HISTORY OVERVIEW: Year 6 Term 2 2013 - The Curriculum Web viewHistorical Concepts. Content...

HISTORY OVERVIEW: Year 6 Term 2 2013

UNIT TITLE: Was the struggle worth it?,

INQUIRY QUESTIONS

How did Australian society change throughout the twentieth century?Who were the people who came to Australia? Why did they come?What contributions have significant individuals and groups made to the development of Australian society?

HISTORICAL CONCEPTS

CONTENT DESCRIPTIONS ASSESSMENT (A)Historical Knowledge and Understanding

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children

Assessment: “My Australian Life Scrapbook”

Compile a scrapbook that shows an individual’s struggle to achieve voting rights and have their voice heard as an equal citizen of Australia.

Phase 1: No voting rightsPhase 2: Struggle for voting rightsPhase 3: life today

Choose from the following: Women Indigenous Migrants

Scrapbook includes Text Photographs Maps Timeline of changes

Evidence

Continuity and Change

Cause and effect

Perspective

Empathy

Significance

Contestability

Historical SkillsChronology, Terms and concepts

Sequence historical people and events. (ACHHS117 Use historical terms and concepts(ACHHS118)

Historical questions and research Identify questions to inform an historical inquiry

(ACHHS119Perspectives and interpretation

Identify points of view in the past and the presentExplanation and communication

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

LINKS TO OTHER LA’S

Diocese of Cairns, Catholic Education Services

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHS125

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHS118

How things have changed in your life Newspaper clippings that you kept How you participated in the change How the changes made your life better/worse

Achievement StandardK & U HISTORICAL SKILLS

Identify change and continuity

Describe the causes and effects of change on society

Explain the significance of an individual and group

Sequence events and people in chronological order and represent time by creating timelines.

While researching, students develop questions to frame an historical inquiry.

Identify a range of sources and locate and compare information to answer inquiry questions

Examine sources to identify and describe points of view.

Develop text, particularly narratives and descriptions

Use historical terms and concepts and incorporate relevant sources.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer


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 constructs2. 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 Understanding


Students 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 PLANNER

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCESWelcome to your new government. Were you celebrating?

Mystery Box – Do these things represent all Australians? Lyrics – We are one (Bruce Woodley and Dobey Newton)

www.alldownunder.com/aus-u/songs/i-am-australian-17.htm Advance Australia Fair Australian Flag Map of Australia Poem Henry Lawson Painting by Tom Roberts

(www.whitehat.com.au/australia/people/Roberts.asp )

K&U Student Resources:Corkboard, Wall wisherTeacher Resources:

Lyrics – We are one (Bruce Woodley and Dobey Newton) www.alldownunder.com/aus-u/songs/i-am-australian-17.htm

Advance Australia Fair Australian Flag Map of Australia Poem Henry Lawson Painting by Tom Roberts

Experiences of Australian democracy and citizenship

Historical Concepts

Evidence Continuity and Change Cause and effect Perspective

Historical Skills


http://www.alldownunder.com/aus-u/songs/i-am-australian-17.htm


http://www.whitehat.com.au/australia/people/Roberts.asp


What is missing Discuss each item. Who does it represent? Who isn’t represented? Is it a true representation of Australians? Why do you think they weren’t represented? If we were to make a new mystery box, what would we put in

it?

(www.whitehat.com.au/australia/people/Roberts.asp )

Identify points of view in the past and the present

ASSESSMENT OPPORTUNITIESObservationsOral/ Written Responses

HISTORICAL LANGUAGERepresent Democracy Citizenship Government




WEEK 1 2 3 4 5 6 7 8 9 10



EXPLORING RESOURCESDemocracy

What is democracy? Grafitti wall (post it note wall) (what do you know about democracy, what questions do you have

about democracy Use colour coded post it notes or electronically use “corkboard”

Watch the following clips from: http://explore.moadoph.gov.au/films Representation Freedom Justice

What makes a democracy the right form of government? (student note taking – create a vocabulary list using wordle/tagul from the main ideas gained from watching these films (class and individual viewing)

Who Has the Vote Discovering Democracy unit: Democratic Struggles Activity 1 and Activity 2 www1.curriculum.edu.au/ddunits/units/Is3fq1acts.htm

What is a citizen? What makes someone a citizen

K & U Student Resources: Brainstorming –APP- Corkboard, Wallwisher

Teacher Resources:Discovering Democracy kitNational Archives of AustraliaExploring democracy website http://explore.moadoph.gov.au/films


