Beruflich Dokumente
Kultur Dokumente
HISTORY
Assignment 2
Abstract
The following assignment is about Australians at War: World War I & World
War II. It includes three lesson plans complete with scope and sequence,
concept map, assessment schedule, assessment task and a unit outline. As
well as an academic justification of the development of the lesson plans.
18300808
Jo-Ann Carder
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Lesson Plans
Contents
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Lesson Plans
For this assignment, I created a website that displays each element of this
assignment online. I did this using Weebly. The website can be found at:
http://wsuasutraliansatwar.weebly.com/
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Lesson Plans
Lesson Plan 1
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Literacy Significance
Life Skills Comprehension
Ethical understanding Literacy
ATSI Research
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge
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Lesson Plans
Such pedagogy sets high and explicit expectations and develops positive 2.3 High Expectations 2.6 Student direction
relationships between teacher and students and among students.
How are the quality teaching elements you have identified achieved within the
lesson?
1.4 Students are expected to engage in higher order thinking. They will be asked to compose an
essay using information they have presented to them. They will have to assess, evaluate and
Synthesise. They will also use higher order thinking to analyse different sources and what they
mean.
2.2 Engagement
2.2 Students are expected to engage in varying ways. They will be encouraged to participate in
discussion and work together to create a scaffold for a successful essay. They will also have to
engage with a variety of sources relevant to the topic.
3.1 During this lesson, students will need to use previous knowledge they have on essay writing and
3.3 integrate it with the new essay scaffold. They will also have to utilise any contextual information
they may know about any of the sources. Otherwise, they will use deduction skills to make
sense of the context.
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Lesson Plans
T/S
5
Students enter the classroom.
Mark the roll Teacher: Marking the Roll.
Reflection What was the biggest change Facilitation
in the nature of warfare between WW1-
Atomic bomb? Student: Unpacking of bag.
Discussion. Mixed
10 Lesson Outline
o Assessment Task 2
o Essay scaffolding Teacher: Explaining the needs of
o Source Analysis scaffolding Assessment Task 2.
Teacher
Student: Asking questions.
15 Assessment Task 2
o Due date: Term 2 Week 5 Resources: Whiteboard
o Part A Essay. 800 word Historical
Inquiry.
o Part B Source Analysis. 300 word
source analysis.
o Part C Diary. Reflection process.
Spend some time thinking about
brainstorming some questions and topics.
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Lesson Plans
40 Explain source analysis scaffold by Teacher: Facilitating discussion.
brainstorming, what makes a good Hand out sheet. Organise
source. Sort them into Usefulness,
groups.
Relevance and Reliability. What questions
should we ask? Add some questions they
Student: Do source analysis.
dont answer.
Report back to class.
Useful
What are the key ideas here? Resources: Sheet, Sources.
Which ideas are facts?
Which ideas are opinions?
45
How does this source help you
respond to your investigation?
50
Relevant
What is the purpose of this
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source?
When was this source created?
Who is the audience?
What perspective is presented?
Reliable
Who has created this source?
Where was this source created?
Why was this source created?
Whose point of view is given?
Whose point of view is missing?
Why?
Is there any bias in the point of
view presented by the author?
What bias, attitude and values
might affect this source?
Can I trust the author of this
source?
What supported details are
offered as examples? Can I trust
this information?
Is this information similar to or
different from other sources?
ADAMANT
Author
Date
Audience
Message
Agenda
Nature
Techniques
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Lesson Plans
60 Pack up. Teacher: Setting reflection
question.
Set Reflection question Why are sources
important to history? Student: Packing up.
Students
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
While preparing this lesson I discovered the need for reliable teaching resources.
Anyone can put up teaching information up on the internet, even myself. I should look
for valid and accurate resources to support my teaching and students learning. I picked
an essay as an assessment task as when I was in high school no one taught me how to
write a proper essay and to this day, I still struggle with them. In addition, it will be helpful
for those interested in literacy-based subjects in the future.
