Group Assessment:

HISTORY PACKAGE

UNIVERSITY OF SOUTHERN QUEENSLAND

EDP4130 Technology Curriculum and Pedagogy

Working as a tutorial class (or designated group in the case of WEB students), produce a collection of technology curriculum materials that could be used by classroom teachers.

For the purposes of this activity, a curriculum materials package entails convenient access to all of the documentation and resources a teacher would require to guide learning in relation to technology over a period of 3 to 4 weeks, whether or not it is integrated with other curriculum areas.

KLA GROUP: History

Due Date: 09th June, 2011Course Examiner: Peter Albion

STAGE 1 - Desired ResultsUnit OutlineStudents will investigate the way in which Australia was formed throughout the 20th century by analysing, synthesising and evaluating

appropriate materials. They will investigate changes to society through factors including migration, technology and democracy. Asian and

Indigenous cross-cultural perspectives will be incorporated through discussion, investigation and reflection. Students will respond to a

design brief which asks them to design and create a poster that identifies the impact they a culture has had on the Australian culture,

before developing a monologue that expresses the feelings and sentiments of a character whom migrated to Australia.

Inquiry QuestionsWho were the people who came to Australia? Why did they come?

What contribution have significant individuals and groups made to the development of Australian society?

Established Goals:National Curriculum – History (Year 6)Knowledge and Understanding

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the

development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)

Historical Skills Use historical terms and concepts (ACHHS118) Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Locate information related to inquiry questions in a range of sources. (ACHHS121) Compare information from a range of sources. (ACHHS122) Identify points of view in the past and present (ACHHS123) Develop historical texts, particularly narratives and descriptions, which incorporate source material (ACHHS124) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

National Curriculum Cross-Curricular PrioritiesAsia and Australia’s engagement with Asia

The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions. Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society.

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be

viewed through historical, social and political lenses.

Essential Learnings – Year 7 (TECHNOLOGY)Ways of Working

investigate and analyse the purpose, context, specifications and constraints for design ideas select resources, techniques and tools to make products that meet specifications reflect on learning, apply new understandings and identify future applications.

Technology as a Human Endeavour Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems,

environments and services Decisions made about the design, development and use of products can impact positively or negatively on people, their

communities and environments

Information, materials and systems (resources) Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design

ideas, standards and specifications.

Relevant Prior Curriculum A basic understanding of first Contact in Australia.

o The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies)

o Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival

The reasons for colonisation and the development of the Australian Nation. Australia is a multicultural society.

Bridging contentEssential Learnings – SOSE by the End of year 7Perceptions of different cultures and groups are influenced by local, national and world events and by representations in the media.

Curriculum Working TowardsDuring the following unit, students would focus on particular events throughout history that affected Australian Society and increased migration. They would also focus on immigration laws within Australia?

Achievement StandardsBy the end of Year 6, students place key people, events and ideas they have studied in chronological sequence and create timelines with

annotations referring to events and changes. When researching, students develop a focused inquiry question for investigation. They

identify a range of sources and locate relevant information and evidence related to their inquiry. Students compare and record relevant

historical information and ideas from a range of sources. They examine sources to identify the views being expressed and the attitudes and

values represented. Students identify and describe cause and effect and significant changes and continuities over time. They identify

motivations for the actions of past individuals and groups and the historical significance of an individual, group or event. Students

compose historical texts, such as narratives and descriptions, which incorporate a range of relevant and supporting source materials. When

composing their texts they use appropriate historical terms and concepts. Students present their information and findings using

combinations of written and spoken text, graphics and pictures and in a range of communication forms including digital technologies

(ACARA, 2011).

Understandings: Students will understand that ... Australia’s cultural makeup has been changed by

factors such as migration. Individuals may have different and conflicting

views regarding Australia’s society. Values, attitudes and beliefs have changed over

time.

Essential Questions: Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the

development of Australian society?

Students will know… Definitions of key terms relating to history,

migration, technology and society. Key elements of a spoken presentation. Where to find relevant research information and

how to gather reliable information. How Australia has changed; and many of the

causes relating to the themes surrounding the transformation.

Why people came to Australia.

