Unit Title Duration

Shogunate History and its influence on Japanese Culture

This unit of work will run for 10 weeks

Students have 4, one and a quarter hour, middle sessions per week.

Learner Context
This unit forms part of the grade eight students studies in term two. Although no longer new to high school, these 13 to14 year old students will still be adapting to their surroundings. Students come from multiple primary feeder schools, so their content and process knowledge will be varied. Prior student knowledge o National Curriculum for History Grades 4 - 6 Australian History Grade 8 Term 1 Medieval Europe Students are familiar with timelines Students are able to distinguish between primary and secondary sources. Students are familiar with the Time and Place and Bias rules for primary sources o National Curriculum for Science Grade 7 topic - renewable and non-renewable resources

The class has no Indigenous students, but includes students with English as a second language and students with learning difficulties. These students will be supported through explicit teaching and scaffolding of learning tasks, including o o o Keeping instructions clear and concise, repeating or rephrasing complex directions Clearly verbalizing any written instructions, either on the starboard or worksheets, including assignment instructions. Using video blogs or audio recording as a method of diarising to encourage student participation, helping students gain confidence in putting forward their ideas without the constraints of written language skills. Practicing oral reporting skills in a private setting and working towards oral presentation in a class environment. Making frequent progress checks and giving explicit praise Encouraging co-operative learning activities

o o

Students have co-constructed a set of class rules during Term 1 and we have negotiated a behaviour management strategy. Classroom approach is based on the ecological perspective that there is an inextricable link between human development and the environment in which it occurs (Bronfenbrenner, 1979, cited in Arthur-Kelly et al., 2007). Students are recognised to have a broad range of cultural and life experiences which influence their perspectives

Rationale
Middle years students are undergoing a period of rapid hormone increases and physical maturation, accompanied by significant development of the brain in terms of capacity, perception, memory, judgement, reasoning and function (Middle Years of Schooling Association (MYSA), 2008). . This phase of learning can be fraught with less than optimal academic achievement, due to poor attitude, behaviour and lack of interest

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

in education (Dinham & Rowe, 2008). Developing pedagogy which focuses on the student-teacher relationship enables student input in decisions regarding the curriculum (Boomer, Lester, Onore & Cooke, 1992, cited in Smyth & McInerny, 2007); incorporate students personal and social interests within the curriculum (Beane, 1991, cited in Smyth & McInerny, 2007); celebrates student achievement through authentic assessment practices and emphasizes student-teacher collaboration. Boomer (1982, cited in Pendergast & Bahr, 2005) asserts that student interest and engagement can be created through negotiation of the curriculum between teacher and students. This negotiation helps students to view themselves as independent learners and active seekers of information. Students will need guidance to develop skills in negotiation, democracy and decision making in order for the negotiated curriculum model to be successful. There will be times when the level of independence will need to be restrained in order for clear ongoing progress to be made (Pendergat & Bahr, 2005). The National Curriculum provides a range of topic choices in each subject area. I intend to brainstorm with students at the end of term 1, using the 10 stages of project development model (Beane & Brodhagen, 1995, cited in Pendegast and Bahr, 2005) to select the classroom content for the following term. I would then utilise the school break to finalise my explicit planning based on the topic and focus questions generated by the students. The unit supports both active and formalized learning through the cognitive and social/situational theories underpin this unit. The middle years learner is entering the final stage, Formal operations, of Piagets cognitive theory, beginning to reason abstractly, developing hypotheico-deductive reasoning, contrary- to fact reasoning and has an increasing ability to deal with a variety of challenges (Robbins & Strangeways, 2011). Students will learn through inferences, expectations and making connections, learning how to plan and strategise and build on their prior knowledge. The instruction will be well-organised and clearly structured, showing logical relationships between key concepts. Allowances will be made for differences in cognitive styles and learning needs (Hartley, 1998, cited in Smith, 1999). Social strategies in which learning evolves through students participation as a learning community will encourage those with learning and language difficulties to become equal partners in the group activities (Smith, 1999). The Dimensions of Learning (DoL) will be used to enrich the deep learning of this unit, integrating a range of proven educational research and focusing on student-centered practices. A clear distinction is made between procedural and declarative knowledge, with recognition of the different teaching styles required for each. Explicit teaching of learning strategies will help students to build a repertoire of techniques which can be applied to new tasks as they become independent learners. Learning is hierarchical, built in stages, and this unit gradually connects all the elements allowing for the development of new synaptic connections as new knowledge is connected to old (Robbins & Strangeways, 2011). In addition to subject content, my unit planning includes process instruction, supporting students progress towards an increasingly independent, self led study mode. Enhancing knowledge through the use of ICT, middle years learners can create presentations and organise information in a variety of interesting and innovative ways, giving them skills which will continue to be useful outside the school environment. The DoLs offer a range of strategies to support both teaching and learning and encourage the active participation of learners in the discovery of knowledge (Marzano, Pickering, Arredondo, Blackburn, Brandt, Moffett, Paynter, Pollock, & Whisler, n.d.). .