Historical Concepts

Evidence

HISTORICAL SKILLS ASSESSMENT OPPORTUNITIES• Use historical terms

and concepts• Identify points of view

in the past and the present

• Develop texts, particularly narratives and descriptions,

ObservationsOral /Written Responses


http://explore.moadoph.gov.au/films

http://www.curriculum.edu.au/ddunits/units/Is3fq1acts.htm


What makes someone a citizen? What rights to people have as a citizen? What responsibilities do people have as a citizen? In the 20th century, who was classed as not being a citizen (Indigenous,

which incorporate source materials

• Use a range of communication forms (oral, graphic, written) and digital technologies

HISTORICAL LANGUAGERepresentationFreedomJusticeRightsResponsibilitiesCitizenshipMigrantIndigenous


WEEK 1 2 3 4 5 6 7 8 9 10



LOOKING AND SORTING RESOURCES

Looking at primary source documents that examine the rights of all citizense.g. Why didn't all adults get the vote at Federation and how did those excluded work to achieve it?DD unit link ( www1.curriIculum.edu.au/ddunits/units/Is3fq5acts.htm)

“Activity 2” – The Chartists’ six pointshttp://www1.curriculum.edu.au/ddunits/images/ls_6points.gif

2a Write the six points into your workbooks.

2b Look at Figure 3. It shows a poster of the charter. The words used sound strange to us today. Select one of the six points and rewrite it in words that make sense to you

Activity 3- Chartist Speeches

http://www1.curriculum.edu.au/ddunits/units/ls3fq2acts.htm

Organise your class into groups of five students. Each group is to be allocated one Chartist speech. Read the speech allocated to your group and answer the questions that follow it.

K&U

Student Resources:Australia’s centenary of federation:www.abc.net.au/federation/fedstory/home.htmTimelineExplore topics at http://explore.moadoph.gov.au/subjects/161-equal-rights/list?page=2

Teacher Resources:Discovering Democracy KitThe Chartists Six Points


Historical ConceptsEvidenceContinuity and ChangeCause and effectPerspectiveEmpathySignificanceContestabilityHISTORICAL SKILLS

• Use historical terms and concepts

• Identify questions to inform an historical inquiry

• Identify points of view

ASSESSMENT OPPORTUNITIESObservationsWritten Responses to Chartist questions


http://explore.moadoph.gov.au/subjects/161-equal-rights/list?page=2

http://explore.moadoph.gov.au/subjects/161-equal-rights/list?page=2

http://www.abc.net.au/federation/fedstory/home.htm

http://www1.curriculum.edu.au/ddunits/units/ls3fq2acts.htm

http://www1.curriculum.edu.au/ddunits/images/ls_6points.gif

http://www1.curriculum.edu.au/ddunits/units/ls3fq5acts.htm#act6

Who are the marginalised citizens Discovering Democracy unit “Democratic Struggles” Focus

question 1- what is democracy and what was Australia like before we had it?

Activity 4: Unequally sized electorates.http://www1.curriculum.edu.au/ddunits/units/ls3fq1acts.htm

Teacher will divide the class into three uneven groups (green, blue and red). The groups should have the following numbers and should sit well away from each other: green = 5 people; blue = 3 people; red = the rest of the class. In your groups, try the following exercises

• Each group nominates one person to be the representative or spokesperson for the group.

• Each student, except the representatives, should write down something that concerns them about the classroom or the class, for example, the chairs are too uncomfortable or the room needs painting.

• Each student voices their concern with the group's representative. The representative has to listen to the concerns and think about how they could be addressed. The three representatives meet at the front of the classroom and give a summary of the concerns of their group.

• Each of the three representatives has an equal say about the most urgent thing to be done to the classroom.

4b It should be obvious to you that there were some problems with this system. As a class, discuss the difficulties this system had. Your teacher will write the ideas on the board.

4c Which individuals in the class, apart from the representatives, had the most say: those in red group, those in blue group or those in green

in the past and the present

• Develop texts, particularly narratives and descriptions, which incorporate source materials


• demonstrating a general understanding of the ideas of the Chartists

• putting forward arguments for each aim of the charter

• explaining how the charter will improve society and in particular the lives of working men and women.

• expressing the ideas in your own words.

Assessment: completed scrapbook.


group?

o 4d How could this system be made fairer and more workable?

Assessment

Students choose a marginalised group from the below list to research in order to create their scrapbook.

Women Voting Rights for women in the 21st century Voting Rights for women in the 20th century

o Pay and working conditionso Marriage expectationso Role of the mother/wife

Indigenous Voting Rights for Indigenous men and women in the 21st

century Voting Rights for indigenous men and women in the 20th

centuryo Stolen generation (Text review/comprehension)o Marriage rightso Case study

Migrants Voting Rights for migrants in the 21st century Voting Rights for migrants in the 20th century

o Disparity between European/Asian/African migrants:


who is not representedo During the war (Japanese)o Internment camps – mandatory detention

HISTORICAL LANGUAGEStole GenerationInternmentMandatory detentionMarginalisedInclusionExclusionVoting RightsElectoratesMigrantsInternmentDetention


WEEK 1 2 3 4 5 6 7 8 9 10



TESTING RESOURCESWas the Struggle worth it

Having compiled the scrapbook, what evidence do you have to prove that the struggle that your individual took was worth it or not.

