New Learning unit: Is Australia a Just Society?

Inquiry Question Year Level Domains Is Australia a just society? Equality, fairness & identity in modern Australia 10 English Humanities Economics Humanities History Civics & Citizenship hile each learning sequence can !e used independently, sequences also com!ine to form a comprehensive area of study that can ta"e place over 1# $ %& minute lessons' (n this unit students )ill !roaden their social understanding of Australia and the diverse e$periences of its citizens !y investigating multiple themes relating to *ustice' +tudents )ill e$plore all features of the inquiry question ,(s Australia a -ust +ociety. !y e$amining the follo)ing topics /su!0questions12 hat does *ustice mean to Australians3 hat is )ealth3 (mmigration and perceptions of 4e) Australians (ndigenous issues & closing the gap City & country2 does )here you live impact on your quality of life3 5epresentations of Australians in the 6edia +tudents )ill unpac" these concepts !y e$amining the factors )hich have and )hich continue to influence individuals. e$periences of *ustice from an historical perspective to today' 7y the end of the unit students )ill have the "no)ledge and s"ills to reflect on ho) notions of *ustice shape the )orld )e live in through cultural and social values' As an inquiry unit, summative assessment pieces )ill require research in independent and group )or"' +tudents )ill su!mit five pieces of assessment over the unit' 8hree of their !est )ill !e used for an individual folio for )hich students are required to provide an introduction9 summarising their learning over the 1: )ee"s and providing an opinion to the inquiry question' +tudents )ill !e encouraged to lead class discussions, colla!orate in group and individual )or" to produce a range of te$ts, non0te$ts and an oral presentation, and engage in peer revie) of classmates. folio pieces' 8his unit )ill utilise a range of (C8 applications, alternative settings and multimodal te$ts to develop student understanding of the comple$ities of *ustice, and the !readth of the human e$perience )ithin *ustice' +tudent learning )ill !e !ased around the follo)ing !road categories2 Critical thin"ing E$pressing and developing ideas E$amining, responding to, and creating literature from a variety of perspectives 5esearching and responding to economic issues ;eveloping intercultural understanding as students learn to value their o)n cultures, languages and !eliefs, and those of others 'nglish *'N+, Language 1' Compare the purposes, te$t structures and language features of traditional and contemporary te$ts in different media /ACE<A1=##1 &' Evaluate the impact on audiences of different choices in the representation of still and moving images /ACE<A1=%&1 >' ?nderstand that people.s evaluations of te$ts are influences !y their value systems, the conte$t and the purpose and mode of communication /ACE<A1=#=1 :' ?nderstand ho) paragraphs and images can !e arranged for different purposes, audiences, perspectives and stylistic effects /ACE<A1=#%1 =' 5efine voca!ulary choices to discriminate !et)een shades of meaning, )ith deli!erate attention to the effect on audiences /ACE<A1=%11 #' ?nderstand conventions for citing others, and ho) to reference these in different )ays /ACE<A1=#@1 %' ?nderstand ho) language use can have inclusive and e$clusive social effects, and can empo)er or disempo)er people /ACE<A1=#:1 Literature @' Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural conte$ts /ACE<81#>A1 A' Analyse and e$plain ho) te$t structures, language features and visual features of te$ts and the conte$t in )hich te$ts are e$perienced may influence audience response /ACE<81#:11 10'(dentify, e$plain and discuss ho) narrative vie)point, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a te$t /ACE<81#:&1 11'Evaluate the social, moral and ethical positions represented in te$ts /ACE<81@1&1 1&'Create literary te$ts that reflect an emerging sense of personal style and evaluate the effectiveness of these te$ts /ACE<81@1:1 Literacy 1>'Analyse and evaluate ho) people, cultures, places, events, o!*ects and concepts are represented in te$ts, including media te$ts, through language, structural andBor visual choices /ACE<C1%:A1 1:'(dentify and analyse implicit or e$plicit values, !eliefs and assumptions in te$ts and ho) these are influenced !y purposes and li"ely audience /ACE<C1%=&1 1='Create sustained te$ts, including te$ts that com!ine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and comple$ issues /ACE<C1%=#1 1#'?se a range of soft)are, including )ord processing programs, confidently, fle$i!ly and imaginatively to create, edit and pu!lish te$ts, considering the identified purpose and the characteristics of the user /ACE<C1%%#1 1%'Dlan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action /ACE<C1%=11 -umanities . 'conomics *'(#, Economic knowledge and understanding 1' +tudents predict the economic consequences of proposed government policies and ma"e informed choices among alternative pu!lic policy proposals Economic reasoning and interpretation &' ?se economic reasoning to research and propose solutions to economic issues and pro!lems of glo!al significance >' ;emonstrate an a)areness of the impact of values and !eliefs on economic issues 1