Key Learning Areas (KLAs) HISTORY ENGLISH General capabilities Literacy Information and communication technology competence Critical and creative thinking

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

 Intercultural understanding Cross Curricular Priority Areas Asia and Australias engagement with Asia Sustainability Description
The aim of the unit is to demonstrate that historical events influence culture, and that an understanding of different cultures encourages inclusion and tolerance within society. The students will be introduced to the concept of themselves as global citizens, from both a social and economic perspective. Students will see how isolation during the Shogunate period shaped Japanese culture and how the end of that era opened up Japan to Western culture and international trade. The text, Japan Diary explores two students struggling to adapt to new and unfamiliar environments, a situation which may induce empathy from the middle years student. The learner will see how literary texts can represent historical and cultural perspectives and how this can influence our own understanding.

Learning Design
PHASE 1 Profiling LMQ 1 Current Achievement - What does my Learner Already Know? As mentioned above, these students have just started high school and allowances must be made for variation between students existing knowledge. DIM2: What related procedural and declarative knowledge do they have? Assuming that some level of standardisation will result from the implementation of the National Curriculum, student declarative knowledge includes Students having a good understanding of Australian history based on their studies in grades 4-6 Having studied Medieval Europe during term 1 of grade 8, students will be familiar with the medieval period, and also with feudal systems and related vocabulary. Under the science curriculum, students will have covered grade 7 topic - renewable and non-renewable resources, this will underpin our discussions on the sustainable forestry practices implemented during the Shogunate period.

Student procedural knowledge includes being familiar with using timelines. having been taught to use Point, Evidence, Example, Explanation, Conclusion, Comment (PEC) paragraphs using a bibliography for references

Students have a variety of personal experiences and cultural backgrounds which can be incorporated into our discussions on culture and history. DIM3: Have they extended and refined any of this knowledge yet? They have been working towards extending their knowledge of timelines and both Australian and Medieval European History.

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

DIM4; Have they used their related knowledge?

LMQ 2 Learning Outcomes - Where does my learner(s) need / want to be? DIM2: What related procedural and declarative knowledge do they need?

Procedural Knowledge: Through explicit teaching of learning strategies, the learner will be able to

Identify and locate relevant sources, using ICT and other methods (ACHHS151) Identify the origin and purpose of primary and secondary sources (ACHHS152) Locate, select and use information from a range of sources as evidence (ACHHS153) Draw conclusions about the usefulness of sources (ACHHS154) Develop historical texts, particularly descriptions and explanations that use evidence from a range of sources (ACHHS156) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732) Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

Declarative Knowledge: Using a variety of DoL strategies such as KWL (know, want to know, learn), BDA (before, during, after), timelines, pictograms, the learner will know or understand The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012) The role of the Tokugawa Shogunate in establishing a feudal system (based on daimyo and samurai) and in increasing foreign trade (ACDSEH063) The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064) The significance of modernisation and westernisation in the decline of the shogunate, including the adoption of Western arms and technology (ACDSEH065)

DIM3: What level of extension and refinement of this knowledge will be required? Students will need to build on their prior knowledge of feudal systems and apply this to their new understanding of Shogunate Japanese history. Drawing on their understanding of renewable and non renewable resources students will be able to refine and apply their knowledge. DIM4; Can they use this knowledge meaningfully themselves?