Other considerations
3.4 Select and During this lesson, students will utilise a number of sources
use resources that I have picked. 2 propaganda posters, a photo and 2
quotes by Prime minister Billy Hughes.
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Lesson Plans
4.1 Support Both scaffolding activities are reliant on the students
student knowledge and participation. What do they need extra help
participation with? How do they participate as a group?
WHS
Tables and chairs are evenly spaced. Exits are not blocked. Tables are set up in
group work stations.
Resources Attached:
You must list all the resources that you have created or found in this space.
Essay scaffolding
STEP HOW TO
1. Framing a
hypothesis Choose one of the inquiry questions and develop a
hypothesis to frame your research.
2. Developing
questions Develop questions to provide a focus for their
research.
3. Locating,
organising and Locate a selection of primary and secondary sources
using ICT and other methods.
evaluating
sources Record notes about sources in a table to evaluate
their usefulness in answering the inquiry questions.
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Lesson Plans
4. Answering
Questions Identify the main ideas and evidence to respond to
the research questions.
5. Reflecting
on your Complete revisions or refinements as required.
research
Seek feedback from others.
6. Developing
a Persuasive Use the format provided to plan and develop a
text persuasive text (e.g. essay) using historical arguments.
7. Preparing a
Bibliography Record the details about your sources in a table.
1. Framing a hypothesis
Conscription
Conscription = Compulsory enlistment for military service.
2. Developing a question
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Lesson Plans
Conscription
United or
Who Who
Divided
Primary
Retrieved from
http://hsc.csu.edu.au/modern_history/core_study/ww1/posters/page74.htm
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Lesson Plans
Secondary As a class look up some online sources on the IWB and
look at some history books.
o Online
Jstor
Google scholar
Where else?
o Books - 994 code is Australian History.
School library
Local library
Name Author Type Where Reference Notes
A Shorter Geoffrey Book School Blainey, Easy to read.
History of Blainey Library Geoffrey. A Lots of
Australia Shorter Information.
History of Known for
Australia. small factual
North mistakes.
Sydney:
Random
House
Publishing,
2000.
The Jack Online Online Hetzel-Bone, Short article.
conscription Hetzel- Article Database Jack. The Only briefly
debate Bone conscription outlines the
during World debate conscription
War I. during World debate.
War I Relatively
[online]. recent.
Bulletin (Law
Society of
South
Australia),
Vol. 36, No. 8,
Sep 2014: 24-
25
4. Answering Questions.
For - conscription
Labor Prime Ministers
Patriots
Protestants
Anglican
Liberals
Media
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Lesson Plans
Late in 1916 the Labor Prime minister, W.M. Billy Hughes, decided that the
reliance on volunteers should be replaced by the compulsory calling up of
young men for service in foreign lands Geoffrey Blainey, 177.
Anti conscription
Irish catholics
Unions
Labor party
Feminists
The trade unions which backed the Labor party, began to complain that
workers more than employers were the economic victims of the war; Real
wages were falling in the face of wartime inflation Geoffrey Blainey 177.
Introduction
o Thesis (Your point)
o Background information about World War I
o Key dates of the events.
o Outline of argument
Conclusion
o Recap
o Link to the thesis
7. Preparing a Bibliography
History- Chicago
o Book: Authors surname, given name. Title of Book. Place of
publication: Publisher, year of publication.
o Article: Authors surname, given name. "Title of Article." Journal
Title volume, no. issue (year): pages. doi:
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Lesson Plans
Author Title Year Publisher/Journal Where/Vol.
Useful
What are the key ideas here?
Which ideas are facts?
Which ideas are opinions?
How does this source help you respond to your investigation?
Relevant
What is the purpose of this source?
When was this source created?
Who is the audience?
What perspective is presented?
