HISTORY OVERVIEW, TERM 3 2012 - General Web viewmake appropriate word selections and ... willingness and ability to apply mathematics to their lives in ways that are ... What would

HISTORY OVERVIEW, TERM 3 2012UNIT TITLE: How did an already diverse Australia become even more diverse during the colonial period?

Unit Outline: It was believed at the time of European Settlement the Indigenous population numbered 500 000. They lived in more than 300 separate groups and spoke more than 250 languages. They were a diverse group secure and independent. The arrival of the Europeans and the establishment of the colonies diversified the country even more. This unit helps students to develop understandings of when and why the other Australian colonies were established. The establishment of the other colonies would lead Australia to become even more diverse.

As a class students will explore establishment of colonies in Australia after 1800. They will look at the colony of New south Wales as an example. They will be divided into expert groups to discover the establishment of other colonies or states. Within each group children will focus on the perspective of an individual and write a historical narrative. The children will then come together to share their knowledge about each colony, why it was established and the life led through different perspectives.

As a class, students will place key events and ideas they have studied in chronological sequence and create timelines with annotations referring to events, changes and places. This timeline will be updated throughout the unit.

HISTORICAL CONCEPTS

CONTENT DESCRIPTIONS ASSESSMENT (A)Historical Knowledge and Understanding

The Australian Colonies

Content descriptionReasons (economic, political and social) for the establishment of British colonies in Australia after 1800.ElaborationsInvestigating the reasons for the establishment of

Achievement Standard

History Achievement StandardBy the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.

Students sequence events and people (their lifetime) in chronological order, using timelines. When researching,

Evidence

Continuity and Change

Cause and effect

Perspective

Empathy

Significance

Diocese of Cairns, Catholic Education Services

Contestability one or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria)

Historical Skills CHRONOLOGY- Sequence historical people

and events. (ACHHS098) Analysis- and use of sources. Locate

information related to inquiry questions in a range of sources (ACHHS102)

Historical questions and research. Identify questions to inform an historical inquiry. (ACHHS100)

PERSPECTIVE- Identify points of view in past and present. Identify points of view in the past and present (ACHHS104)

Explanation and communication. Develop texts, particularly narratives and descriptions which incorporate source materials. (ACHHS105)

students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

LINKS TO OTHER LA’S

English

Technology

Mathematics - Timelines

Geography (SOSE Place and Space)

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

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.


natural, built and social environment2. current environmental issues

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

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


(Vocabulary) use and produce a range of visual

materials to learn and demonstrate learning (Visual information)

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 UnderstandingStudents 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 PLANNERWEEK 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 RESOURCES

Content descriptionReasons (economic, political and social) for the establishment of British colonies in Australia after 1800.

Children revisit why the penal colony of NSW was established, emphasising the political, economic and social reasons.Pose question to students: Teacher or guests (could be parents dressed in period costume if available) pretend to be a famous character from the Penal Settlement. (Hot Seat) Children try to guess the character. Children ask questions such as: “What was life like in the early settlement. What happened next in the settlement of Australia? “Divide the students into groups. Each group is presented with a treasure chest. Inside each chest the group is presented with pieces of information from different areas of Australia. Examples that could be included: Message stick/Boomerang/Spear/Berries, Governor Hat/Bread/ Food Rations, Convict uniform/chains, clothing, shelter, maps of colonies. These objects and photos help to provide clues of the people of the time. How do all these things fit together? What role do they play in the person’s life? Where are we? Children are asked to suggest who they might belong to, or what they may be and where they might be from. After initial placements provide students with the answers. What questions arise from the activity? Add to a retrieval Chart.

Student Resources:Student workbook.Word Wall teacher with students is to begin a word wall to assist with understanding. This will be added to as terminology is introduced and discussed.

Teacher Resources:Posters charts to retrieve questions from the children.To gather information that will be needed for the clues of the different mystery boxes.Visit the website: http://www.sl.nsw.gov.au/discover_collections/index.htmlHathorn. J, Hannay, L. Looking back A Pictorial History of Australia, 108 Blackline Masters 1987 Centennial Park Press. Sydney

ASSESSMENT OPPORTUNITIES


http://www.sl.nsw.gov.au/discover_collections/index.html


Children are invited to consider the meaning of the Historical language that will be needed throughout the unit.

FormativeWhat do children know about the past? Were they able to match objects? What questions were posed by the group/individual?