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

Students will be able to utilise a range of strategies and apply them in new learning situations. A deeper cultural awareness should aid in students using this understanding when analysing new materials. LMQ 3 Learning as a Science - How does my learner best learn? PHASE 2 Profiling LMQ 4 What resources do I have at my disposal? o o o o o o o o Computer Lab and 3 computers in classroom. 80% of students have computer access at home Variety of History Text book sources Smartboard Pre-prepared classroom templates for various activities Pre-prepared wiki template with access and security restrictions already set Sample Blogster Pre-prepared online weblog or vlog forum with access and security restrictions already set

DIM2-4: How will I present the graphic organisers in the classroom environment to encourage the student-chosen use of them for appropriate learning activities? Clear explanation of the concept behind and the method of use of each graphic organiser or learning technique in order to enable students to utilise these strategies in their future studies. LMQ 5 What will constitute the learning journey and therefore what is the best context for learning? I have identified the content which is required from the elements of the National Curriculum. In constructing this learning journey, I intended to provide a clearly planned and sequential unit. Students create knowledge by linking new knowledge with old knowledge and building on exiting frameworks. It was my aim, to keep the unit organised in such a way that students would be led to an awareness of the key ideas and to the links between them, rather than concluding the unit with students having learnt a number of unrelated facts and processes. By going beyond facts and extending to concepts and generalisations, the knowledge should be unified between topics (Marzano, Pickering, Arredondo, Blackburn,

Brandt, Moffett, Paynter, Pollock, & Whisler, n.d.).

Within the unit timetable I have highlighted in red the areas in which I believe the dimensional goals have been met (relating to the questions below) Dim 2: When and how will they acquire the required declarative and procedural knowledge? Dim 3: When and how will they extend and refine the required knowledge? Dim 5: When and how will they use the knowledge meaningfully? LMQ 6 Who will do what? Dim 2: How can I use the various team members in the classroom (teacher/paraprofessional/peer) to help students construct their own guided explanations for things and clarify misconceptions? Teacher Aide to assist ESL and learning needs students on a one on one basis as required to support their learning journey. PHASE 3 Ascertainment LMQ 7 How will I check to see my learner has achieved the defined learning outcomes? See Exit outcomes LMQ 8 How will I inform the learner and others of the learners progress? See specific details in unit timetable for feedback, peer review and other strategies

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

UNIT TIMETABLE
Week 1 Monday Introduce topic fun mystery box activity to generate interest. Discussion about Japan, Japanese culture, Australian/Japanese relationships, Japans place in the global economy. What do students know? (DIM2) Key Focus Questions 1. 2. 3. 4. How did societies change from the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today? (Australian Curriculum, 2011) Author who? Audience for whom? Purpose why? Argument what did they say? Authenticate what do other sources say? Bias Students will be asked to research their chosen key period (DIM5) - group & topic selection should be diplomatic (DIM1). Heian Period (794-1185) Kamakura Shogunate (1192-1333) Kemmu Restoration (1333-1336) Ashigkaga Shogunate/Muromachi Period (1336-1573) Tuesday Wednesday Explicit teaching of source analysis, followed by a research activity Recap distinction between primary and secondary sources, give example, ask students for an example. (DIM3) Recap Time and place rule and Bias rule for primary sources(DIM3) Introduce template for analysing sources (rhyming for recall (DIM2) AAP, AAB) Thursday Why is it important to be critical of our information sources? (DIM3) Think, pair, share

Assessment task: Students must submit a PEC paragraph, which reviews one of their chosen sources. Is it a reliable source, why? (DIM5) (Gill & Ahern, 2011)

Identify Shogunate period. (c794-1867) Focus questions: Timeline refine existing knowledge establish a timeline around the classroom, students will be given a random selection of cards, detailing events from their prior study to apply to the time line. Review, then students may change any around that they think are in the wrong spot. Students may add important personal events. Reflect. (DIM3) What is a wiki? (DIM2) 1. 2. 3. 4. 5. What happened? Who was involved? Why did it end? What was the impact on the Japanese Feudal system? What was the impact on Japanese culture? (Gill & Ahern, 2011)

Research notes should be kept. A record of sources should be kept. Collaborative learning exercise. Introduce the class text Japan Diary.

