Beruflich Dokumente
Kultur Dokumente
Week 2
Date: Monday 6th April 2015
Duration: 60 minutes
Lesson: 3 of 10
Curriculum
History
Australia as a nation
The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and
migrants, to the development of Australian society, for example in areas such as the economy,
education, science, the arts, sport. (ACHHK116).
o Considering notable individuals in Australian public life across a range of fields (for example the arts,
science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural
and social groups, and women and men drawn from the Australian Living Treasures list or from the
Australian Dictionary of Biography)
Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119).
o Developing key questions about immigration such as: What were the main reasons people migrated
to Australia? Who migrated? Where did they come from? What impact have they had on the
character of Australian society?
Identify and locate a range of relevant sources (ACHHS120).
o Using internet search engines, museums, library catalogues and indexes to find material relevant to
an inquiry.
Page 1
Lesson Overview
Integrating socially model of inquiry stage: Finding & Sorting Out
During this lesson students will be introduced to thirty individuals from the past and present who have
excelled in a particular area / category (Categories defined in Lesson 2). Students begin the lesson by
collaboratively sharing ideas on who each person may be and what they may have achieved and will
conclude with students working independently to research one of the people. By the end of the lesson
students will be required to produce a concept map about their person with the following information:
o Country of birth
o Date of arrival or birth in Australia
o Category of excellence
o How they positively contributed to this category (What did they do?)
o Brief paragraph or dot points outlining reasons why student believes their persons actions
(excellence) positively influenced our society.
Lesson Objectives
By the end of the lesson students will have the ability to:
o Understand that Australia is a culturally diversity society.
o Identify the areas / fields of excellence that past and present Australians, including Aboriginal and
Torres Strait Islander people, have positively contributed to.
o Explore different reasons for people migrating to Australia.
o Comprehend the impact that some Australians have had on the shaping of our Australian society?
o Use digital technologies to collect data on Australian natives, residents and migrants.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Page 2
Assessment
Assessment for learning:
o Student responses to the activity at the beginning of the lesson will indicate how much students
know about the selected historical people.
o Students ability to remain engaged and stay on task will be assessed.
o The information presented in students concept map will indicate students ability to effectively
research and access accurate information. Students will also refer back to this research while
completing their Historical Recount (summative assessment) at the end of the unit.
Inquiry question
Key inquiry question:
Which influential people from the past and present have positively influenced our Australian society?
(Higher level thinking skills required Synthesis)
Lesson Structure
Time
5 mins
NOTE: Prior to this lesson ask if there are students in the class
who object to seeing images of people who are deceased
(Edith Cowan, David Unaipon, Eddie Mabo, Kath Walker &
Lionel Rose). If so, images of deceased Indigenous Australians
should be omitted and images left blank. If this occurs discuss
why some Australians believe it is not acceptable to view
images of deceased people.
10 mins
Orientation Phase
Whole class activity
Display the following:
o Individual images of the thirty historical people
o Names of the thirty historical people
o Categories of Excellence table
Teaching
Resources
Resource # 1
Page 3
Time
10 mins
Teaching
Resources
Resource # 2
30 mins
Time
Conclusion
Teaching
Resources
Summarising Phase
5 mins
Resource # 2
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Page 4
Differentiation of learning
Vygotsky Social Learning Theory - Zone of proximal development
At the beginning and end of the lesson students share knowledge and work in pairs ensuring all
students are supported throughout the lesson (Ashman and Elkins 2012). Additionally, at the
beginning of the lesson when unmatched images require further investigation, the teacher models how
to safety and effectively research online (Marsh, 2010).
Blooms Revised Taxonomy of critical and creative thinking skills
At the beginning of the lesson students rely on remembering prior knowledge. Throughout the middle
session of the lesson students analyse and evaluate resources ensuring they gather the correct and
relative information required for the successful creation of an accurate concept map (Marsh, 2010).
Gardners Theory of Multiple Intelligence
This lesson accommodates the needs, abilities and preferred learning styles (Gardners Multiple
Intelligences) of all students in the following way:
o Linguistic and visual students able to write and visual concepts in the concept map generator;
o Logical/Mathematical students encouraged to reason, record, analyse, compile information and
design plans;
o Interpersonal students encouraged to discuss, respond, visualize, question and clarify throughout
the lesson;
o Intrapersonal students encouraged to reflect and express their ideas;
o Bodily/Kinaesthetic students encouraged to use the hands on Popplet application; and
o Naturalist students encouraged to relate, discover and observe others throughout the lesson.