HISTORICAL LANGUAGEColony, invasion, fright, hunger, free settler, convict, Aboriginals, Governor, settlement, ration, Australia, Britain, Penal, 1788 reasons, political. Economic, social

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



EXPLORING RESOURCESLesson Two: BIG QUESTIONHow did an already diverse Australia become even more diverse during the colonial period? What are the views of the following groups (Governor, Indigenous and convicts) in relation to the settlement of the colony of New South Wales? How did these groups contribute to Australia becoming even more diverse?What reasons Economic/Political/Social were the various colonies of Australia settled?Discuss with students using a graphic organizer to show how and when different settlements of Australia were established.

Student Resources:A letter from Governor PhillipABC media clip from an Aboriginal PerspectiveExcerpts from historical novels Surviving Sydney Cove by Goldie Alexandra – Convicts PerspectiveTeacher Resources:250 separate languagehttp://adb.anu.edu.au/Cox, K. Amazing Facts About Australia’s Early Explorers, Steve Parish Publishing, 2008Ellis, J. A, Aboriginal Australians Their Journey, Kallarna Productions, Penrith 2007Education Services Australia, Spatial Genie 2011



NSW

Queensland

Western Australia

South Australia

Tasmania

Victoria

Northern Territory

NSW

Social

Political

Economic

Governor

Share with the students an engaging multimedia extract depicting lives of the time.

Reflection

Formative AssessmentStudents reflection of the individual perspectives of the time

HISTORICAL LANGUAGEIndigenous, community, relationship, perspective, timeline, political reasons, economic reasons

REFLECTION

WEEK 1 2 3 4 5 6 7 8 9 10



EXPLORING RESOURCESThe reasons why colonisation expanded throughout Australia? Whole class discussion children give ideas of why they believe different places might have been established earlier than others. Who do the children think would live in these new places?

Student Resources:http://adb.anu.edu.au/Teacher Resources:


Children are separated into the six groups and are assigned a colony. They are given key inquiry questions to explore.Why was this colony established?Who are the key figures for this colony?Who were the important people at this time?What would life have been like for the people of this time?Would life have been the same for all people?How did people live, eat and communicate?

http://adb.anu.edu.au/Victoria http://museumvictoria.com.au/marvellous/early/index.aspTasmaniahttp://foundingdocs.gov.au/area-aid-7.htmlhttp://www.foundersandsurvivors.org/South Australiahttp://boundforsouthaustralia.net.au/Western Australiahttp://foundingdocs.gov.au/area-aid-9.htmlNorthern Territoryhttp://moadoph.gov.au/http://foundingdocs.gov.au/area-aid-4.htmlQueenslandhttp://www.slq.qld.gov.au/coll/qhist

ASSESSMENT OPPORTUNITIESFormative: assessing informationChildren posing inquiry questions.Adding to class timeline of colonies of Australia.

HISTORICAL LANGUAGEStates, free settlers , inquiry, hardships, exploration, political reasons, economic reasons, social life, key figures, influence, communicate

REFLECTION


http://moadoph.gov.au/

http://foundingdocs.gov.au/area-aid-7.html

http://adb.anu.edu.au/


WEEK 1 2 3 4 5 6 7 8 9 10



LOOKING RESOURCESThe Settlement and Establishment of the colonies of Australia.How might we find out information about the colonies and people of this time?Teacher explicitly to teach how to answer key questions and source materials.As this is the beginning unit for the year the teacher will need to ensure that students are guided through the process on how to find information. By providing guidelines and examples of suitable sources children will develop critical literacy skills through the Finding Our Voices activity.

1. Whose voice is heard in the text?2. What are you invited to understand?3. Do you accept the invitation?4. Who else might have been a voice on this issue/event/situation? What might

these viewpoints be? (Adapted from Nayler1997)Teacher to discuss the difference between Primary and Secondary sources.

Teacher provides a number of resources for students to view and explore. Students analyse the resources and locate the information related to their inquiry. Students evaluate web based information. Use the CARS strategy – Credibility-Accuracy-Reasonableness-Support

Teacher demonstrates note taking skills and provides students with graphic organisers to support these skills.

Student Resources:Graphic Outlines to organise informationNote takingSummarising informationLocating informationEvaluating web-based information http://adb.anu.edu.au/

Teacher Resources:Modelling of task: NSWPrimary & Secondary Sources fromhttp://www.dur.ac.uk/4schools/History/Primaryintro.htm


SummativeUnderstanding material as a critical reader.