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

Youtube video, examples, discussion. Introduction to the class wiki and assignment task. Students will begin by adding their research information and resources to the relevant pages of the class wiki. Students will use the bibliography page to add a list of sources, including links for web pages. (DIM2)

Starting with graphic organiser on starboard, showing Medieval Feudal system, revise knowledge of format. 3 minute pause. (DIM2) Students select a social group to research. There must be an equal number of students for each social group. Emperors, Shoguns, Samurai, Damiyo, Peasants, Chonin, Eta Students will work collaboratively for each social group. Students may utilise different areas of the classroom and, whilst working responsibly, other areas such as front veranda, grass area. Encouraged to use a range of resources, including library, internet, teacher sourced websites, history text books (DIM1) Students will now divide into teams which include one expert for each different social group. Students must now assume an expert role and teach their team all about the social group they represent (DIM2) (Gill & Ahern, 2011) Using the graphic organiser, construct meaning, store knowledge using symbolic images. (DIM2) Introduction to blogs/vlogs/audio diary. Students will learn how to add images, links (DIM2) and audio to their wiki pages. (DIM2) Students will create a character for themselves based on what they have learnt about the different social groups of the Shogunate period. They will begin their blog/diary vlog or audio diary with a description of themself Students with ESL and learning needs may prefer to complete this exercise as an audio entry or vlog to prevent written skills from limiting their contribution. (DIM1) Students will continue adding their research information, including their social hierarchy image, and resources to the relevant pages of the class wiki. (DIM2)

Why do you think this book has two front" covers? Looking at the two covers, the illustrations and titles - what can you determine about the different writers? Working in informal groups, inside, outside and in different areas of the classroom (DIM1) discuss what you think this book is about and what you think each diary is about. (Curriculum Press, n.d.) Regroup and share your ideas with the class. (DIM2)
Students continue their diary/journalling project, by making the first of a minimum of four entries about the life of their character.

What is a diary? What are the key language and structural features? (DIM2) What benefit is a personal diary emotional or organisational? What do students know about diaries can they think of any other examples. Fiction o Secret Diary of a wimpy kid.

Diaries as a literary tool

o o

Captains log Starship Enterprise (video clip) Glee character, Sue Sylvester has a diary how does it contribute to the development of plot? (video clip)

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

Diaries with a historical perspective Diary of Anne Frank Mary Chesnut's diary of Southern life during The American Civil War, published under various titles o The Diary of Samuel Pepys: 16601669 life in London o Mein Widerstand (My Opposition) 1939-1943 by Friedrich Kellner, life in Nazi Germany Web research activity how to search efficiently, having a clear idea of what you are looking for and the relevant search terms. o o http://www.dhmo.org/ Ask students to investigate the information on this site to determine its credibility. Building on earlier source analysis task, establish a pattern of critical analysis of web based information using the 5Ws. Who wrote the pages and are they an expert in the field? What does the author say is the purpose of the site? When was the site created, updated, last worked on? Where does the information come from? Why is the information useful? (Schrock, 1998)

On page 36 of her diary, Amy learns about Haiku poetry Students investigate the structures and rules for writing Haiku using their internet research strategies. What are the key features of Haiku? An array of great poetry described the discontent of the samurai and chonin. In haiku clubs, members chose pen names to obscure their social rank. That way, the classes could mingle freely. (Szczepanski 2011) Students have a go at writing a Hiaku based on their personal life experience (DIM2)

How are diaries, haiku and other poems different from the other types of texts we have been using during this unit? How are they the same? Use a Venn Diagram to add ideas. What can we immediately determine about the nature of a text via its appearance and structure? (DIM2)

Task: using at least 3 web sources, review and refine the information on the wiki under at least 2 topics. (DIM2) 5 Students will be continuing their diary project. Can create flash forwards or flash backs in time to explore changing society. Discuss flashbacks or flash forwards as a narrative technique. Students are encouraged to read or listen to each others contributions, but it is not compulsory for students to show their work unless they are

Thinking back to students year 7 work on renewable and non-renewable resources. Which is timber? Why? (DIM3)

How were activities such as Sumo Wrestling influenced by the Shogunate rule? http://tooter4kids.com/Japan/sumo_wrestlin g.htm The social hierarchy of sumo wrestlers still emulates the old feudal system.

