je
ne vous répondrai plus... Comme vous traitez les
femmes que vous avez séduites! Avec quel mépris vous
en parlez! Je veux croire que quelques-unes le
méritent, mais toutes sont-elles donc si méprisables?
Ah! sans doute, puisqu’elles ont trahi leurs devoirs
pour se livrer à un amour criminel. De ce moment,
elles ont tout perdu, jusqu’à l’estime de celui à qui elles
ont tout sacrifié. Ce supplice est juste, mais l’idée seule
en fait frémir. Que m’importe, après tout? Pourquoi
m’occuperais-je d’elles ou de vous? De quel droit
venez-vous troubler ma tranquillité? Laissez-moi, ne
me voyez plus; ne m’écrivez plus, je vous en prie; je
l’exige. Cette lettre est la dernière que vous recevrez
de moi.

De..., ce 5 septembre 17**.

 L E TT R E LV I I
Le Vicomte de VALMONT à la Marquise de
MERTEUIL.

J’ai trouvé votre lettre hier, à mon arrivée. Votre

colère m’a tout à fait réjoui. Vous ne sentiriez pas plus
vivement les torts de Danceny, quand il les aurait eus
vis-à-vis de vous. C’est sans doute par vengeance que
vous accoutumez sa maîtresse à lui faire de petites
infidélités; vous êtes un bien mauvais sujet! Oui, vous
êtes charmante, et je ne m’étonne pas qu’on vous
résiste moins qu’à Danceny.
Enfin je le sais par cœur, ce beau héros de roman! il
n’a plus de secrets pour moi. Je lui ai tant dit que
l’amour honnête était le bien suprême, qu’un sentiment
valait mieux que dix intrigues, que j’étais moi-même,
dans ce moment, amoureux et timide; il m’a trouvé
enfin une façon de penser si conforme à la sienne que,
dans l’enchantement où il était de ma candeur, il m’a
tout dit et m’a juré une amitié sans réserve. Nous n’en
sommes guère plus avancés pour notre projet.
D’abord, il m’a paru que son système était qu’une
demoiselle mérite beaucoup plus de ménagements
qu’une femme, comme ayant plus à perdre. Il trouve
surtout que rien ne peut justifier un homme de mettre
une fille dans la nécessité de l’épouser ou de vivre
déshonorée, quand la fille est infiniment plus riche que
l’homme, comme dans le cas où il se trouve. La
sécurité de la mère, la candeur de la fille, tout
l’intimide et l’arrête. L’embarras ne serait point de
combattre ses raisonnements, quelque vrais qu’ils
soient. Avec un peu d’adresse et aidé par la passion,
on les aurait bientôt détruits; d’autant qu’ils prêtent au
ridicule et qu’on aurait pour soi l’autorité de l’usage.
Mais ce qui empêche qu’il n’y ait de prise sur lui, c’est
qu’il se trouve heureux comme il est. En effet, si les
premières amours paraissent, en général, plus
honnêtes et, comme on dit, plus pures; si elles sont,
au moins, plus lentes dans leur marche, ce n’est pas,
comme on le pense, délicatesse ou timidité: c’est que
le cœur, étonné par un sentiment inconnu, s’arrête,
pour ainsi dire, à chaque pas pour jouir du charme qu’il
éprouve et que ce charme est si puissant pour un cœur
neuf, qu’il l’occupe au point de lui faire oublier tout
autre plaisir. Cela est si vrai qu’un libertin amoureux, si
un libertin peut l’être, devient de ce moment même
moins pressé de jouir; et qu’enfin, entre la conduite de
Danceny avec la petite Volanges et la mienne avec la
prude Mme de Tourvel, il n’y a que la différence du plus
au moins.
Il aurait fallu, pour échauffer notre jeune homme,
plus d’obstacles qu’il n’en a rencontrés; surtout qu’il
eût un besoin de plus de mystère, car le mystère mène
à l’audace. Je ne suis pas éloigné de croire que vous
nous avez nui en le servant si bien; votre conduite eût
été excellente avec un homme usagé, qui n’eût eu que
des désirs; mais vous auriez pu prévoir que pour un
homme jeune, honnête et amoureux, le plus grand prix
des faveurs est d’être la preuve de l’amour; et que par
conséquent, plus il serait sûr d’être aimé, moins il
serait entreprenant. Que faire, à présent? Je n’en sais
rien; mais je n’espère pas que la petite soit prise avant
le mariage, et nous en serons pour nos frais; j’en suis
fâché, mais je n’y vois pas de remède.
 Pendant que je disserte ici, vous faites mieux avec
votre chevalier. Cela me fait songer que vous m’avez
promis une infidélité en ma faveur, j’en ai votre
promesse par écrit et je ne veux pas en faire un billet
de la Châtre. Je conviens que l’échéance n’est pas
encore arrivée, mais il serait généreux à vous de ne
pas l’attendre; de mon côté, je vous tiendrais compte
des intérêts. Qu’en dites-vous, ma belle amie? Est-ce
que vous n’êtes pas fatiguée de votre constance? Ce
chevalier est donc bien merveilleux? Oh! laissez-moi
faire, je veux vous forcer de convenir que si vous lui
avez trouvé quelque mérite, c’est que vous m’aviez
oublié.
Adieu, ma belle amie, je vous embrasse comme je
vous désire; je défie tous les baisers du chevalier
d’avoir autant d’ardeur.