Adapted from:
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Lesson Plans
ADAMANT
SOURCE 1
Retrieved from
http://resources0.news.com.au/images/2011/05/27/1226064/077532-
enlistment-poster.jpg
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Lesson Plans
SOURCE 2
Retrieved from
http://www.ww1westernfront.gov.au/ploegsteert/messines/images/awm-e01605.jpg
SOURCE 3
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Lesson Plans
SOURCE 4
Dont leave the boys in the trenches. Dont see them butchered. Dont leave them
below their strength or you will cover Australia with shame. W.M. Hughes c1916
(Prime Minister)
SOURCE 5
In no circumstances would I agree to send men out of this country to fight against their
will. W.M. Hughes, 1915. (Prime minister)
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Lesson Plans
Lesson Plan 2
Topic area: Australia at War Stage of Learner: Stage 5 Syllabus Pages: 76-77
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires
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Lesson Plans
students to engage in higher-order thinking and to communicate 1.3 Problematic 1.6 Substantive
substantively about what they are learning. knowledge communication
How are the quality teaching elements you have identified achieved within the
lesson?
1.3 Students are given an exemplar and are expected to plan how they can use that information
to better improve their inquiry and analysis skills. They will also have to use the marking criteria
to mark the exemplar as a group.
2.4 In groups of four, the students are expected to work together to give feedback on how to
better improve inquiry and analysis skills. They will need to give social support to help their
fellow students.
3.4 Inclusivity
3.4 Students are expected to be inclusive of everyone. Students will be allowed to pick their own
groups; however, they are expected to elect roles for each person in the group. This means
everyone is being included and is expected to participate in some way.
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Lesson Plans
T/S
10
Students enter the Library.
Mark the roll Teacher: Marking the Roll.
Reflection question, Why did the Facilitation.
government censor things? Does the
government censor things now? Student: Discussion question.
Lesson Outline Mixed
o Marking feedback Resources:
o Exemplar
o Survey
15 Marking feedback
By this time Assignments would be marked
(in theory) and the teacher would know Teacher: Giving general
how well the students did. feedback on how the
o Highest mark
assignment was.
o Average mark
o [x] was done well - e.g. Essay was Student
well argued Student: Active listening
o [x] was not done well e.g. Source
analysis was not deep enough. Resources:
20
Teacher sorts students into groups of four.
Groups must elect a leader, scribe, noise Teacher: Explaining the task.
monitor and diplomat.
25 Teacher will hand out the marking criteria Student: Active listening.
and the first exemplar (Bad) and ask
Collaborative inquiry based
groups to use the criteria to mark the
exemplar. Leader will report to the class learning. Researching. Writing
what mark the group decided on and
30 Resources: Exemplars. Group Student
why.
Teacher will then hand out the good work table configuration.
exemplar and ask groups to use criteria to
mark the exemplar. Leader will report to
the class what mark the group decided on
and why.
35 Would you keep the first mark the same?
Why?
How could you improve the first exemplar?
50 Survey questions:
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Lesson Plans
What type of Assignments do you like? Teacher: Giving survey sheet. Students
What parts of this assignment did you Setting up flipped classroom for
55 enjoy? Why? next lesson.
What parts of this assignment did you not
enjoy? Why? Student: Filling in survey sheet
What could be improved?
Resources: Survey
Was this assignment too hard, too easy or
just right?
Did you feel confident with you own
question?
Did your teacher give you enough
support?
Any additional comments:
http://wsuasutraliansatwar.weebly.com/post-
lesson-2.html
Landing on Gallipoli
o Read the given information.
o Look for your own information in
preparation for the roleplay the
next day
Resources: Students
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
This lesson was different for me. When I was in high school there was no such thing as an
exemplar and most of my assignments had no written feedback, As a result, I struggled
to improve because I could not identify the difference between good, high standard
and sophisticated. I want to give my students every opportunity to improve. I saw bad
marks as a failure as a student. I want my students to understand that this gives you
ways of improving yourself and your skills.
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Lesson Plans
Learning Outcome Method of measurement and recording
Other considerations
3.5 Use effective Communicates clearly using verbal and non verbal
classroom
communication
communication. Roving around when students are doing
group work and praising good behaviour.