What is silviculture? (DIM2) Out of class activity, utilising wooded area of school grounds.
Identify the different trees on the plot and the different stages of growth. Using red coloured ribbons identify all the trees of a single species Discuss what would happen if we cut all of them down? How would it affect the remaining
Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

comfortable. (DIM1) Role play activity, between characters to encourage movement and interaction, moving away from static research/work. (DIM2)

trees? Repeat exercise for removing all the young or old trees, all tall trees and so on. Create a list of things which could be done to ensure that forest harvesting was sustainable. For example: maintain balance of different species and ages, allow for natural regeneration, improving growing conditions. (DIM2)

Out of class physical activity session (reward/revive/refresh) (DIM1) Sumo stretching http://www.sumo.or.jp/eng/kyokai/sumo_tai so1.pdf Mini sumo wrestling tournament http://activity-resources.jpfsydney.org/ar/ar_07/3/3_1.htm Guided meditation/relaxation

(Finley & Smith, 2011)

There was constant warfare in medieval Japan; people sought solace in religion. Buddhism, previously the religion of scholars and monks, became the religion of ordinary people. Zen Buddhism grew among the samurai, emphasizing personal enlightenment through discipline and meditation, Columbia University (n.d.). http://children.meditation.org.au/
6 What is culture? (DIM2) http://www.youtube.com/watch?v=57K W6RO8Rcs&feature=related Students suggest definitions and the best one is chosen or a class definition is mutually compiled. Worksheet activity http://www.peacecorps.gov/wws/educat ors/lessonplans/pdf/bridges.features.b. pdf What are the advantages and disadvantages of cultural exchange programs? (DIM2) Working in groups, record your ideas in a Fishbone graphic organiser. Use your fishbone to form your arguments for a debate. Challenge another group to a debate, arguing for or against student exchanges (take it in turns to decide who gets which angle if necessary) (DIM3) Introduction to glogster explanation and how to use the website. (DIM2) Assessment task : create a glogster about your choice of (or negotiated additional student suggestions as appropriate) What is culture and where does it come from? Japanese Culture Australian Culture My culture Our school/class culture

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

10

Student compare their answers; Are all your responses exactly alike? What differences did you find? How can you explain them? (Coverdell, 2011) Introduce the main curriculum questions

(Curriculum Press, n.d.)

Completed glogsters will be displayed around the classroom. Students are encouraged to give constructive feedback.

Assignment task: Students prepare their own historical investigation, using the techniques which they have practiced in researching, and must keep a record of their sources. (DIM3) Modelling of a sample report gives students a clear idea of what is expected of them, in terms of both structure and content. (DIM2) For the report, students may select how to present their information, eg Power point, Prezi (DIM1)

1.

2. 3. 4. 5.

What role did the Tokugawa Shogunate have in establishing a feudal system? What role did the Tokugawa Shogunate having in increasing foreign trade? What role did the Tokugawa Shogunate have in forestry and deforestation? What land use policies did the Tokugawa Shogunate have and what was the impact? During the Tokugawa Shogunate how was the land used?

Ask if students have any further ideas for focus questions. Students can then plan an inquiry to answer their choice of question for their main assessment presentation. At least one student should cover each topic. (DIM2, DIM3) Explicit teaching of assessment requirements. Student presentations followed by both student and teacher feedback Strategies for student feedback include

Students will use the knowledge gained to enter information into the last pages of the class wiki, under all topics but their own. (DIM2)

Students will then be asked to correct or clarify errors on their topic area, thus finalising the class wiki. (DIM3)

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

11

Two stars and a wish Plus, minus and what's next? Warm and cool feedback Traffic lights Using models or exemplars De Bono's Thinking hats Using a rubric (Education Services Australia Limited, 2011)

Students who have completed this task or who are unable to work on pages because they are being accessed, may work on their journaling activity

Students who have completed this task or who are unable to work on pages because they are being accessed, may work on their journaling activity.