Students will be able to … Select and outline key themes and ideas in resources Describe the way in which society has changed throughout the 20th century. Reflect on and relate their personal attitudes, values and beliefs to the text

that they are presented with. Develop unique ideas which relate to learnt material. Understand the way in which Indigenous and Asian cultures have affected

current society.

STAGE 2 - Assessment EvidencePerformance Task: (Summative)

Students are given a wide variety of texts to analyise, synthesise and evaluate to plan and design a task. Plan and create a monologue performance which identifies the feelings and sentiments of a particular migrating culture. They will

include a mixture of real (researched) and fictional (student formed) data to create an original product. It will be in the form of either a letter or a journal entry.

In groups, students will choose a specific cultural group which migrated to Australia. Using the information and information learnt in class they will create a poster which demonstrates the influence and contribution of a particular cultural group of Australian Society.

Other Evidence: (Formative – Based on Bloom’s Wheel)

Knowledge Mind mapping, Venn diagram, Y Chart, fishbone, word wall, Think-Pair-Share and a semiotic analysis of magazine

advertisements. Role-plays, debates. Homework tasks: Assigned readings, Assignment completion in out of school hours.

Comprehension Teacher drafting.

Application Examination of text and photos.

Analysis Peer and self-drafting.

Synthesis Students will generate ideas and formulate opinions.

Evaluation Discussions: pair, small group, and whole class. Self-evaluation

Student Self-Assessment and Reflection: Self-assess and proof-read/edit own scripts and posters. Assess and proof-read/edit a peers’ work and provide feedback. Complete a teacher guided reflection.

Homework tasks Readings. Research. Summative task preparation.

STAGE 3 - Plan Learning Experiences

1. (H) To introduce the concept of change in society, display three pictures taken from the same window at different times in Jake’s

life (Smith, Crooks, Gilmore & White, 2009). Discuss with students the three main changes or similarities and reasons to why this

could have occurred through creation of Venn Diagram (refer to Worksheet ONE). Discuss the positive and negative aspects of

these changes. Record the responses.

2. (W) Introduce the inquiry questions and word wall. Discuss the unit and the expectations for the performance tasks. Note: The

word wall will be a pin board with laminated labels of the inquiry questions and a heading placed on it. Key terms will be

introduced and recorded on word wall throughout the learning activities.

3. (W) Discuss the final summative assessment briefly. Students may input their concerns and ideas, which may influence the finer

details of the final assessment.

4. Students fill out worksheet ‘My Identity’ (refer Worksheet TWO). This will develop the students understanding of society within

the classroom, as they begin to recognize the similarities of their ideas of Australian Society. After completion of worksheet,

students have a class discussion to provide concrete understandings of diversity (as seen within their own classroom).

5. (E) Students are presented with the keyword- society. They are divided into groups of four to five students and given butcher paper

and markers to create a mind map, with ‘society’ written in the center. Students develop ideas, definitions, pictures or words that

relate to the idea of society (refer to Worksheet THREE for stimulus pictures and word search). Remind students that there are no

wrong answers.

6. (E) Each group is given time to hold up their mind map and explain their findings. Main points that are repeated between groups

are written up on the board to be looked at in greater detail. Particularly focus on cultural groups, people and events.

7. Students will watch a YouTube clip on what it means to be Australian.

Link to YouTube clip: http://www.youtube.com/watch?v=MISM2funmAw

They will then respond to the question ‘What does it mean to me to be Australian?’ and create a Y Chart in workbooks (see

Worksheet FOUR for Y Chart for learning support students)

Students understand definition: Multicultural, and add to word wall

8. During a whole class discussion, students will brainstorm all the different cultures they can think of that are in Australian society.

Record responses as a mind map. Ask students how, when and why they think these different cultures came to Australia.

