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ACARA Literacy Requirements Year 10 History Depth Study 1: World War Two
Year 10 content Descriptions
Selected Literacy
Requirements for Unit
Comprehending texts
through listening, reading
and viewing:
Comprehend texts
Interpret and analyse
learning texts (sources)
Navigate, read and view
learning area texts
Listen and respond to
learning area texts
Historical Skills
Word Knowledge:
Year 10 Content Descriptors
Grammar knowledge:
Visual Knowledge
Text knowledge:
structures
Use knowledge of text
cohesion
Unit One Depth Study: World War Two Summative Assessment Tasks:
Response to Stimulus Exam
Reading
What TARGETTED READING SKILLS and PROCESSES will be
explicitly taught while delivering content and in preparation
for assessment??
Instruction
CORE TEACHING STRATEGIES AND TOOLS recommended for
the explicit teaching of these WRITING processes and skills
independent practice
range
Instruction
CORE TEACHING STRATEGIES AND TOOLS recommended for
the explicit teaching of these READING processes and skills
topics
thesis statement
quotes in Sem. 2)
Learning
Area /
Strand
History
Year
Level
Implementation Date
10
Duration 70 mins
Lesson objective/s
Know:
Understand that the League of Nations was comprised of the victorious
nations who were determined to punish Germany for the devastation of
WW1
Understand that the harsh treaty conditions added further burden to an
already war devastated nation subsequently, creating a context of civil
and political unrest in Germany.
Do:
Process and synthesise information from a range of sources for use as
evidence in an historical argument (ACHHS188)
Evidence of learning
Use historical terms and concepts
Create questions, select and synthesise key information (SQ3R)
Lesson Overview: Phase 2 Develop skills &
knowledge, build, practise, acquire, integrate, extend,
refine
Instruction
SQ3R
Explicit Instruction
Think, Pair and
Share
Question:
Read:
Recite:
Review:
literacy strategy.
Learning
Area /
Strand
History
Year
Level
Implementation Date
10
Duration 70 mins
Lesson objective/s
Identify and explain key alliance systems during WWII
Identify and describe significant events through the course of WWII
Use chronological sequencing to demonstrate the relationship between events
and developments in different times and places
Use historical terms and concepts: Treaty of Versailles, Fascism, Appeasement,
Communism, Democracy, Allied and Axis forces
Evidence of learning
Identify and explain through engaging in source comprehension activity
Lesson Overview
Instruction
Metalanguage
SQ3R
Think, Pair and
Share
Students continue to
practice using the
comprehension
schema SQ3R.
Learning
Area /
Strand
History
Year
Level
Implementation Date
10
Duration 70 mins
Lesson objective/s
Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
Process and synthesise information from a range of sources for use as evidence
in an historical argument (ACHHS188)
Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
Identify and analyse the perspectives of people from the past (ACHHS190)
Evidence of learning
Students are to complete Jigsaw Source Retrieval Chart: T.A.D.P.O.L.E.
Lesson Overview
Instruction
Jigsaw Source
Analysis
TADPOLE
Code Breaking
Text Participation
Text Analysis
Explicit Instruction
same source
Students who demonstrate a higher level of
content and knowledge are allocated more
complex sources to challenge themselves and
students who need further development in
history are allocated less complex sources so
they can focus on practicing the skill of source
analysis
Within the expert groups students are to analyse
their source using the T.A.D.P.O.L.E scaffold
They then inform their groups of the source
analysis and the students collate the source
analysis into their individual scaffold as the
student explains.
Learning
Area /
Strand
History
Year
Level
Implementation Date
10
Duration 70 mins
Lesson objective/s
Evidence of learning
Instruction
I do:
Explicit Instruction
Text Participation &
Analysis
Scaffolding
T.A.D.P.O.L.E
P.E.E.L
Point:
Example:
Explain:
Link:
We do: Jigsaw
Students are divided into mixed ability groups of
five
They are allocated one source per student.
Expert groups are formed based on having the
same source.
Students who demonstrate a higher level of
content and knowledge are allocated more
complex sources to challenge themselves and
students who need further development in
history are allocated less complex sources so
they can focus on practicing the skill of source
analysis
Within the expert groups students are to analyse
their source using the T.A.D.P.O.L.E scaffold.
They then inform their groups of the source
analysis and the students collate the source
analysis into their individual scaffold as the
student explains.
(You Do)
References
Archer, A. L. (2010). Explicit Instruction [electronic resource]: Effective and Efficient Teaching. New York: Guilford Publications
Inc.
Graesser, A. (2007) Reading Comprehension Strategies: Theories, Interventions, and Technologies: Introduction to Strategic
Reading and Comprehension. (Electronic source) ISBN 978-1-4106-1666-5.
Henderson, Robyn. Teaching Literacies in the Middle Years. Oxford University Press Australia Higher Education, 06/2012.
VitalBook file.
Kidd, W., & Czerniawski, G. (2011). Teaching teenagers: a toolbox for engaging and motivating learners London: Thousand
Oaks, California: SAGE.
Laal, M., Ghodsi, S. (2011). Benefits of Collaborative Learning. Journal of Social and Behavioral Sciences. 31. 486 490. DOI:
10.1016/j.sbspro.2011.12.091
Marzano, R. J., & Pickering, D. (1997). Dimensions of learning: teacher's manual. 2ed. Alexandra, VA: Association for
Supervision and Curriculum Development; Aurora, CO: Mid-continent Regional Educational Laboratory.
McTigue, E. M., Washburn, E. K., & Liew, J. (2009). Academic Resilience and Reading: Building Successful Readers. Reading
Teacher, 62(5), 422-432.
Tadlock, D.F. (1978). SQ3R: Why it works, based on an information processing theory of learning. Journal of Reading, 22(2), 110112. Retrieved from: http://www.jstor.org/stable/40027010
The Australian Curriculum (ACARA). (2014). History: General Capabilities, Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/general-capabilities