4.1 Support student Students are encouraged to participate in-group work. They
participation
are given individual roles to ensure that everyone
participates.
WHS
Tables and chairs are evenly spaced. Exits are not blocked. Tables are set up in
group work configuration.
Resources Attached:
Exemplar
(Average/Bad
Trade unions also played an important role in the conscription debate and
Trade unions begun to complain that the workers, not employers of workers were
the economic victims as wages fell with wartime inflation. The fight over wartime
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Lesson Plans
conscription was partly an extension of the fight between capital and labour of the
workplace where the wage earners standards of living were failing. Conscription
was seen as a threat against unionism and was therefore rejected by unions and
(Good)
Trade unions also played an important role in the conscription debate. They
believed that the war effort further contributed to the divide of Proletariat vs
Bourgeoisie, i. e. meaning upper class vs middle class and working classes. Trade
unions, which were also backed by the majority of the Labor Party, began to
complain that the workers were the economic victims as wages fell with wartime
suggests unions believed, the fight over wartime conscription was partly an
extension of the fight between capital and labour of the workplace due to the
wage earners standards of living were falling. Conscription was seen as a threat
against unionism and was therefore rejected by unions and labour organisations.
Source:
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Lesson Plans
This source is both relevant and useful when exploring the issue of conscription
during World War I. It clearly shows one point of view which is anti-conscription. It is a
Labor party, which means that the source has political roots. The date is unknown.
The audience is families; this is shown by the emotional picture of a child upset that
if conscription is made compulsory, he could lose his father. The message of this
source is obviously vote against conscription or you will lose the ones you love. It has
a strongly political agenda as it was released by the Labor party who was backed
by unions was strongly against conscription. This means that the labor party had to
Survey:
1. What type of Assignments do you like?
2. What parts of this assignment did you enjoy? Why?
3. What parts of this assignment did you not enjoy? Why?
4. Do you feel that essays are important?
5. What could be improved?
6. Was this assignment too hard, too easy or just right?
7. Did you feel confident with you own question?
8. Did your teacher give you enough support?
9. Any additional comments:
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Lesson Plans
Marking Criteria
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Lesson Plans
Lesson Plan 3
Topic area: Australians at War Stage of Learner: Stage 5 Syllabus Pages: 76-77
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
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Lesson Plans
This refers to pedagogy focused on producing deep understanding 1.2 Deep understanding 1.5 Metalanguage
of important, substantive concepts, skills and ideas. Such pedagogy
treats knowledge as something that requires active construction and 1.3 Problematic knowledge 1.6 Substantive
requires students to engage in higher-order thinking and to communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students self
teachers work productively in an environment clearly focused on regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High Expectations
develops positive relationships between teacher and students and 2.6 Student direction
among students.
This refers to pedagogy that helps make learning more meaningful 3.2 Cultural knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections
with students prior knowledge and identities, with contexts outside of 3.3 Knowledge integration 3.6 Narrative
the classroom, and with multiple ways of knowing all cultural
perspective.
How are the quality teaching elements you have identified achieved within the
lesson?
1.3
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Lesson Plans
Students will go through the several phases of the Gallipoli campaign. At the end of
the game, they will be asked how their knowledge can be used in conjunction with
the role play.
2.2 Engagement
2.2
3.4 Narrative
3.6 This role-play will tell a narrative and sequence the events of the Gallipoli campaign
in a fun and engaging way.
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Time Teaching and learning actions Organisation Centred
T/S
5
Students enter the gym.
Mark the roll Teacher: Marking the Roll.
Gym is already set up
Student: Bags put in
changerooms.
Mixed
Resources:
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30 sneak up to the stage before the Turkish soldier are each phase. In addition, time to
aware of their presence. set up the next phase.
35
Phase 1 - 5 mins Student: participating in the war
40 Lights turned on, the Turkish Soldiers have the
upper ground on the cliffs they use it to destroy
Resources: Gym and equipment
Australian soldiers. Students
45
Phase 2 - 5 mins
A Turkish trench right in front of the stage is taken
by the Australians giving them some equal
footing.