9. (W) Watch three videos relating to individual’s story of migration to Australia

a. Firstly, from a senior citizens perspective who has lived in Australia for a long time.

http://www.youtube.com/watch?v=waCWiFhhxHc&feature=BFa&list=PLD58CC9BAB1ACF24E&index=4

b. Secondly, from a young person’s perspective who is relatively new to Australia. http://www.youtube.com/watch?

v=XluNfEjm8ew&feature=BFa&list=PLD58CC9BAB1ACF24E&index=2

c. Thirdly, from the perspective of a Vietnamese lady.

http://www.theage.com.au/interactive/2008/national/migrants/canh.html

Have students take notes on how the people came to Australia, what they thought of Australia and what they have done since being

in the country. Students will share their notes with a partner (Think-Pair-Share). Have pairs share their findings and discuss as a

class.

10. Introduce inquiry question: “What contribution have significant individuals and groups made to the development of Australian

society?”

11. (E + R) Through a series of teacher led and group based discussion, these ideas are explored further. Students are asked questions

such as "How does our history affect and/or direct present day life?", "What positive and/or negative effects have migrants had on

Australian life – history and the present”, “How have individuals helped our Australian society grow"?

12. (W + E) Students will brainstorm reasons how Australia has changed over the past century. Prompt students to consider migration

and world events. Record their responses on the whiteboard during discussion.

13. Present a lesson on the different cultures within Australia on how and why many of them migrated to be in our society. Discuss and

display the populations of the various cultural groups. Refer to table on this website:

http://www.dfat.gov.au/facts/culturally_diverse.html

14. (E) Students will use their knowledge from the lesson to create a fishbone diagram (refer Worksheet FIVE).

15. In groups, students work through the links of a WebQuest to research and develop an understanding of the various cultures within

Australian society. Each group will look at a different cultural group. They will not complete the activity associated with the

WebQuest, instead they will take notes and answer specific questions related to migration and impact on the Australian Society. At

the completion of the activities, students will present their knowledge of their specific culture.

16. Organise students into groups and allow them time to choose a culture to focus on for their poster.

17. (E2 + T) Students are provided with class time to respond to the poster design brief. One lesson to research and gather the

information, one lesson to plan their poster and one lesson to create the poster on the computer. Hence, a computer lab is booked

for two lessons to allow students time to research and prepare their assignments. Groups can present their ideas and work in draft

form to be formatively assessed. Display an example of a high achieving response to the task:

http://www.australiancurriculum.edu.au/Curriculum/WorkSampleDocument/d6b399ec-4329-48d3-a34b-a3afb89e311d

18. When poster assessment has been completed, students will be provided with class time to prepare their monologue. Two lessons

will be allocated to the preparation of this task, providing students with the time to research, plan, write and practice.

19. (E2) A revision and teacher guided reflection is needed to successfully complete the tasks (refer Worksheet SIX – this will be

displayed on SmartBoard).

Catering for the diversity of students: Providing students with learning or language difficulties additional time and support when completing assessment tasks. (1)

Providing ESL students with informed teaching practices that directly address their learning needs throughout the duration of the unit. (2)

Ensuring forms of assessment account for and relate to the developing language proficiency of ESL students. (3)

Ensuring the next steps of the students’ learning throughout the duration of the unit are identified to help them progress with learning activities. (4)

Ensuring the learning content for all students is deep, active and rigorous rather than broad and passive. (5)

Ensuring the learning content is relevant and challenges the students at an appropriate level. (6)

Ensuring the intended learning is meaningful and develops the students’ prior knowledge. (7)

Providing students with learning difficulties content that accommodates their learning preferences and personal interests. (8)

Accounting for each individual students needs by adjusting learning practices and assessment strategies ensuring assessment is fair and appropriate. (9)

Appropriate worksheets and activities are provided for students that suffer from learning difficulties in order to assist their development and understanding. (10)

Provide visual stimulus for students with learning difficulties to allow for different avenues of reflection. (11)

CRITERIA SHEET – POSTER PRESENTATIONKLA: SOSE Year Level: Semester: Term: Name:

A B C D E

Descriptor

The student provides and demonstrates a very high level of knowledge, skills and understanding and can apply them across a vast range of contexts and tasks.

The student demonstrates a high level of knowledge, skills and understanding and can apply them in most contexts and tasks.

The student demonstrates a sound level of knowledge, skills and understanding and can apply them in some contexts and tasks.