De..., ce 5 septembre 17**.

 L E TT R E LV I I I
Le Vicomte de VALMONT à la Présidente de
TOURVEL.

Par où ai-je donc mérité, madame, et les reproches

que vous me faites et la colère que vous me
témoignez? L’attachement le plus vif et pourtant le plus
respectueux, la soumission la plus entière à vos
moindres volontés; voilà en deux mots l’histoire de
mes sentiments et de ma conduite. Accablé par les
peines d’un amour malheureux, je n’avais d’autre
consolation que celle de vous voir; vous m’avez
ordonné de m’en priver, j’ai obéi sans me permettre un
murmure. Pour prix de ce sacrifice vous m’avez permis
de vous écrire, et aujourd’hui vous voulez m’ôter cet
unique plaisir. Me le laisserai-je ravir sans essayer de le
défendre? Non, sans doute; eh! comment ne serait-il
pas cher à mon cœur? C’est le seul qui me reste et je
le tiens de vous.
Mes lettres, dites-vous, sont trop fréquentes!
Songez donc, je vous prie, que depuis dix jours que
dure mon exil je n’ai passé aucun moment sans
m’occuper de vous et que, cependant, vous n’avez reçu
que deux lettres de moi. Je ne vous y parle que de
mon amour! Eh! que puis-je dire, que ce que je pense?
Tout ce que j’ai pu faire a été d’en affaiblir l’expression
et vous pouvez m’en croire, je ne vous en ai laissé voir
que ce qu’il m’a été impossible d’en cacher. Vous me
menacez enfin de ne plus me répondre. Ainsi l’homme
qui vous préfère à tout et qui vous respecte encore
plus qu’il ne vous aime, non contente de le traiter avec
rigueur, vous voulez y joindre le mépris! Et pourquoi
ces menaces et ce courroux? Qu’en avez-vous besoin?
N’êtes-vous pas sûre d’être obéie, même dans vos
ordres injustes? M’est-il donc possible de contrarier
aucun de vos désirs et ne l’ai-je pas déjà prouvé? Mais
abuserez-vous de cet empire que vous avez sur moi?
Après m’avoir rendu malheureux, après être devenue
injuste, vous sera-t-il donc bien facile de jouir de cette
tranquillité que vous assurez vous être si nécessaire?
Ne vous direz-vous jamais: «Il m’a laissée maîtresse de
son sort et j’ai fait son malheur; il implorait mes
secours et je l’ai regardé sans pitié.» Savez-vous
jusqu’où peut aller mon désespoir? Non.
Pour calmer mes maux, il faudrait savoir à quel
point je vous aime, et vous ne connaissez pas mon
cœur.
A quoi me sacrifiez-vous? A des craintes
chimériques. Et qui vous les inspire? Un homme qui
vous adore; un homme sur qui vous ne cesserez jamais
d’avoir un empire absolu. Que craignez-vous? Que
pouvez-vous craindre d’un sentiment que vous serez
toujours maîtresse de diriger à votre gré? Mais votre
imagination se crée des monstres et l’effroi qu’ils vous
causent vous l’attribuez à l’amour. Un peu de confiance
et ces fantômes disparaîtront.
Un sage a dit que pour dissiper ses craintes il
suffisait presque toujours d’en approfondir la cause[25].
C’est surtout en amour que cette vérité trouve son
application. Aimez, et vos craintes s’évanouiront. A la
place des objets qui vous effrayent vous trouverez un
sentiment délicieux, un amant tendre et soumis, et
tous vos jours, marqués par le bonheur, ne vous
laisseront d’autre regret que d’en avoir perdu
quelques-uns dans l’indifférence. Moi-même, depuis
que, revenu de mes erreurs, je n’existe plus que pour
l’amour, je regrette un temps que je croyais avoir passé
dans les plaisirs, et je sens que c’est à vous seule qu’il
appartient de me rendre heureux. Mais, je vous en
supplie, que le plaisir que je trouve à vous écrire ne
soit plus troublé par la crainte de vous déplaire. Je ne
veux pas vous désobéir, mais je suis à vos genoux, j’y
réclame le bonheur que vous voulez me ravir, le seul
que vous m’avez laissé; je vous crie: écoutez mes
prières et voyez mes larmes. Ah! madame, me
refuserez-vous?