Phase 3 - 5 mins
Australian soldiers begin to establish better
trenches by moving the barricades together.
Those carrying the barricades can not attack, they
will need protection.
Phase 4 - 5 mins
The commander of the Australian team must
choose another soldier and send an evacuation to
General Sir Ian Hamilton (Teacher).
Reflection
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What have I learned about the teaching and learning process when preparing this
lesson?
I have always wanted to do this. Even when I was at school, I always tried to convince
our teacher to take us to laser tag or paintballing. This is a simple way of bringing history
to life in a fun and engaging way. The important part of the lesson however, in the
reflection discussion at the end where students compare their experiences with their
historical inquiry.
Other considerations
3.1 Establish While the game is not difficult. The hard part is using the
challenging
learning goals.
game to supplement their learning and draw conclusions on
how that information relates to historical inquiry.
4.1 Support student This game heavily relies on the participation of all students to
participation.
achieve a common competitive goal. There will be 13-15
students on each side. In addition, some students will have
special roles such as Commander or medic.
WHS
Students will be running around the Gym hall both on and off stage. Making sure
that the balls they are using are not too hard. Making sure that the barricades
and visible so no one runs into them. Making sure, the Turkish soldiers do not fall
off the raised stage.
Resources Attached:
You must list all the resources that you have created or found in this space.
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Game Map
Gameplay Script
Intro - 5 mins
Its 2am on 25 April 1915, and thousands of soldiers are about to land at
several locations around the Gallipoli Peninsula, Turkey. It is the largest
amphibious landing since classical times.1, 500 Australians are making their
way toward land, across the darkness of the Aegean Sea. An Ottoman
captain watches the silhouette if their approaching ships. You are about to
enter the Gallipoli Peninsula at Z beach, which will become known as ANZAC
cove.
Students: Gym will have lights turned off (As long as there is enough light to
see.) The Australians will attempt to sneak up to the stage before the Turkish
soldier are aware of their presence.
Phase 1 - 5 mins
An Ottoman captain observes the silhouette of ships against the horizon and
places all shore platoons on alert. Aboard the ships, the first wave of ANZAC
troops readies for their attack. Due to unforeseen events, the Covering Force
lands in disorder and under fire from Ottoman positions on higher ground.
Students: Lights turned on, the Turkish Soldiers have the upperground on the
cliffs they use it to destroy Australian soldiers.
Phase 2 - 5 mins
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Ottoman trenches on the first ridge fall to the Anzac advance. Shrapnel
artillery fire descends upon the Second Wave of ANZAC soldiers as they try to
land, whilst advances units of the Covering Force continue toward their
objective. The ANZAC forces gain a limited foothold. Crucial decisions are
made on both sides that decide the outcome of the day.
Students: A Turkish trench right in front of the stage is taken by the Australians
giving them some equal footing.
Phase 3 - 5 mins
The ANZAC frontline is formed. Ottoman reinforcements arrive and establish
their defence with more troops and artillery, whilst fresh ANZAC forces
continue to land under sustained bombardment. The Ottoman hold on the
high ground remains a significant advantage.
Phase 4 - 5 mins
With casualties mounting, and having failed to achieve their objective for the
day, ANZAC commanders meet to discuss strategy. They send an evacuation
request to General Sir Ian Hamilton.
ABC. (2015). "ANZAC landing in 3D." Gallipoli: The first day. Retrieved from
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#
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Justification
assessment for learning in history using recent research. This approach to,
assessment for learning, can be seen through three non-sequential lessons for
stage five topic, Core Study 3, Australia at War. This justification will
order thinking are essential skills in historical inquiry. My chosen topic for the
stage 5 assessment were the impacts of the World wars on the Australian
home front during World War I and World War II (Board of Studies, 2012, 77).