Fill in the checklist

What was the struggle? What part did you play in the struggle to achieve the vote? When did you achieve the vote? How did you achieve the vote? How did you feel about not having the vote? How do you feel now that you have the vote? How did the laws affect your life (positive/negative)?

K&U Student Resources:Scrapbook – Question / ResponsesTeacher Resources:Checklist


ASSESSMENT OPPORTUNITIESHistorical ConceptsEvidenceContinuity and ChangeCause and effectPerspectiveEmpathy

Scrapbook Evidence justifying conclusion

HISTORICAL SKILLS

• Sequence historical people and events.


• Identify points of view in the past and the present

• Use a range of communication forms


(oral, graphic, written) and digital technologies

HISTORICAL LANGUAGEUnit Review of Historical language

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



ACTING RESOURCESWrite their personal charter “Rights of the Australian citizen” (5-10 points)

Students create a personal charter of what the voting rights in the 21st century should look like.

Using computers

K&U Student Resources:Rights of the Australian Citizen

Teacher Resources:


Historical Concepts

Perspective

ASSESSMENT OPPORTUNITIESHISTORICAL SKILLS• Sequence historical

people and events.• Use historical terms

and concepts(ACHHS118)


Perspectives and interpretation


Written response of their personal charters.



HISTORICAL LANGUAGEUnit Review of Historical Language

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



REFLECTING RESOURCESChoose one of the following:

Group 1:Respond to an article that questions the rights of one of these groups to vote.

Primary source – letter to Edmund Barton relating to the dictation test, any other primary/secondary sources relating to life for these marginalised groups prior to 1901. Do a reflection relating to how life has improved or not due to federation. Focusing on how Australian society changed (rights, freedoms). (Discovering Democracy Kit)

Group 2:Is Australian’s idea of democracy, really democratic –Opinion piece

K&U Student Resources:Discovering Democracy

Teacher Resources:


Historical Concepts ASSESSMENT OPPORTUNITIESEvidenceContinuity and ChangeCause and effectPerspectiveEmpathySignificanceContestability

Written Response- FOCUS QUESTIONHas life today improved due to federation?

HISTORICAL SKILLS


Group 3:Choose or create an image, poem, song, etc to show your idea of Australia today.






HISTORICAL LANGUAGEUnit Review of Historical Language

REFLECTION


RESOURCESPrint Electronic

1901 and all thatExploring CitizenshipVoices for DemocracyCan be purchased from:National Archives of Australia shop

http://dl.nfsa.gov.au/module/334/Video clip of the laying of foundations for the city of Canberra

http://nga.gov.au/federation/Detail.cfm?WorkID=110065&ZoomID=3Image

http://foundingdocs.gov.au/item-sdid-87.htmlPrimary source documents that look at exclusion policies

Documenting a democracy

Primary sources – unfairness of dictation test for immigrants

http://vrroom.naa.gov.au/records/?ID=20057Appeal for gender equity pre Federation

Australian suffragettes Women’s rights

People Power looks at rights of women and aborginals (freedom riders)

Voting rights from DD unit Democractic Struggles

Exploring democracy timeline

APPS – Corkboard WallwisherDiscovering Democarcy KitNational Archives of Australia


http://explore.moadoph.gov.au/subjects/1-milestones-in-australian-democracy/list

http://www1.curriculum.edu.au/ddunits/units/ls3struggles-glance.htm

http://www1.curriculum.edu.au/ddunits/units/ls3fq5acts.htm#act1

http://www.civicsandcitizenship.edu.au/cce/teachers_notes,29596.html

http://australia.gov.au/about-australia/australian-story/austn-suffragettes

http://vrroom.naa.gov.au/records/?ID=20057

http://vrroom.naa.gov.au/records/?ID=19507&page=2

http://foundingdocs.gov.au/

http://foundingdocs.gov.au/item-sdid-87.html

http://nga.gov.au/federation/Detail.cfm?WorkID=110065&ZoomID=3

http://dl.nfsa.gov.au/module/334/

http://eshop.naa.gov.au/c/199263/1/teaching-resources.html

Exploring democracy website http://explore.moadoph.gov.au/filmsFamous Australian Poetry /Paintings



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 WHOM


Provide 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 materials


HISTORY OVERVIEW: Year 6 Term 2 2013 - The Curriculum Web viewHistorical Concepts. Content...

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