Students must take notes during the presentations. These notes will form the basis of their final contribution to the class wiki. Students will be asked to post information on those topics which they DID NOT present to the class.
In groups, write notes then pass on the paper to the next group who can expand and elaborate on the ideas presented. (DIM3) Finalise the time line. Students can work Observe and discuss the timelines of independently or in groups of their Japan, Medieval Europe and Australia choosing, following class guidelines on noise and behaviour, to create a series of 3 minute pause Questions, ideas, new cards which can be added to the theories?(DIM2) time line. (DIM2) Students can Compare and contrast the Guided questions to see if students can Japanese and Australian histories using pick up any key events which may have a Venn Diagram. (DIM3) been missed. Compare and contrast Japanese and Review is there a particular area where Australian culture as demonstrated in there are a high number of records, Japan Diaries. which areas have been missed. Use this to inform planning is covering this topic Brainstorm and record specific again next year. Also to review if examples from the text. (DIM2) particular strategies have been more successful than others.

Following the review of a series of video clips on the decline of the shogun era, students will make notes under 3 headings What happened Causes Effects Who was involved Social Groups Individuals Countries What major events occurred? Through class discussion, determine the main causes of the decline of the Shogunate. Think, Pair, Share to elaborate on these causes, including examples, using a cause and effect template. (DIM2) (Gill & Ahern, 2011) Students will divide themselves into groups and each group will tackle one of the main causes identified. Each group will formulate a presentation which explains the causes and how they contributed to the decline of the Shogunate. One group will be appointed to introduce the presentation using information from the earlier part of the unit. A final group will create a conclusion which draws on the information generated by the rest of the class; this will

For example Taro (pg 14) talking about the parents in his host family kissing on the street, (pg 20) talking about the variety of people shapes on the beach or (pg 22) about school where he is surprised that teachers encourage students

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

12

to discuss things in groups or put up their hands and ask questions.

Do students think Japanese history and culture are related? How did the culture evolve? Do students think that Japanese culture will continue to change over time, why? (Why not?) 10

require collaboration and good communication. (DIM 2,3)

Students will plan a Japanese cultural celebration which promotes understanding, tolerance and inclusion of other cultures. Students can chose to invite guests from home, school and/or the community. Brainstorm ideas for activities Students form groups to research and organise different activities to reflect Japanese culture.(DIM2) (Curriculum Press, n.d.)

Final rehearsal of group presentation.

Cultural celebration event. Students presentation on the end of the Japanese Shogunate.(DIM5)

Preparation of the classroom and displays of related student work.

Visitors will be invited to provide feedback.

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

13

Exit Outcomes Australian Curriculum

Identify and locate relevant sources, using ICT and other methods (ACHHS151) Identify the origin and purpose of primary and secondary sources (ACHHS152) Locate, select and use information from a range of sources as evidence (ACHHS153) Draw conclusions about the usefulness of sources (ACHHS154) Develop historical texts, particularly descriptions and explanations that use evidence from a range of sources (ACHHS156) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157) Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1732) Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the

Indicators

Assessment

Monday, week 4, web research activity Tuesday & Wednesday week 1, source analysis activity Tuesday & Wednesday week 2, research activity Monday, week 4, web research activity & Tuesday & Wednesday week 1, source analysis activity Wiki activity

Assessment task 2 - Wiki and bibliography entries

Assessment task 1 - PEC paragraph Assessment task 2 - Wiki and bibliography entries Assessment task 4 - Glogster, Assessment task 2 - Wiki, Assessment task 3 - Diary

Glogster, Wiki, Diary/Blog/Vlog

Diary, Hiaku

Assessment task 3 - Diary, Hiaku

Thursday, week 4, text analysis, compare and contrast

Venn Diagram

Glogster, Hiaku

Glogster, Hiaku

Final Presentation, week 10

Assessment task 6 Presentation

Japan Diary, Thursday, week 2, Tuesday, week 6, Tuesday, week 9

Teacher observation, Fishbone Organiser

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

14

values of individuals and groups (ACELT1626) Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807) Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