Length of nit !ationale

Aims " #$%ectives

Aus&'LS (urriculum Lin)s

-umanities . -istory *-IS, Rights and freedoms 1' 7ac"ground to the struggle of A!original and 8orres +trait (slander peoples for rights and freedoms !efore 1A#= /AC;+EH10:1 &' 8he continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the )orld /AC;+EH1:>1 he glo!alising world >' 8he )aves of post0 orld ar (( migration to Australia /AC;+EH1::1 :' 8he impact of changing government policies on Australia.s migration patterns /AC;+EH1:=1 =' 8he contri!ution of migration to Australia.s changing identify as a nation /AC;+EH1:%1 "istorical #uestions and research #' (dentify and analyse the perspectives of people from the past /ACHH+1A01 %' (dentify and analyse different historical interpretations /ACHH+1A11 @' ;evelop te$ts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ivics an/ (iti0enshi1 *(I&, $i%ic knowledge and understanding 1' E$plain the development of a multicultural society and the values necessary to sustain it &' 8a"e a glo!al perspective )hen analysing an issue $ommunity engagement >' ;ra) on a range of resources to articulate and defend their o)n opinions a!out political, social and environmental issues :' Contest the opinions of others =' Darticipate in a range of citizenship activities including those )ith a national or glo!al perspective, at school and in the local community 8he significant and essential learning that students )ill have achieved !y the end of the unit are lin"ed directly )ith the follo)ing <evel 10 AusEE<+ achievement standards2 'nglish *'N+, 1' ;evelop and *ustify their o)n interpretations of te$ts &' E$plain different vie)points, attitudes and perspectives through the development of cohesive and logical arguments' >' ;evelop o)n style !y e$perimenting )ith language features, stylistic devices, te$t structures and images 4. Create a )ide range of te$ts to articulate comple$ ideas =' 6a"e presentations and contri!ute actively to class and group discussions, !uilding on othersF ideas, solving pro!lems, *ustifying opinions and developing and e$panding arguments #' ;emonstrate understanding of grammar, vary voca!ulary choices for impact, and accurately use spelling and punctuation )hen creating and editing te$ts -umanities . 'conomics *'(#, 1' Dlan and conduct investigations in order to research an economic pro!lem andBor argue the validity or other)ise of their o)n hypotheses &' (nterpret reports a!out current economic conditions, !oth national and glo!al, and e$plain ho) these conditions can influence decisions made !y consumers >' ;emonstrate an a)areness of the impact of values and !eliefs on economic issues, and ho) differences may !e identified, negotiated, e$plained and possi!ly resolved -umanities . -istory *-IS, 1' E$plain the significance of events and developments from a range of perspectives &' E$plain different interpretations of the past and recognise the evidence used to support these interpretations >' ;evelop, evaluate and modify questions to frame an historical inquiry /)hen researching1 :' Drocess, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to ans)er inquiry questions =' ?se evidence identified in sources, and reference these sources to develop te$ts and organise and present arguments (ivics an/ (iti0enshi1 *(I&, 1' E$plain the development of a multicultural society and the values necessary to sustain it &' Analyse ho) )ell democratic values are reflected in aspects of the Australian political system >' ;ra) on a range of resources, including the mass media to articulate and defend their o)n opinions a!out political, social and environmental issues in national and glo!al conte$ts :' Contest, )here appropriate, the opinions of others =' ;evelop an action plan )hich demonstrates their "no)ledge of a social or environmental issue and suggest strategies to raise community a)areness of it Summative Assessment 8he summative assessment for this unit is comprised of five separate pieces of )or" /one for each main theme of study1, and one concluding portfolio demonstrating understanding of inquiry question ,(s Australia a *ust society3. Each of the assessment tas"s lin" to the <evel 10 AusEE<+ achievement standards, as outlined a!ove in &utcomes2 2 4 Assessment 3as) Lesson 5: Infographic comparison of Australian wealth to Asia'(acific region +tudents )ill e$amine )ealth distri!ution in Australia from a glo!al perspective, loo"ing at factors such as education, employment, housing, and disposa!le incomes' Creating an infographic using (C8 application $omic Life, students compare and contrast Australia.s )ealth to another country in the Asia Dacific region' Lesson 6: Reflecti%e essay on Immigration )useum * perceptions towards +ew Australians Hver t)o lessons, students )ill2 <earn a!out the hite Australia Dolicy !y )atching Immigration +ation Go on an e$cursion to the (mmigration 6useum and use a pre0planned sheet to ta"e structured notes reinforcing prior learning & Achievement Stan/ar/s E4G2 1 ECH2 &, > Scor e B1=

#utcomes Aus&'LS Achievemen t Stan/ar/s

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 (ntervie) a mem!er of the pu!lic outside the (mmigration 6useum to gauge their perception of 4e) Australians > +tudents are to )rite a reflective essay on )hat they have learned over the t)o lessons' Lesson 7: Indigenous issues * $losing the ,ap hinking "ats acti%ity Hver t)o lessons students )ill e$amine the historical events that have contri!uted to modern (ndigenous issues, including English settlement, class systems, land rights, housing, and health concerns' +tudents )ill use one ,8hin"ing Hats. activity to unpac" an aspect of Closing the Gap and present their information in their chosen form' +tudents )ill !riefly illustrate their learning to the class !y e$plaining their piece of )or"' Lesson 44: Letter to the editor on city * country di%ide +tudents consider the inquiry question ,does )here you live impact your quality of life3. 8hey read a )e! article e$amining the gap !et)een city, su!ur!an and country Australians regarding "ey indicators /e'g' services, health, transport1, and ho) this has developed since the ur!anisation of Australia' +tudents )rite a letter to the editor outlining the reasons for the divide and calling for action to close the gap !et)een ur!an privilege and rural disadvantage' Lesson 45 " 48: (resentation on representation of Australian stereotypes in the media +tudents )or" in groups to identify stereotypes or !iases in the Australian media te$ts, investigating their origins, and analysing the impact they have on our perceptions of individuals and groups in society' (4 groups of :, students unpac" a specific stereotype of a classBsocial grouping in Australia, and give a = minute presentation to the class on their research' Lesson 49: -nit portfolio +tudents demonstrate their understanding of the comple$ities of *ustice and general learning over the unit !y preparing a &=00)ord reflection on the unit inquiry topic ,is Australia a *ust society3. 8his piece )ill act as an introduction to a collation of their three !est pieces of )or" throughout the unit' E4G2 >, : H(+2 :, = B1=

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A com!ination of the student learning outcomes as listed under individual folio pieces