The student is developing knowledge, skills and understanding and can apply them with support in some contexts and tasks.

The student requires a high level of support to develop the skills needed to apply knowledge, skills and understanding.

Knowledge and Understanding

In developing and presenting

your poster you:

Provide and demonstrate a complete understanding of the task by providing a design that successfully meets all aspects of the required criteria.

Selected and presented substantial, relevant subject matter

Demonstrate a thorough understanding of the task by providing a design that successfully meets most aspects of the required criteria.

Selected and presented considerable, relevant subject matter.

Demonstrate an understanding of the task by providing a design that appropriately meets some aspects of the required criteria.

Selected and presented sufficient relevant subject matter.

Made an attempt to demonstrate an understanding of the task by providing a design that meets a small range of aspects from the criteria.

Selected and presented some relevant subject matter.

Demonstrate little or no understanding of the task and have provided a design that meets a very limited number of the required aspects of the criteria.

Selected some subject matter that is irrelevant to task.

Unit knowledge

In delivering your poster

you:

Successfully and convincingly portray your understanding of the influence of your chosen cultural group as well as demonstrating a complete understanding of the content from the unit.

Successfully portray your understanding of the influence of your chosen cultural group as well as demonstrating a thorough understanding of the content from the unit.

Appropriately portray your understanding of the influence of your chosen cultural group as well as demonstrating a satisfactory understanding of the content from the unit.

Attempted to portray your understanding of the influence of your chosen cultural group as well as demonstrating a limited understanding of the content from the unit.

Provide a limited portrayal of your understanding of the influence of your chosen cultural group as well as demonstrating a very little understanding of the content from the unit.

Constructing Meaning

In developing your poster

you:

Effectively provide complete, expansive insights into the importance of your chosen culture.

Successfully deliver relevant information that demonstrates your thorough understanding of the history of your chosen culture.

Provide expansive insights into the importance of your chosen culture.

Appropriately deliver relevant information that demonstrates your selected understanding of the history of your chosen culture.

Provide satisfactory insights into the importance of your chosen culture.

Deliver relevant information that demonstrates your understanding of the history of your chosen culture.

Provide some insights into the importance of your chosen culture.

Deliver some relevant information that demonstrates your little understanding of the history of your chosen culture.

Provide little to no insights into the importance of your chosen culture.

Deliver little to no information that demonstrates no understanding of the history of your chosen culture.

Designing

In designing your poster

you:

Use a complete and extensive range of resources including an array of pictures as well as providing and using vocabulary of an extremely high standard.

Use an extensive range of resources including a number of pictures as well as providing and using vocabulary of an high standard.

Use an appropriate range of resources including pictures as well as providing and using vocabulary of an satisfactory standard.

Use a number of resources including some pictures as well as providing and using vocabulary of a limited standard.

Use a very little range of resources including no pictures as well as providing and using vocabulary of a very limited standard.

Comments_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________

CRITERIA SHEET – MONOLOGUE KLA: SOSE Year Level: Semester: Term: Name:

A B C D E

Descriptor

The student provides and demonstrates a very high level of knowledge, skills and understanding and can apply them across a vast range of contexts and tasks.

The student demonstrates a high level of knowledge, skills and understanding and can apply them in most contexts and tasks.

The student demonstrates a sound level of knowledge, skills and understanding and can apply them in some contexts and tasks.

The student is developing knowledge, skills and understanding and can apply them with support in some contexts and tasks.

The student requires a high level of support to develop the skills needed to apply knowledge, skills and understanding.

Knowledge and Understanding

In developing and presenting

your monologue

you:

Provide and demonstrate a complete understanding of the task by presenting a monologue that successfully meets all aspects of the required criteria.

Developed a substantial, relevant presentation.

Demonstrate a thorough understanding of the task by presenting a monologue that successfully meets most aspects of the required criteria.

Developed an informative, relevant presentation.

Demonstrate an understanding of the task by presenting a monologue that appropriately meets some aspects of the required criteria.

Developed a satisfactory presentation.

Made an attempt to demonstrate an understanding of the task by presenting a monologue that meets a small range of aspects from the criteria.

Developed a fair presentation.