Japan Diary, Thursday, week 2, Tuesday, week 6, Tuesday, week 9

Teacher observation, Compare and Contrast

Teacher notes and class notes Silviculture Activity, Week 5 Tuesday & Wednesday

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

15

REFERENCES
Columbia University (n.d.). Asia for educators: Medieval Japan: 1185-1600. Retrieved 15 August, 2011, http://afe.easia.columbia.edu/webcourse/key_points/kp_7.htm Coverdell, P. (2011). Defining culture, Coverdell World Wise Schools. Retrieved 15 August, 2011, 2011, http://www.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=346 Curriculum Press (n.d.). Student and teacher resources, Education Services Australia. Retrieved 15 August, 2011, http://www.curriculumpress.edu.au/rel/values/japan-diary.php Education Services Australia Limited. (2011). Assessment for learning. Education Services Australia Limited. Retrieved August 8, 2011, http://www.assessmentforlearning.edu.au/professional_learning/modules/peer_feedback/peer _strategies_enhance.html Finley, J. & Smith,S. (2011). Sustainable forestry. School of Forest Resources, Penn State College of Agricultural Sciences. Retrieved 15 August, 2011, http://sfr.psu.edu/youth/sftrc/lessonplans/forestry/9-12/sustainable-forestry Gottleib, A. (2006). Constructivist middle level teachers: An explorative analysis of their backgrounds, passions, and tolerance for ambiguity Fordham University. New York. Retrieved 18 August, 2011, http://fordham.bepress.com/dissertations/AAI3210267/ Hashweh, M. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge, Teachers and Teaching: Theory and Practice, 11(3), p 273 - 292 Marzano, R. & Pickering, J. with Arredondo, D., Blackburn, G., Brandt, R., Moffett, C. Paynter, D., Pollock, J., & Whisler, J., (n.d.). Dimensions of learning. Kenosha Unified School. Retrieved 20 August, 2011, http://docs.google.com/viewer?a=v&q=cache:0CjewDIevQJ:www.andrews.edu/~bshep/Dimension%25202.PPT+Dimensions+of+Learning+Auth ors:&hl=en&gl=au&pid=bl&srcid=ADGEESg9LwDGer3cUSUb3TPeTnKMgL7eZFtASNoXSkJMsarasB4a5HKyP0hkvDCutjzS_YER5GcwJvtgO59IV7pfkNMHH8Ulb48Q0xSYJobWMpscj4wS5505zNJ QvZIxhQt0DYU4mj&sig=AHIEtbR58jdTBptpVmPFcEcs4P4qdJaNfw Ormeau Woods State High School (2011). Retrieved 18 August, 2011, http://ormeauwoodsshs.eq.edu.au/school-reports/annual.pdf Robbins, D. & Strangeways, A. (2011). ETL301 Middle Schooling Pedagogies: Weekly Modules, Learning Theories - Cognitive Theory, Charles Darwin University, Australia Robbins, D. & Strangeways, A. (2011). ETL301 Middle schooling pedagogies: Module 2 of 3 Developing pedagogical models for middle school, Charles Darwin University, Australia
Humphries__Joanna_ETL301 _ 2011-2_Assignment 1
th th th th th th th

16

Schrock, K. (1998). Teaching media literacy in the age of the internet The ABCs of website evaluation. Classroom Connect. Retrieved August 8, 2011, http://kathyschrock.net/abceval/ABC.PDF Smith, M. K. (1999). 'The cognitive orientation to learning', The encyclopedia of informal education, Retrieved 18 August, 2011, www.infed.org/biblio/learning-cognitive Szczepanski, K. (2011). Feudal Japan's class structure - The four tiered class system. Retrieved 20 August, 2011, http://asianhistory.about.com/od/japan/p/ShogJapanClass.htm Wood, David (1988). Introduction: From Pavlov to Piaget in How children think and learn. Oxford: Basic Blackwell.
th th

Humphries__Joanna_ETL301 _ 2011-2_Assignment 1

17