B&=

Each of these summative assessment tas"s )ill !e mar"ed according to the follo)ing assessment ru!ric2 (riteria : L .emonstrated understanding of the !roader concept of justice (dentify the "ey players )ithin the issue 5esearch using a range of sources ?se evidence to support arguments $ontent is accurate/ complete and appropriate to the task Hffers ne) insights into the topic (deas and arguments illustrate comple$ity of the topic Dlaces the topic )ithin the !roader sense of ,is Australia a *ust society3. (resentation and originality Appropriate form Clear and creative presentation Evidence of original thought 0tructure and coherence Diece is structured appropriate to tas" +tructured logically and effectively to communicate meaning, sho)ing clear planning 8houghts are presented coherently and effectively through te$t and non0te$t pieces )echanics of language Effective use of voca!ulary ?se of language suited to the form, purpose and audience of the te$t 6inimal spelling and grammatical errors Earies !et)een long and short sentences Dunctuation used confidently and correctly ;ormative Assessment

(omments

8he follo)ing formative assessment tools )ill !e used ongoing throughout the unit to evaluate student learning and inform any necessary changes to the unit outline2 Darticipation in class discussion or"ing colla!oratively and productively in groups 8a"ing responsi!ility for roles in group )or" +u!mitting drafts for teacher and peer revie) Evidence of rehearsals for oral presentation +tays on tas" in class Can )or" independently in class Engages in reflective learning at the end of each class 8his unit lin"s to the follo)ing cross0curriculum essential "no)ledge, understandings, and s"ills' 8he specific cross0 curriculum lin"s )ithin each lesson are outlined in ?nit Hutline2 >

(ross< curriculum =riorities

A$original an/ 3orres Strait Islan/er histories an/ cultures *A3SI, 1' A!original and 8orres +trait (slander communities maintain a special connection to and responsi!ility for country B place throughout all of Australia &' A!original and 8orres +trait (slander peoples. have lived in Australia for tens of thousands of levels and e$periences can !e vie)ed through historical, social and political lenses Asia an/ Australia>s engagement with Asia *ASIA, 1' Australians of Asian heritage have influenced Australia.s history and continue to influence its dynamic culture and society Sustaina$ility *S S, 1' +ustaina!le patterns of living rely on interdependence of healthy social, economic and ecological systems &' 8he sustaina!ility of ecological, social and economic systems is achieved through informed individual and community action that values local and glo!al equity and fairness across generations into the future Information an/ (ommunicat ion 3echnology *I(3, 8his unit has a ma*or emphasis on the incorporation of the (C8 capa!ility in a )ide range of learning activities, including the production of te$ts' 8he follo)ing (C8 organising elements have !een incorporated in learning activities to assist students in adapting to ne) )ays of thin"ing, communicating, and learning' 8he specific use of these (C8 elements )ithin each lesson are listed in ?nit Hutline2 Investigating with I(3 1' +elect and use a range of (C8 independently and colla!oratively, analyse information to frame questions and plan search strategies or data &' ?se advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of ne) understandings (reating with I(3 >' +elect and use (C8 to articulate ideas and concepts, and plan the development of comple$ solutions (ommunicating with I(3 :' +elect and use a range of (C8 tools efficiently and safety to share and e$change information, and to colla!oratively and purposefully construct "no)ledge 8his unit aims to develop students. intercultural understanding as they learn to value their o)n cultures, languages and !eliefs, and those of others' 8he follo)ing (ntercultural ?nderstanding organising elements have !een incorporated to achieve this aim' 8he specific elements )ithin each lesson are listed in ?nit Hutline2 !ecognising culture an/ /evelo1ing res1ect 1' Analyse ho) mem!ership of local, regional, national and international groups shapes identities including their o)n &' Critically analyse the comple$ and dynamic nature of "no)ledge, !eliefs and practices in a )ide range of conte$ts over time >' ?nderstand the importance of mutual respect in promoting cultural e$change and colla!oration in an interconnected )orld Interacting an/ em1athising with others :' Analyse the comple$ relationship !et)een language, thoughts and conte$t to understand and enhance communication =' Dresent a !alanced vie) on issues )here conflicting vie)s cannot easily !e resolved !eflecting on intercultural e?1eriences an/ ta)ing res1onsi$ility #' 5eflect critically on the effect of intercultural e$periences on their o)n attitudes and !eliefs and those of others %' Critique the use of stereotypes and pre*udices in te$ts and issues concerning specific cultural groups

Intercultural n/erstan/i ng

Learning sequence: Is Australia a Just Society?