Demonstrate little or no understanding of the task and have presenting a monologue that meets a very limited number of the required aspects of the criteria.

Developed an unsatisfactory presentation.

Unit knowledge

In presenting your

monologue you:

Successfully and convincingly portray your understanding of the journey a migrant undertakes as well as demonstrating a complete understanding of the content from the unit.

Successfully portray your understanding of the journey a migrant undertakes as well as demonstrating a thorough understanding of the content from the unit.

Appropriately portray your understanding of the journey a migrant undertakes as well as demonstrating a satisfactory understanding of the content from the unit.

Attempted to portray your understanding of the journey a migrant undertakes as well as demonstrating a limited understanding of the content from the unit.

Provide a limited portrayal of your understanding of the journey a migrant undertakes as well as demonstrating a very little understanding of the content from the unit.

Demonstrating understanding

In presenting your

monologue you:

Effectively provide a thorough, creative way of expressing the journey a migrant undertakes.

Successfully deliver an engaging monologue that portrays relevant information and demonstrates your complete understanding into the journey migrants undertake.

Provide a creative way of expressing the journey a migrant undertakes.

Successfully deliver a monologue that portrays information and demonstrates your thorough understanding into the journey migrants undertake.

Provide an interesting way of expressing the journey a migrant undertakes.

Deliver an appropriate monologue that portrays satisfactory information and demonstrates your understanding into the journey migrants undertake.

Express the journey a migrant undertakes in a limited manner.

Deliver a monologue that portrays limited information and demonstrates your little understanding into the journey migrants undertake.

Express the journey a migrant undertakes in little to no manner.

Deliver a monologue that portrays very limited information and demonstrates your very little understanding into the journey migrants undertake.

Presentation

In presenting your

monologue you:

Use a complete and extensive range of vocabulary including an array of expressions, sounds and levels of tone that effectively add to your monologue presentation.

Use an extensive range of vocabulary including a number of expressions, sounds and levels of tone that appropriately add to your monologue presentation.

Use a satisfactory range of vocabulary including some expressions, sounds and levels of tone that add to your monologue presentation.

Use a limited range of vocabulary including little expressions, sounds and levels of tone that add little effect to your monologue presentation.

Use vocabulary including no expressions, sounds and levels of tone that add very little to your presentation.

Comments___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________

What have we done for Australia…? You will plan and present a poster which explores the influence and contribution of a particular cultural group on the Australian Society.

Draft Due

Friday, 09th June 2011Assignment Due Date

Friday, 1st July 2011

TaskIn your group, choose a specific cultural group which migrated to Australia. Create a poster which demonstrates the influence and contribution of a particular cultural group to the Australian society. You will be provided with a detailed design brief which will guide you to develop your poster. Your teacher will provide assistance and feedback during the process and you will be given class time to work through the task. Please choose a cultural group to represent.

Cultural groups: Vietnamese, Italian, Greek, Indigenous Australian English, Irish New Zealander

Design Brief

Context Australians often forget what a wonderfully multicultural society they have. They regularly need reminding of the various things migrated cultures have contributed to their society. This is why we want to develop something that reminds Australians of how their society was developed.

Challenge Statement

It is your job to develop a poster that explains to everyday Australians, what influence the specific cultural group has had on Australian society and what they have contributed. Consider and research what the cultural group has contributed to Australia, particularly inventions, food and cultural aspects, and how those contributions have influenced Australian society. You will need to include a picture of their flag and other images that are relevant. Make sure your poster is colourful and attractive and includes only vital, interesting information.

Parameters The poster is to be only one page and can be in colour. It should include text and images to make it interesting. Include information that is correct and significant, and considers the changes in

Australian society because of their contributions.

You will hand in: - A completed poster which includes all the relevant information and pictures.GROUP NAME and DATE must be written on all items.

Notice of Task: - 4 weeks.Resources Provided - Websites and Library material will be made available to all students

where needed.Length: - 1 PageClass Time Preparation:

- 2 x 40 minute lessons.

The Journey to FreedomYou will plan and present a character monologue which describes the journey of a migrant to Australia.