186). Assessment for learning (AFL) is also known as summative learning and is
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measured on their ability to write and analyse sources, as well as, record their
Studies done by Ateh and Wyngowski (2015, 87) show that only 1/3 of
learning strategies within their lesson plans in their first year of practicum.
their teaching. This was considered essential as HSIE teachers rely heavily on
of view or information, while also giving them a chance to hold their own
beliefs. I really like the idea of collaborative learning and utilised it in all three
of my lessons.
In lesson 1, students are put into groups of four and given a role that
lesson two, they are given both average and good exemplars and asked to
mark them using their own ideas. They are expected to bounce ideas off
each other and justify their own answers. Students are also asked to reflect on
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their own essays. Learning how they can utilise feedback gained from this
activity to enhance their learning. Lastly in lesson three, there are two groups
that need to work together to achieve an end goal. Afterwards they are
expected to use the information they gained at home (flipped lesson) and
teacher student relations which raises the success rate of other assessment for
learning strategies.
learning. History is an incredibly writing heavy subject, which tends to put off
assignments that include writing. Mountford and Price (2007, 235) stress the
discussing the marking criteria. They also talk about the benefits of
collaboration. Ateh and Wyngowski (2015, 86) also mention the importance
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and information then synthesise the information in a sophisticated way to
plans.
to deconstruct the task, create their own question and learn a simple way to
layout their essay. Source analysis is another significant activity within lesson
and enhance their literacy skills. This is done by examining the marking criteria
Lastly, they are asked to reflect on how they can improve their own writing
Higher order thinking skills are strongly related to history, as history is for
the most part analysis and evaluation of sources and written work. As you
may have observed I have used the words, analyse and evaluate several
times throughout this justification. This shows how important these higher order
skills are to historical inquiry; it should be a teacher goal to use assessment for
learning to get students from lower order skill such as remembering and
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all three of my lessons. In lesson 1, students need to analyse and evaluate a
how higher order thinking skills are used for assessment for learning by
enhance learning.
literacy learning and higher order thinking skills are used comprehensively
within my lesson plans as they support social learning. I chose the topic
Australia at War and specifically the impact of the war on the home front
because I love the nature of warfare as it shows both human greatness and
and gives me hope that we do not make the same horrible mistakes again.
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Referencing
Ateh, C. & Wyngowski, A. (2015). The Common Core State Standards: An Opportunity to
Enhance Formative Assessment in History/Social Studies Classrooms, The Clearing
House: A Journal of Educational Strategies, Issues and Ideas, 88:3, 85-90, DOI:
10.1080/00098655.2015.1023245
Board of Studies NSW, (2012). History K-10 Syllabus: Volume 2. Sydney NSW: Board of Studies
NSW
Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook: A guide for
preservice teachers. Frenches Forrest, NSW: Peasron.
Clarke, M., & Pittaway, S. (2014) Marshs becoming a teacher (6th Ed.). Frenches Forrest, NSW:
Peasron.
Mountford, P., & Price, I. (2004). Thinking skills, assessment for learning and literacy strategies in
teaching history, Teacher development. 8:2, 233-240.
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Appendices
Outcomes
Concept map
Assessment Schedule
Assessment Task
Unit Outline
Lesson Outline
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Outcomes
Stage 5 Outcomes
A student:
HT5.1 Explains and assesses the historical forces and factors that shaped the modern world and Australia.
HT5.2 Sequences and explains the significant patterns of continuity and change in the development of the modern world
and Australia.
HT5.3 Explains and analyses the motives and actions of the past individuals and groups in the historical contexts that
shaped the modern world and Australia.
HT5.4 Explains and analyses the causes and effects of events and developments in the modern world and Australia.
HT5.5 Identifies and evaluates the usefulness of sources in the historical inquiry process.
HT5.6 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world
and Australia.
HT5.7 Explains different contexts, perspectives and interpretations of the modern world and Australia.
HT5.8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry.
HT5.9 Applies a range of relevant historical terms and concepts when communicating an understanding of the past.
HT5.10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for
different audiences.