3he me hat does *ustice mean to Australians3 2 1 3o1ic hat is *ustice3 3eaching an/ Learning Activities Engage +s prior "no)ledge to come up )ith definition of *ustice as a class (dentify ma*or themes of -ustice /social, legal, moral, divine1 )ith option of using Eenn diagram, compare & contrast, dictionaries, ordle 6ind0map e$perience of *ustice B in*ustice since !irth s)ap and share stories 5esponses on !utchers paper posted on )alls for reference throughout course hat is Australia.s relationship to *ustice3 E$plore concept of ,fair go. !y reading ,Australians value a ,fair go. highest., Gough he Age, &00# 5eflection on unit topic2 ,(s Australia a *ust society3. o hat do you "no) no)3 o hat do you )ant to "no) more a!out3 o hat are your e$pectations of this unit3 Home)or"2 read unit outline and assessment information contained in handout & hat is )ealth3 For a more detailed explanation of this lesson, see the end of this document (llustrate glo!al distri!ution of )ealth !y splitting class in proportion of population and )ealth per continent +s )rite sentences !eginning )ith .Australia is the luc"y country !ecauseI. ;iscuss ho) this might !e the same or different for other countries in the Asia Dacific region 7rainstorm factors that impact )ealth2 political system, legal system, economic system, environment, resources, education, health atch Hans 5osling2 8he !est stats you.ve ever seen +s reflect on video, and !egin planning )hich Asian country and factor they )ill focus on for assessment Home)or"2 read assessment 1 advice to prepare for first folio piece ne$t class > ealth distri!ution +s revie) )hat they learned yesterday !y reading out reflections 8 e$plains assessment 4: (omic Life info<gra1hic comparing )ealth in Australia to an Asia Dacific country focussing information around one factor /education, health, political system etc1 +s have country and factor HJ.d and recorded !y 8 +s !egin researching and )or"ing on piece Kinish )or" !y the end of the class and su!mit to 8 E4G2 :, =, 11, 1: C(E2 > ECH2 > (C82 >, : (?2 #, % Summativ e 3as) 4: Infographic comparison of Australian wealth to Asia'(acific region E4G2 10, 1> ECH2&, > C(E2 &, > A+(A2 1 +?+2 1, & (C82 1, & (?2 #, % (urriculum Lin)s E4G2 @, 1&, 1>, 1: (?2 :, = Assessme nt

(mmigration

+ettlement

+s )rite do)n on post0it notes their ancestors. migration to Australia /can !e anonymous1 o Country of origin o ;ate of arrival o 6ode of transport o 5eason for migration o E$perience on arrival to Australia /if "no)n1 8 )rites timeline from 1%@@ &01> !ro"en into =0 year !loc"s +s stic" their note at the appropriate date +s come up to the !oard to identify and descri!e migration trends 8 lin"s general ethnic migration trends to time periods /Anglo0Europeans, Chinese, other Europeans, Asians, Africans and 6iddle Easterners1 8 points out date of hite Australia policy and ho) this impacted migration trends +upport this !y )atching e$cerpt from +7+2 (mmigration 4ation +s reflect on Australia as an ,immigration nation. For a more detailed explanation of this lesson, see the end of this document +s to attend e$cursion to (mmigration museum and participate and ta"e notes throughout ,(mmigration Dath)ay. program at museum' Drogram is an overvie) of the immigration history of Eictoria and Australia' (ntegrated learning is supported through e$ploring immigration processes and stories of getting in, arrival and reunions, settlings and impacts' +s conduct vo$0pops outside (mmigration 4ation as"ing mem!ers of the pu!lic ,)hat do you thin" a!out migration to Australia and 4e) Australians3. 7ac" at school +s collate their notes (ntroduce assessment @: reflective essay on migration to Australia an/ New Australians +s to )rite a short /=00 )ords1 essay reflecting on migration to Australia since settlement +u!mit to 8 at end of lesson

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E$cursion to (mmigration 6useum

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4e) Australians

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Summativ e 3as) @: Reflecti%e essay on Immigratio n )useum * =

3he me

3o1ic

3eaching an/ Learning Activities

(urriculum Lin)s

Assessme nt perceptions towards +ew Australians

(ndigenous

(n )hat )ays has European settlement impacted on (ndigenous peoples. lives3

8he Gap

Closing the Gap

Eideo screening2 Hur Generation /&0101 in school li!raryBperformance hall +tructured note0ta"ing2 o Ho) did European occupation of the area change Colngu living patterns3 o Ho) is this seen today in2 L living conditions L la) L language L health L land L ceremony L dignity and self0respect3 Engage !y playing ,Krom <ittle 8hings 7ig 8hings Gro)., Daul Jelly, read along )ith lyrics' ;iscuss meaning of the song as a class' -igsa) activity on (ndigenous social *ustice /Australian 6useum1' Allocate content from each heading to groups to analyse /Jeating 5edfern speech, Jeeping +core, ;ispossession & Health etc'1 +s ta"e notes from each group +hare "ey points of interest as a class For a more detailed explanation of this lesson, see the end of this document +tudents )ill choose one of the 8hin"ing Hats activities to investigate ,Closing the Gap. !et)een (ndigenous and non0(ndigenous Australians Helpful )e!sites9 ;epartment of +ocial +ervices, H$fam2 Close the Gap, CHAG2 Closing the Gap

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E4G2 #, @, A, 10, 1&, 1> ECH2 1, &, > H(+2 1, & C(E2 >, : A8+(2 1, & (C82 1, & (?2 1, &, > E4G2 =, 11, 1:, 1= ECH2 1, &, > H(+2 1, &, @ C(E2 >, : A8+(2 1, & (C82 1, & (?2 10= Summativ e 3as) 5: Indigenous issues * $losing the ,ap hinking "ats acti%ity

City & Country

10

6el!ourne2 most livea!le city for all3

11

hat is this divide !et)een city and country3

here )ould you li"e to live9 a1 (n the )orld, !1 in Australia, c1 in 6el!ourne' Compare housing prices )ith realestate'com'au & Google ;iscuss price variations glo!ally, nationally, locally atch ,Hur <ivea!le City. he Age/ &011 Allocate )ages to students using A8H ta$ !rac"ets for even spread +s use house afforda!ility calculator )ith allocated )age to determine ma$imum !orro)ing amount +s use interactive ,Hur <ivea!le City. map and set the median house price to their !orro)ing amount +s ta"e notes on areas they could afford to !uy in, and )hether these had services such as D8, trees, lo) crime +hare as a class Engage & revie)2 in previous lesson )ere most +s. dream homes in the inner0city3 ;o you "no) anyone )ho lives in the country3 hat is it li"e out there3 ;o they have the same access to services as the city3 +tudent read first article /8he Dunch1 8 models 7(GKHM literacy strategy on !oard, +s )or" through the acronym 5epeat individually for second article / est Australian1 ,<et.s get over the great divide !et)een city and country. /-ane orthington, 8he Dunch +ept &01>1 Country0city social divide gets !igger, /-ayne 5ic"ard, 8he est Australian &01&1 Engager2 quiz students on persuasive techniques /studied already19 form, purpose, audience, appeals, attac"s etc' +s are to )rite a letter to the editor outlining the reasons for the divide and calling for action to close the gap on ur!an privilege and rural disadvantage