Class begins a timeline noting events of the colonies. This timeline is added to as facts HISTORICAL LANGUAGE

Primary, secondary sources, colonies, note taking , settlement, establishment, proclamation, excellency, governor, political , economic reasons

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



SORTING RESOURCES

Pose the following question to students. How did an already diverse Australia become even more diverse during the colonial period?When and why were colonies established? Silent Card Shuffle. Teacher prepares cards on the colonies. Students work silently in small groups to sequence the cards correctly. Which colonies were settled for political reasons? For economic reasons?Teacher adds correct information on the establishment of colonies onto the class timeline.Teacher poses questionsWhat would life be like for the people of the first settlement?Why was the colony established? How did they come to be there?What was life like for people at this time? What other groups were there?As a class teacher models the life of the indigenous people at the time of first settlement. Teacher demonstrates types of questions that would aid the student’s inquiry. Students look at task sheet and criteria sheet. Teacher models the perspective of an indigenous person at the time of the first settlement.Teacher demonstrates how to write a journal pretending to be that person. Teacher has prepared an example of a journal based on one aspect of life from each different persons perspective as an example for each student to view.

Student Resources:

Teacher Resources:http://www.sl.nsw.gov.au/discover_collections/index.html


Formative Assessment: Students questioning, Journal Writing

HISTORICAL LANGUAGE



Journal, perspective timeline, established

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



TESTING RESOURCESAssessment : Children begin their assessment based on their task sheet. Teacher explains task. Each small group will be given a state or territory to research. Children are asked to model who lived in the colony or state at the beginning of European Settlement. Each group member will look closely at what life was like from the perspective of either an Indigenous person, the Governor, convict or free settler.Students write a series of questions to aid their inquiry based from their perspective. Teacher provides websites and texts for students to aid research.

Students individually assessed based on the content of their questions and answers.Have you discovered how your colony was established and how it has added to the diversity of Australia?

Activity Think-pair-share-square. Students ascertain what information they will need to help support their questions. Children gather, sort organise their information into retrieval charts.

Student Resources:http://adb.anu.edu.au/Victoria http://museumvictoria.com.au/marvellous/early/index.aspTasmaniahttp://foundingdocs.gov.au/area-aid-7.htmlhttp://www.foundersandsurvivors.org/South Australiahttp://boundforsouthaustralia.net.au/Western Australiahttp://foundingdocs.gov.au/area-aid-9.htmlNorthern Territoryhttp://moadoph.gov.au/http://foundingdocs.gov.au/area-aid-4.htmlQueenslandhttp://www.slq.qld.gov.au/coll/qhist

ASSESSMENT OPPORTUNITIESSelf assessment through checklistsSummative Children complete task.

HISTORICAL LANGUAGE


http://moadoph.gov.au/

http://foundingdocs.gov.au/area-aid-7.html

http://adb.anu.edu.au/

Task, historical narrative, inquiry skills, diversity

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



ACTING RESOURCESChildren collect information they have learned from each other. What can you add to about the diversity of Australia? What was it like for the different groups? Which colony would you like to have been part of?Gallery Display. Children present their work to each other as a gallery display. Over the week students read each other’s work. They are given a scavenger hunt based on the information found by classmates. Students vote for the work that could be published in the school newsletter, displayed in the school library or published in the local newspaper. (Cairns Post Ed)

Student Resources:JournalsTeacher Resources:Design a scavenger hunt for students to answer

ASSESSMENT OPPORTUNITIESSummative

HISTORICAL LANGUAGE

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



REFLECTING RESOURCESDiverse AustraliaAs an individual children write a reflection that answers this question. Children answer in their journal. What did I learn about Australia becoming an even more diverse nation from this unit?Include in your answer different perspectives and evidence from the information you have learned from each other. Use de Bono’s thinking Hats for response and the information from the scavenger hunt.

As a class reflect as a PMIInvite students to consider the Plus, Minus and Interesting Factors related to the whole investigation or particular elements. Did Australia become even more diverse as the Colonies were established?

Pluses + Minus - Interesting Factors

Student Resources:DeBono’s Thinking hatsTeacher Resources:DeBono’s Thinking Hats


Reflection: Summative in their journal children reflect on knowledge gained.

HISTORICAL LANGUAGE


REFLECTION


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


Documents

HISTORY OVERVIEW, TERM 3 2012 - General Web viewmake appropriate word selections and ... willingness and ability to apply mathematics to their lives in ways that are ... What would