Activities
Responding to text
Class
Ned Kelly writes as an innocent person (read p. 21, for example). He
seems to believe that he is a victim. Or does he want to show himself in the
best light? He justifies his criminal deeds. He uses euphemisms to
describe his criminal acts (read p. 27 as an example). Discuss.
Individuals
Write a letter, positioning yourself as the victim. Imagine that you
are accused of a crime that you may or may not have committed. Explain your
actions so that you appear innocent or, at least, victimised.
Class
Debate Ned's assertion that, 'No honest man has any business
being in the police force' (p. 46). Use either a parliamentary or polarised
debate model.
A parliamentary debate is a conventional, formal debate. A polarised
debate allows you to argue a viewpoint, but to modify that viewpoint as the
debate proceeds.
Before a polarised debate begins, students sit around in a horseshoe
shape. Those who agree with the statement sit on the right side of the horseshoe,
those who disagree sit on the left side, and those who are undecided sit across
the top. The debate begins with a speaker who agrees with the statement,
followed by a speaker who disagrees with the statement and then by a person who
has yet to decide. You may change position around the horseshoe as the debate
progresses if you modify your views. You can keep a log of your opinions and
feelings, making entries each time you change positions around the horseshoe.
This can help clarify your thinking and it is a useful record of your thought
processes during the debate.
Role of the characters
Small groups
Read about the people mentioned in the Jerilderie Letter on p. 8–11.
Find these 'characters' in the body of the text.
Read the explanation about William Skillion on p. 10. It states that,
'He was jailed for six years for his part in the Fitzpatrick Affair, though
historians believe he wasn't actually there.' Where might the editor have developed
her opinion about this from?
Individuals
What do you think William Skillion was like? Design a Wanted Poster
for him. Include information about what you think he might have looked like and
how he might have acted.
Small groups
The police are generally cast as the villains in histories
and fiction about Ned Kelly, and often throughout Australian history in
general. Complete a PMI Chart to collate positive, negative and
interesting examples from the book of how the police acted during this time in
history. This tool encourages you to look at all sides of the topic and
recognise different strengths and weaknesses in an argument, rather then
focusing on your immediate emotional reaction.
Individuals
Write a conclusion summarising the impact of the role of the police.
Degenerating language
Class
Note how the language degenerates
throughout the letter. Ned seems to become more hostile and erratic. Brainstorm
and show examples of this as well as of his hyperbole and sarcasm. Use a
Spider Map.
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Responding to images
Leitmotifs
Class
At the start of each section there are grey 'splotches' over the
section titles. What might these represent? Use this leitmotif on the
titles of your written work for this book.
There are also illustrations of flying letters – pieces of paper
with rectangular cut-out slits. Find these in the book. What is their purpose?
Montages
Small groups
Make montages by combining and repeating the two leitmotifs – the
'splotches' and the letters with slits. Use Photoshop or other image
manipulation software, or create a hard copy version on large pieces of paper,
cardboard or canvas.
The power of pictures
Class
Look at the picture of Ned gutting a
rabbit on p. 34. What is the impact of this illustration after reading p. 35
where Ned says, 'There is not one drop of murderous blood in my veins.'
Individuals
Select what you consider to be the most
dramatic and powerful illustration in the book. What makes it so powerful?
Re-draw it in your own style, using colour.
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Events of the past
The Jerilderie Letter – important or not?
Individuals
On the back cover, it states that the Jerilderie Letter 'is one of
the most important documents of Australia's history.' Do you agree or disagree
with this statement? Complete a T Chart to organise your thoughts and findings.
Use Microsoft Publisher or a similar program to design business
cards for Ned Kelly. If you have decided that the Jerilderie Letter is a very
important document in Australia's history, include a brief slogan capturing
its importance. If you have decided that the Jerilderie Letter is not a very
important document, include a slogan about another aspect of Ned Kelly that you
have learned about from this book.
Ned Kelly
Small groups
There are a number of similarities
between the story of Ned Kelly and his 'last stand' and the Battle of the
Eureka Stockade. It may be helpful to read Fly a
Rebel Flag: The Eureka Stockade by Robyn Annear.
Use an Affinity Diagram to collect data on these two events and
sort by similarities. Consider the underdog's fight against authority, Irish
protagonists, the climactic fight at the end, burning of hotels (Eureka and Glenrowan), informers, overlapping characters such as Judge Barry and Robert Rede,
and the police as villains.
Individuals
Write your findings as a factual report or essay.
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Language of history
Carole Wilkinson, the editor, states on
the title page and in the introduction that Ned Kelly has a 'wonderful turn of
phrase … unique style … wicked sense of humour.' She also describes his
language as being emotive, strong, sarcastic and insulting.
Ned Kelly's language – part of history
Class
Ned Kelly's language is primary source material. It is the
language of the past, the language of history. Find examples of Ned Kelly's
language in the text. List examples of:
- his sarcasm and insult
- his wicked sense of humour
- his unique, old-fashioned style – for example,
at the start of the letter he says, 'Dear Sir, I wish to acquaint you with some
occurrences of the present, past and future.'
What is the impact of the recount being in the first person? Read
sections such as p. 35, 'But they knew well I was not there or I
would have scattered their blood and brains like rain.' How does telling the recount
in first person make the past come alive?
Individuals
Re-write some of the text as a third-person recount. Imagine that an
uninvolved narrator is now telling the story. Use pronouns like 'they', 'he'
and 'she', and do not use the pronouns 'I' or 'we'. Keep some of Ned's
old-fashioned sayings such as 'make my blood boil' though.
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The editor's language – the present
Small groups
Find examples of the editor's voice. This voice and style is the
language of greater clarity, less repetition and clearer punctuation. How and
why has language changed over time? This may be easier to answer and find
examples for after question 5 has been completed.
Ned Kelly's Jerilderie Letter was written in 1879. It was kept by
the police, but disappeared in 1913. It was rediscovered in 2000. Supposedly, no
one knows what happened to it. What do you think might have happened to it?
Where might it have been? Who might have had it? Why might it have then reappeared?
Individuals
Design a Flowchart to plot a fictional mystery narrative about what might
have happened to the Jerilderie Letter. As an extension, write this mystery as a
fictional story.
Class
Compare the version of the Jerilderie Letter in this book with the original
letter at www.slv.vic.gov.au/collections/treasures/jerilderieletter/jerilderie01.html.
What are the main differences? Consider repetition, rambling and punctuation, as
well as other differences.
Small groups
To help compare the two versions of the Jerilderie Letter, take it
in turns to select and read aloud sections of the original Jerilderie Letter,
then the edited letter in this book. Use as much expression as possible. Group
members listening can react with exaggerated facial expressions.
Beyond the classroom
Make one or more replicas of the original Jerilderie Letter. You
will need to have found and looked at it on the internet at www.slv.vic.gov.au/collections/treasures/jerilderieletter/jerilderie01.html,
as it looks different there from in this book. Then hide it in the classroom to
represent it being missing for many years. It could be hidden inside a book, in
a box or cupboard, under a mat or elsewhere. Invite community members, the
principal or other (younger) students to find one or more of the letters and
then give a class presentation to them, explaining the importance of the
letter. Also explain to them why your class hid the replica.
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