Other considerations
o Students who require additional assistance will be able to jointly construct and complete the
Concept Map modelled by the teacher during the enhancing phase.
o Gifted and talented students are encouraged to begin writing a paragraph explaining why they
believe their historical person positively influenced our Australian society. To do this students
simply expand the points they already included in their concept map.
o Special needs students will be able to complete activities using an iPad and / or receive assistance
from a scribe.
o Students with hearing impairments will be assisted with the use of a Front Row voice amplifier and
written instructions displayed on the overhead projector for continual reference throughout lessons
(Marsh, 2010).
Evaluation
o
o
o
o
o
o
Did students gain an understanding of the cultural diversity of our Australian society?
Did students identify the correct category their historical person positively contributed to?
Did students comprehend the different reasons for people migrating to Australia?
Were students able to identify the impact some Australians had on the Australian society?
Use digital technologies to collect data on Australian natives, residents and migrants.
Were the students able to access the required information to complete the task?
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Page 5
Resource # 1
Sheet to be laminated for reuse, images cut out individually and displayed in no particular order.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Page 6
Resource # 1
Sheet to be laminated for reuse, names cut out individually and displayed in no particular order.
Banjo Patterson
Errol Flynn
Louise Sauvage
Caroline Chisolm
Fred Hallows
Matthew Flinders
Catherine Hamlin
Germain Greer
May Gibb
Catherine Spence
Howard Florey
Nancy Wake
Cathy Freeman
James Esmond
Ned Kelly
David Unaipon
Jessica Mauboy
Percy Grainger
Dawn Fraser
John Flynn
Robert Menzie
Eddie Mabo
Julia Gillard
Edith Cowan
Kath Walker
Edmond Barton
Lionel Rose
Victor Chang
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Resource # 1
Matched images and names:
Banjo Patterson
Cathy Freeman
Edith Cowan
Germain Greer
Jessica Mauboy
Louise Sauvage
Caroline Chisolm
David Unaipon
Edmund Barton
Howard Florey
John Flynn
Matthew Flinders
Catherine Hamlin
Dawn Fraser
Errol Flynn
James Esmond
Julia Gillard
May Gibb
Catherine Spence
Eddie Mabo
Fred Hallows
Kath Walker
Lionel Rose
Nancy Wake
Ned Kelly
Percy Grainger
Robert Menzies
Victor Chang
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Resource # 1
CATEGORIES OF EXCELLENCE
Field of Excellence
Economy
e.g. gold rush
Education
Arts
e.g. film, T.V, visual arts etc.
Sport
Health
e.g. doctors, specialists etc.
Politics
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Resource # 2
http://popplet.com/
Approved websites for research
http://www.whitehat.com.au/australia/people/people200.asp
http://www.aussieeducator.org.au/reference/famousaustralians.html
http://primeministers.naa.gov.au/
http://www.famousscientists.org/25-famous-australian-scientists-contributions/
http://www.abc.net.au/btn/v2/australians/default.htm
http://www.aaac.100megsfree5.com/people.htm
Completed
(tick)
Page 10
References
ABC. (2004). Famous Australians. Retrieved 15/03/2015 from
http://www.abc.net.au/btn/v2/australians/default.htm
Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th Ed. Frenchs Forest NSW:
Pearson Australia, 2012.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1#level6
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th ed. Frenchs Forest, NSW:
Pearson Australia
National Archives of Australia. (n.d.) Australia's prime ministers. Retrieved 15/03/2015 from
http://primeministers.naa.gov.au/
Reynolds, R. (2012). Teaching history, geography and SOSE in the primary school. 2nd Ed. Oxford
University Press: South Melbourne.
The Association for the Advancement of Australian Culture. (n.d.) Prominent people of Australian
History. Retrieved 15/03/2015 from: http://www.aaac.100megsfree5.com/people.htm
White hat. (2015). The white hat guide to 200 significant Australians. Retrieved 15/03/2015 from
http://www.whitehat.com.au/australia/people/people200.asp
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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