This book provides an introduction to the theory and practice of teaching History to years 7-12 in Australian schools.

Just over 200 years ago on a stormy night, a young woman conceived of what would become one of the most iconic images of science gone wrong, the story of Victor Frankenstein and his Creature. For a long period, Mary Shelley languished in the shadow of her luminary husband, Percy Bysshe Shelley, but was rescued from obscurity by the feminist scholars of the 1970s and 1980s. This book offers a new perspective on Shelley and on science fiction, arguing that she both established a new discursive space for moral thinking and laid the groundwork for the genre of science fiction. Adopting a contextual biographical approach and undertaking a close reading of the 1818 and 1831 editions of the text give readers insight into how this story synthesizes many of the concerns about new science prevalent in Shelley's time. Using Michel Foucault's concept of discourse, the present work argues that Shelley should be not only credited with the foundation of a genre but recognized as a figure who created a new cultural space for readers to explore their fears and negotiate the moral landscape of new science.

"This book is grounded in the belief that every nation had its own 'Great War', and that children's picture books are an important barometer of each country's national approach. To explore the depiction of the Great War in Australian, British, and French modern children's picture books, where this historical event is reimagined in different ways as a futile conflict, a painful victory, and as part of one country's founding mythology, this book uses the concept of the hero's journey as underlying framework. It claims that this monomythic pattern, as developed by Joseph Campbell and modified by Christopher Vogler, not only informs all picture books selected for this project but can also be used to highlight the extent to which modern children's picture book authors and illustrators conform to their respective nation's cultural memory. It further maintains that the specific historical context of the Great War in these children's picture books can be used to identify a variant of the hero's journey: the 'ordinary soldier's journey.' This analysis of children's picture books about the Great War through the lens of Campbell's hero's journey will be of interest to both students and researchers in the fields of children's literature, literary theory, history, cultural studies and education"-- Provided by publisher.