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City & Country2 8ransport ;oes )here you live impact on your quality of life3 here do stereotypes come from3

E4G2 :, 11, 1:, 1= C(E2 >, : (?2 =

Summativ e 3as) 8: Letter to the editor on city * country di%ide

1>

1:

Dresenting

For a more detailed outline of this lesson, see the lesson plan at the end of this document Engager2 hat are stereotypes and )here do )e see them3 atch 7ad 6outh ad /?41, follo) )ith class discussion on the stereotypes mentioned 8hin"0Dair0+hare2 +s )rite a list of some common stereotypes they have seen in the Australian media /ne)spapers, Coutu!e videos, television, film, novels, magazines1' +hare )ith neigh!our and prepare to present to the class Korm +s into groups of : and allocate a stereotype ;irect +s to launch into their research using -og the e!2 media stereotypes to ans)er set questions +hare research findings )ith the class 5evie) previous class !y as"ing groups if they !elieve their stereotype can

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3he me

3o1ic on stereotypes

3eaching an/ Learning Activities !e *ustified3 (n groups +s )ill plan and create a = minute presentation on allocated stereotype using their research to ans)er set questions and unpac"s a specific stereotype of a classBsocial grouping in Australia Dresent to class (ntroduce +s to the final folio assessment tas"2 compilation of > !est pieces including introduction E$plain requirements of assessment to +s using mar"ing ru!ric Deer revie) pieces of )or", re)rite using 8 comments +s )or" independently on their folio

(urriculum Lin)s H(+2 =, #, % C(E2 1, >, : (?2 10%

Assessme nt

1=

5evision and revie)

1#

Assessment

+tudents finish editing of folio pieces and introductions +s share > "ey things they learned over the unit, using evidence from their folios

Summativ e 3as) 9: (resentatio n on representat ion of Australian stereotypes in the media Summativ e 3as) 6: -nit portfolio

New Learning I(3 a11lication: Jog the Ae$

Ahat is it an/ how /oes it wor)?
-og the e! is a )e!0!ased tool that allo)s any user to create a synchronous guide to a series of )e!sites' (t provides a step !y step approach to ta"e students through a series of )e!sites and allo)s the author of the ,*og. to annotate and as" guiding questions for each page' 8he tool is useful for "eeping students on trac" )ith )e!sites that are relevant and useful to the learning tas"' (t is simple to create an account and !egin creating a *og' 8he site allo)s you to try !efore signing up' Cou can also !ro)se for other *ogs created !y other users' 8o create a *og2 Give your *og a title, description and topic 7egin adding pages to your *og (n the comment section you can add a question or a tas" for students to complete )hile on that page

-ow /o you use it?

-og the e! can !e used for scavenger0hunt style short learning tas"s )here students are required to find information from )e!sites' 8he creator can as" guiding questions to facilitate student learning and ensure that students are achieving learning outcomes' -ogs are useful for e$tended research activities9 providing students )ith relevant information and trust)orthy sites in the one place rather than giving students a long list of lengthy )e! addresses' (t can also !e used to collate resources such as grammar games )here!y students )or" their )ay through the activities at their o)n pace' Kor ma*or research pro*ects students could create their o)n *og as a reference list to sho) evidence of their e$tended research' As in the lesson plan !elo), -og the e! enhances student learning !y allo)ing for a safe and ethical )e! !ro)sing e$perience as the *og creator /8eacher1 chooses the )e!sites listed for students' (t "eeps students on tas" and assists in speeding up self0directed research for assignments'

I(3 Lesson 45: Ahere /o stereoty1es come from?

http2BB)))'*ogthe)e!'comBrunB?eE4dCEn&g>qB-ustice0in0Australia06edia0+tereotypes 3itle: -ustice in Australia2 6edia +tereotypes Descri1tion: a collection of )e!sites that illustrate stereotypes of individualsBgroups commonly seen in Australian media (n our N hat is -usticeO unit )e have a section of study on media stereotypes of social groups in Australia' Kor this learning sequence students )ill learn to identify these stereotypes or !iases, investigate their origins, analyse the impact they have on our perceptions of individualsBgroups, and create a visual representation )hich unpac"s a specific stereotype of a classBsocial grouping in Australia'

Inquiry Question: =rior learning Stu/ent learning aims 3eaching o$%ective Stan/ar/s

here do stereotypes come from3

Drevious class on identifyingBcategorising social groups in Australia <unchtime0vie)ingBhome0vie)ing2 (nsight ,(.m not racist !utI. episode +tudents )ill learn to identify stereotypes or !iases in the Australian media, investigate their origins, analyse the impact they have on our perceptions of individualsBgroups, and create a presentation )hich unpac"s a specific stereotype of a classBsocial grouping in Australia' +tudents )ill understand that stereotypes and !iases affect our lives, and to !e a!le to identify these in modern media Intercultural un/erstan/ing2 investigating the dynamics !et)een different cultures in different settings (ross</isci1line: English, Humanities, Civics & Citizenship, Ethics I(3: investigating )ith (C89 using -og the e! to locate information on stereotypes P2 hat stereotypes do )e see in the Australian media3