Draft Due

Friday, 21th June 2011Assignment Due Date

Friday, 1st July 2011Your character monologue can be written as a letter to a family member or as a journal entry. You may use props and costumes if you feel that this will add to your performance. Your monologue should include:

How your character may be feeling about coming to Australia What they think about Australia and the people Why they have chosen to come to Australia and what they plan to do

Hint: Consider researching a person from your cultural group that has migrated to Australia and use their story to as a foundation for your monologue.

You will hand in: - A completed script (in the form or a letter or journal entry)- An attached criteria sheet.- Palm cards and any supporting materials.

Notice of Task: - 4 weeks.Resources Provided - Websites and Library material will be made available to all students

where needed.Length: - 2 minutesAudience: - Teacher.

- Year 6 classmates.Class Time Preparation:

- 2 x 40 minute lessons.

WorksheetsPlease print attached worksheets.

Worksheet One

Figure 1- When Jake is a baby.

Figure 2- When Jake is at Primary School.

Figure 3- When Jake is a teenager.

Venn DiagramJakes LifeA Venn diagram helps compare different things:

_______________and_______________and_______________

Use the circles to record your information

Worksheet Two

Worksheet Three

Society

*Use your dictionaries for the tricky words

Worksheet Four

What does it mean to ME to be an Australian?

Worksheet Five

Worksheet Six

1. Did you enjoy learning about different cultures of the world and how they have influenced Australian society? Why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What did you find most interesting? Why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Was there something you didn’t like?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Is there anything you would like to know more about?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Did you enjoy watching video clips and using the computers to complete tasks? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reference ListACARA. (2011). Australian National Curriculum: History. Retrieved 15th May, 2011, from

http://www.australiancurriculum.edu.au/History/Curriculum/F-10

Fishbone template [Image]. (2011). Retrieved 6th June, 2011 from http://www.cfegreenville.org/quality-tool-templates.php

Kerr, C. (n.d). What does it mean to be Australian? (WebQuest). Retrieved 28th May, 2011 from http://www.beenleigss.eq.edu.au/webquest/actualquest/actualquest.htm#Individual

Mhcnsw. (2008, September 11). Sid Varma’s immigration story to Australia – NSW migration heritage centre: Episode 09 [Video file]. Video posted to http://www.youtube.com/watch?v=waCWiFhhxHc&feature=BFa&list=PLD58CC9BAB1ACF24E&index=4

Mhcnsw. (2008, September 11). Vasant Sheth's migration story to Australia - NSW Migration Heritage Centre: Episode 10 [Video file]. Video posted to http://www.youtube.com/watch?v=AF3nAW_Mhqc&feature=autoplay&list=PLD58CC9BAB1ACF24E&index=3&playnext=1

Queensland Studies Authority. (2007). Technology assessable elements and descriptors for A-E. Retrieved 30 May, 2011, from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_aed_technology.pdf

Queensland Studies Authority. (2009). Essential Learnings: Technology. Retrieved 7th June, 2011, from http://www.qsa.qld.edu.au/7299.html

Queensland Studies Authority. (2007). Technology assessable elements and descriptors for A-E. Retrieved 30 May, 2011, from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_aed_technology.pdf

RIC group. (2000). My Identity [Worksheet]. In RIC Group, Society and Environment F (pp. 18). Greenwood, WA: RIC publications.

Smith, J. Crooks, T. Gilmore, A. & White, J. (2009). National Education Monitoring project- Social Studies: Assessment results (Images). Retrieved 18th May, 2011 from http://nemp.otago.ac.nz/PDFs/social_studies_05/chapter6/chapter6.pdf

Ten. (2011, January 25). What does it mean to be an Australian? [Video file]. Video posted to http://www.youtube.com/watch?v=MISM2funmAw

Wiggins, Grant (2005). Understanding by Design (Expanded Second Edition). Alexandria, VA, USA: Association for Supervision & Curriculum Development. http://site.ebrary.com/lib/unisouthernqld/Doc?id=10081770&ppg=34

Worksheet Works. (2011). Word Search. Retrieved June 1, 2011, from http://www.WorksheetWorks.com/puzzles/wordsearch.html