De..., ce 7 septembre 17**.

[25] On croit que c’est Rousseau dans Émile, mais

la citation n’est pas exacte et l’application qu’en fait
Valmont est bien fausse, et puis Mme de Tourvel avait-
elle lu Émile?
 L E TT R E L I X
Le Vicomte de VALMONT à la Marquise de
MERTEUIL.

Apprenez-moi, si vous savez, ce que signifie ce

radotage de Danceny. Qu’est-il donc arrivé et qu’est-ce
qu’il a perdu? Sa belle s’est peut-être fâchée de son
respect éternel? Il faut être juste, on se fâcherait à
moins. Que lui dirai-je ce soir au rendez-vous qu’il me
demande et que je lui ai donné à tout hasard?
Assurément je ne perdrai pas mon temps à écouter ses
doléances si cela ne doit nous mener à rien. Les
complaintes amoureuses ne sont bonnes à entendre
qu’en récitatif obligé ou en grandes ariettes. Instruisez-
moi donc de ce qui est et de ce que je dois faire, ou
bien je déserte pour éviter l’ennui que je prévois.
Pourrai-je causer avec vous, ce matin? Si vous êtes
occupée, au moins écrivez-moi un mot et donnez-moi
les réclames de mon rôle.
Où étiez-vous donc hier? Je ne parviens plus à vous
voir. En vérité, ce n’était pas la peine de me retenir à
Paris au mois de septembre. Décidez-vous pourtant,
car je viens de recevoir une invitation fort pressante de
la comtesse de B... pour aller la voir à la campagne; et
comme elle me le mande assez plaisamment, «son
mari a le plus beau bois du monde, qu’il conserve
soigneusement pour les plaisirs de ses amis». Or vous
savez que j’ai bien quelques droits sur ce bois-là, et
j’irai le revoir si je ne vous suis pas utile. Adieu, songez
que Danceny sera chez moi sur les quatre heures.
De..., ce 8 septembre 17**.
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