'ngage 9

8hin"0Dair0+hare2 )rite a list of some common stereotypes that you.ve seen in the Australian media /ne)spapers, !emem$er Coutu!e videos, television, film, novels, magazines1' +hare )ith the person ne$t to you and prepare to present to the class' ing Jno)ledge of common stereotypes e$perienced in every day life P2 '?1lore 9 n/erstan /ing hat are stereotypes and )here do )e see them3

atch 7ad 6outh ad /?41 and model learning aims of the lesson on the !oard )ith students' ?nderstanding the implications stereotypes through language of e$clusion, profiling, generalising Korm groups of :, +s to )atch first video !efore )al"ing through other )e! pages' Choose one stereotype and unpac" it !y )riting !rief responses to these questions2

hat are the origins of this stereotype3 ho does it see" to !enefit3 (s it discriminating against certain individualsBgroups3 hat are the short and long0term consequences3 hat does this say a!out Australian culture3

'?1lain 89 A11lying

Apply understanding !y researching questions a!ove9 using the -og to respond to these questions'

P2 (s this stereotype *ustified3 'la$orate 4B Analysing (n your group plan a = minute presentation on your stereotype using your research to ans)er the questions a!ove, and finally reaching a conclusion as to )hether it is *ustified or not' Group roles2 scri!e, presenter, researcherBsummariser, facilitator hand out individual roles cards Analysing applied "no)ledge to determine causes, consequences and impact of stereotypes on Australian culture Chec" in )ith student progress !y as"ing each group to present research to the class 'valuate 9 'valuating Deer learning9 evaluating others. findings and responses to the tas" in the conte$t of their ne) and old "no)ledge
;ormative: 8 to roam the room and gauge +s. participation in class discussion9 a!ility to )or" colla!oratively and productively in groups9 ta"ing responsi!ility for roles in group )or"9 staying on tas" in class9 listening to others present on )hat they have found in their research Summative *ne?t class,: (resentation on representation of Australian stereotypes in the media +tudents )or" in groups to identify stereotypes or !iases in the Australian media te$ts, investigating their origins, and analysing the impact they have on our perceptions of individuals and groups in society' (n groups of :, students unpac" a specific stereotype of a classBsocial grouping in Australia, and give a = minute presentation to the class on their research'

Assessme nt

!esources

(nsight (.m not racist !utI http2BBtinyurl'comBm$o*#&f 7ad 6outh ?4 0 http://tinyurl.com/cehuyr

Individual roles cards see below

-ustice in Australia2 6edia +tereotypes http2BBtinyurl'comBl*>)cAo @ stereotypes to allocate to groups +tudents )ill create a presentation detailing their stereotype and perform to the class' 8 )ill then initiate a reflective discussion, as"ing +s2 ;o you agree )ith these stereotypes that e$ist in our society3 hy, )hy not3 +tudents finish this class !y )riting a !rief reflection on )hat they have learned from their o)n research and their classmates. a!out Australian culture and society today in class' hat do you see for the future3
10

Ne?t class (reating

11

Lesson C: -istorical un/erstan/ing of In/igenous issues

Inquiry Question: (n )hat )ays has European settlement impacted on (ndigenous peoples. lives3 =rior learning Stu/ent learning aims 3eaching o$%ective Stan/ar/s

+s )ill have *ust completed the su!0unit on immigration, touching on ho) European settlement impacted (ndigenous peoples. lives +s to develop an understanding of (ndigenous culture, issues, histories through an historical, social and political lens as seen through the film' 8hey )ill !egin to critically analyse the comple$ and dynamic nature of (ndigenous "no)ledge, !eliefs and practices in a )ide range of conte$ts over time through structured note ta"ing'
E4G2 1:, 1= H(+2 @ A+(A2 1 (?2 10%

'ngage 9

Ho) did European settlement impact the lives of (ndigenous people at the time3

!emem$er 8 !egins class discussion, eliciting prior "no)ledge gained from previous su!0unit and +s. general understanding ing of (ndigenous issues' Ho) does European settlement continue to impact the lives of (ndigenous people today3 '?1lore 9 n/erstan /ing +s to create a voca!ulary list )hich encapsulates their understanding of ho) European settlement has impacted the lives of (ndigenous people /using paper, )hite!oard, or open Google doc1

8 aids +s to list voca!ulary into the follo)ing categories2

L L L L L L L living conditions la) language health land ceremony dignity and self0respect3

'?1lain 4B A11lying

Eoca! list is to !e sho)n )hile documentary is playing to guide +s note ta"ing' ;iscuss )hether +s generate negative or positive e$amples )hy do )e thin" this )ay3 Kor e$ample Living con/itions Doverty, government housing Law Hld traditions consumed !y European )ay of life Language 6any languages no) e$tinct -ealth Eye disease, higher ris" of cancer Lan/ ;ispossession (eremony <oss of connection to traditional ceremony Dignity " self<res1ect ;ispossession , ;rug and alcohol a!use

'la$orate 8B Analysing " Synthesisi ng

+s )atch documentary, Hur Generation /=0 minute version, "ey elements re2 categories for discussion1' 8 directs +s to ta"e notes on ho) European occupation of Arnhem <and changed Colngu living patterns, and ho) this is seen in the % categories discussed earlier' +s share notes ta"en on % categories'

'valuate 4B 'valuating

8 to facilitate discussion on )hether +s. assumptions )ere proven rightB)rongBac"no)ledged at all in the documentary' 8 closes lesson !y lin"ing categories to Government initiative to ,Close the Gap. !et)een (ndigenous and non0 (ndigenous Australians /focus of ne$t & lessons1' Engage +s to thin" a!out one category in particular in preparation for ne$t class' ;ormative: +s )ill participate in class discussion, stay on tas" )atching the documentary and ta"ing effective notes on the % categories, +s )ill engage in the factors involved in ,Closing the Gap. in preparation for ne$t t)o classes'
Hur Generation /&0101

Assessme nt !esources

1&

Lesson 7: (losing the +a1 thin)ing hats activity

Kor this tas", complete the follo)ing activities and ma"e a final presentation to the class illustrating the learning you gained from this activity'

Ahite -at 3hin)ing . gathering /ata Gather as much information as you can a!out the A!original e$perience )hat do the statistics tell you a!out the ,gap. !et)een the (ndigenous population and the rest of Australia3 Consider aspects such as life e$pectancy, mortality rates, education, rates of incarceration, income and any others you find interesting' Compile your information into a summary, or a series of mindmaps B overvie)s outlining the main points'

!e/ -at 3hin)ing . emotions D feelings rite an account of daily life from an (ndigenous person )ho is e$periencing disadvantage in one of the areas outlined in the ,Closing the Gap. documents' (nclude in your account ho) that person )ould have felt a!out their circumstances' 7rainstorm a list of )ords that descri!e ho) you feel a!out (ndigenous peoples. e$periences'

Elac) -at 3hin)ing " Yellow -at 3hin)ing . negative an/ 1ositive thin)ing ;ra) up a ta!le that lists the advantages and disadvantages of Australia.s methods of closing the gap for (ndigenous people'

+reen -at 3hin)ing . creativity Create t)o images B illustrations that !est descri!e or sym!olize the e$perience of ,the Gap. for (ndigenous people' 7e sure to pay attention to colour and use it to enhance the meaning of your images'

Elue -at 3hin)ing . metacognitive thin)ing *thin)ing a$out thin)ingF, Ho) )ill you present all of these ideas to the class3 ill you create a poster3 An infographic3 A podcast3 A po)erpoint presentation3 A speech3 Hnce your mode of presentation has !een decided, ho) )ill you arrange the information /eg' hat order )ill it !e presented in31

1>

Lesson 2@: =resentation of an I(3 A11lication

(lass Aims " o$%ectives #utcomes for stu/ents (ross<curriculum =riority <esson Q&2 I(3 (urriculum 'lements Intercultural n/erstan/ing !esources hat is )ealth3

;ormative assessment

Analyse the various social and economic factors )hich define ,)ealth. Evaluate Australia.s )ealth in relation to countries )ithin the Asia0Dacific region (ndependent !rainstorm of factors that define ,)ealth. shared )ith class and sorted !y theme atch Hans 5osling video and evaluate Australia.s )ealth in relation to other countries in Asia0Dacific region ;raft outline of infographic assessment produced in ,Comic <ife. (C8 app A+(A2 Australians of Asian heritage have influenced Australia.s history and continue to influence its dynamic culture and society +?+2 +ustaina!le patterns of living rely on interdependence of healthy social, economic and ecological systems +?+2 8he sustaina!ility of ecological, social and economic systems is achieved through informed individual and community action that values local and glo!al equity and fairness across generations into the future ?se advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of ne) understandings +elect and use (C8 to articulate ideas and concepts, and plan the development of comple$ solutions 5eflect critically on the effect of intercultural e$periences on their o)n attitudes and !eliefs and those of others Critique the use of stereotypes and pre*udices in te$ts and issues concerning specific cultural groups Classroom in )hich ta!les and chairs can !e moved Dro*ector and spea"ers +tudents !ring laptops )ith i0Ki connection in classroom +tudents. contri!ution to group )or" and class discussion Puestions posed to students. throughout lesson identifying students needing additional assistance ;raft outline of infographic produced using ,Comic <ife. (C8 app +tudent reflection at the end of class

3ime & min 10 min

Activity (ntroduction Class activity2 )ealth versus population hat is )ealth3

Gey ste1s 8eacher greets all students, ensures room is calm and settled 8eacher outline of <earning (ntent & +uccess Criteria 1 +tudents to organise themselves in proportion of glo!al population across different continents once completed, teacher reveals ans)er +tudent organise themselves in proportion of glo!al )ealth across different continents once completed, teacher reveals ans)er 8eacher as"s students to share reflections on tas" & 8eacher as"s students to )rite responses to question ,Australia is a luc"y country !ecauseI. /D5(H5 J4H <E;GE1 +tudents to share ans)ers in ta!le groups, coming to a consensus of thee ans)ers > 8eacher calls on ta!les to share responses, initiating a discussion on )hat factors contri!ute to )ealth 8eachers as"s students to relate the factors discussed /e'g' freedom, safety, cleanliness1 to other countries they may have visited Ndid you see )hat you outlined in luc"y question3O : 8eacher )rites headings ,political., ,economic., ,legal., ,social., and ,health. on !oard, and students have to come up and )rite their responses under appropriate heading outline terms if necessary = Class discussion on )hat constitutes )ealth atch video "ans Roslings 122 countries/ 122 years/ 3 minutes 2 http2BB)))'youtu!e'comB)atch3 vR*!"+5<C+o*o # 8eacher as"s student to summarise video into one sentence +tudents as"ed to share their responses to class 8eacher overvie) of assessment requirements% +tudents to create infographic using (C8 app ,Comic <ife. comparing )ealth in Australia to an Asia Dacific country, focusing information on one "ey factor e'g' education, health, income +tudents to have country and factor approved !y teacher +tudents research data on ?4 ;ata )e!site2 http2BBdata'un'orgB 8eacher provides students )ith assessment criteria and timeline )hen )or" is to !e su!mitted 8eacher does quic" demonstration of ,Comic <ife. using pro*ector, outlining e$pected layout etc' 8eacher reminders students that draft outline of infographic to !e completed !y end of class +tudents !egin )or"ing on assessment piece, )ith topics approved !y teacher @ 8eacher chec"s in on each ta!le to ensure students are on tas", comforta!le in using ,Comic <ife., and have appropriate topic )ith outline +tudents )rite reflection on )hat they have learnt in lesson 8eacher encourages students to share )hat they learnt, en*oyed, or still have questions a!out A

1= min

10 min

atch video

10 min

Hutline of Assessment

&0 min

or"ing on Assessment

= min

5eflection

1 2 3 4 5 6 7 8 9

;emonstrated use of e= NEngage2 esta!lishes learning goalsO /;EEC; &10>1 ;emonstrated use of 7loom.s Higher Hrder 8hin"ing NAnalyseO ;emonstrated use of 7loom.s Higher Hrder 8hin"ing NEvaluatingO ;emonstrated use of 7loom.s Higher Hrder 8hin"ing NAnalyseO ;emonstrated use of e= NE$plain2 ;evelops language and literacyO ;emonstrated use of e= NE$plain2 Dresents ne) contentO ;emonstrated use of e= NEngage2 develops shared normsO ;emonstrated use of 7loom.s Higher Hrder 8hin"ing NCreatingO ;emonstrated use of e= NEvaluate2 facilitates self assessmentO

1:

1=

Lesson =lan 29: Alternative Setting

(lass Aims " o$%ectives #utcomes for stu/ents (ross<curriculum =riority Intercultural n/erstan/ing <esson =2 E$cursion to (mmigration 6useum Analyse the migration history of Eictoria and Australia Evaluate perceptions of the general pu!lic to)ards ne) migrants +tructured notes from ,(mmigration Dath)ay. tour that )ill !e used to)ards reflective essay to !e completed in follo)ing lesson 4otes from Eo$0pop intervie)s conducted outside (mmigration 6useum that )ill !e used to)ards reflective essay A+(A2 Australians of Asian heritage have influenced Australia.s history and continue to influence its dynamic culture and society Analyse ho) mem!ership of local, regional, national and international groups shapes identities including their o)n ?nderstand the importance of mutual respect in promoting cultural e$change and colla!oration in an interconnected )orld Analyse the comple$ relationship !et)een language, thoughts and conte$t to understand and enhance communication 5eflect critically on the effect of intercultural e$periences on their o)n attitudes and !eliefs and those of others 8ransport and entry to (mmigration 6useum /6el!ourne, Eictoria1 ,(mmigration Dath)ays. tour !oo"ed )ith (mmigration 6useum Copies of ,(mmigration Dath)ays. !oo"let for students to complete +tudent completion of ,(mmigration Dath)ays. structured note sheet students requiring assistance can choose to focus on one floor, )hile those needing more challenging tas"s can !egin reflective essay +tudents. contri!ution to discussion and questions on tour H!servation of students conducting vo$0po$ students requiring assistance can choose to complete the tas" in threes Puestions posed to students. throughout tour and travel !ac" to school Gey ste1s >0 min >0 min >0 min 5eflection Eo$0pops 8eacher conducts prior "no)ledge as class travels to (mmigration 6useum 10 8eacher poses questions outlined in ,1' hat do students "no) a!out immigration3. /!elo)1 As an e$tension activity, teacher can alternatively use questions outlined in ,&' Jey questions. /!elo)1 8eacher overvie) of assessment requirements11 follo)ing e$cursion students are required to )rite a personal reflective essay on )hat they learnt at the (mmigration 6useum +tudents are ta"en on #0 minute ,(mmigration Dath)ays. program !y (mmigration 6useum staff mem!er 1& Drogram is an overvie) of the immigration history of Eictorian and Australia' (ntegrated learning is supported through e$ploring immigration process and stories of getting in, arrival and reunions, settlings and impacts +tudents complete ,(mmigration Dath)ays. structured note sheet /e$ample included !elo)1 1> 8eacher chec"s in on students ensure they are on tas", comforta!le )ith completing structure note sheet, and if needing additional help +tudents given the opportunity to complete any sections from structured note sheet they may !e missing 8eacher prompts students to )rite >0= lines of reflections on 6useum visit 1:

!esources

;ormative assessment

3ime >0 min

Activity (ntroduction

#0 min

,(mmigrations Dath)ays. tour

Conclusion

(n pairs outside the (mmigration 6useum, students conduct &0> vo$0pops )ith mem!ers of the general pu!lic, as"ing ,)hat do you thin" a!out Australia.s migration policy3. and ,)hat do you thin" a!out 4e) Australians3. +tudents record notes from vo$0pops to use in reflective essays As class travels !ac" to school, teacher prompts students to consider their vo$0pop responses and summarise each perspective in one sentence 8eacher challenge students to analyse the social and political messages on display in the museum 1= 8eacher runs through structured note sheet, giving assistance to those students )ho require it +tudents )rite reflection on )hat they have learnt in lesson 8eacher encourages students to share )hat they learnt, en*oyed, or still have questions a!out 1#

10 11 12 13 14 15 16

;emonstrated ;emonstrated ;emonstrated ;emonstrated ;emonstrated ;emonstrated ;emonstrated

use use use use use use use

of of of of of of of

e= NEngage2 determines readiness for learningO e= NEngage2 develops shared normsO e= NE$plain2 presents ne) contentO e= NE$plore2 structures inquiryO 7loom.s Higher Hrder 8hin"ing NAnalysingO 7loom.s Higher Hrder 8hin"ing NEvaluatingO e= NEvaluate2 facilitates self assessmentO

1#

'?am1le of Structure/ Note Sheet

1%