Outcomes
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Concepts
Concept
Continuity and Change Some aspects of a society, event or development change over time and others remain the same, eg
the rise and fall of ancient civilisations; changes in religious beliefs or ideas; continuity of aspects of
everyday life across centuries.
Cause and Effect Events, decisions and developments in the past that produce later actions, results or effects, eg the
causes of the 'fall' of the Roman empire and its effects; the reasons for and results of the Crusades.
Perspectives People from the past may have had different views shaped by their different experiences, eg the
conquest of the Americas would be viewed differently by an Inca noble and a Spanish conqueror; the
arrival of the First Fleet would be viewed differently by a British naval captain and an Aboriginal elder.
Empathetic The ability to understand another's point of view, way of life and decisions made in a different period of
Understanding time or society, eg an understanding of why medieval villagers believed the Black Death was sent by
God as punishment; why ancient Egyptians believed their kings were divine.
Significance The importance of an event, development, group or individual and their impact on their times or later
periods, eg the importance/impact of the Viking invasions on the British Isles; the significance of the
Black Death for medieval societies.
Contestability How historians may dispute a particular interpretation of an historical source, historical event or issue,
eg did the Roman empire 'fall', were the Mongols 'bloodthirsty conquerors', did the British 'settle' or
'invade' Australia?
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Scope and Sequence
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Assessment Assessment
Empathy Task Essay
20% 25%
Due Week 7 Due week 6
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Scope and Sequence
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Assessment Assessment
Civil Rights Campaign Exam
25% 30%
Due Week 8. Due week 8
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Concept Map
Concept Map
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Assessment Schedule
Assessment Schedule
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Assessment Schedule
Stage 5 History
Assessment Task
Due Date: Term 2 Week 5 Assessment Name: Inquiry Based
Research
Mark: 50 Weighting: 25%
Outcomes to be assessed
5.3 - Explains and analyses the motives and actions of the past individuals and groups
in the historical contexts that shaped the modern world and Australia.
5.5 - Identifies and evaluates the usefulness of sources in the historical inquiry process.
5.6 - Uses relevant evidence from sources to support historical narratives, explanations
and analyses of the modern world and Australia.
5.7 Explains different contexts, perspectives and interpretations of the modern world
and Australia
5.8 - Selects and analyses a range of historical sources to locate information relevant
to an historical inquiry.
Task Description
You will pick a significant impact of World War I and/or World War II and
undertake an inquiry based research project and source analysis. This
assignment will require the collection, analysis and organisation of sources;
hypothesis of a question and eloquent communication of historical
understanding.
Part A:
A 800 word essay on a impact of World War I and/or World War II on the
homefront:
You must devise your own question for inquiry and have it approved by your
teacher by lesson 2 week 3. Your question should focus on the context,
perspectives and interpretations of your impact. You may concentrate on
one world war or do a comparison between the two. A significant event or
experience is defined as one of the following:
conscription
use of government propaganda
changing roles of women
enemy 'aliens'
wartime controls/censorship
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Concept Map
Part B:
300 word Source Analysis:
Find a primary source that relates to/informs your inquiry-based research
project and analyse how useful, valuable and reliable it is. You must consider
the author, purpose, context and your own knowledge to determine the
usefulness of the source. How does it help your inquiry project?
Part C:
Diary:
The purpose of the diary is to show the process you undertook during your
research. It will also record the sources and references you used. You must
have at least five diary entries.
Notes:
Assignments should be students own work. Intentional plagiarism will
result in a mark of zero.
Question must be approved by teacher by Lesson 2 Week 3.
Question may change depending on research Teacher must be
informed.
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Marking Criteria
Source Source analysis not Source analysis Source analysis contains a Source analysis Source analysis
Analysis submitted or shows demonstrates a brief well-prepared analysis of demonstrates a high demonstrates a
limited explanation and analysis of the source and begins to standard of analysis sophisticated ad deep
understanding of the usefulness of the source. evaluate why it is and evaluation. standard of analysis and
sources. important. evaluation.
Diary + Diary not submitted Diary shows a satisfactory Diary shows a clear and Diary shows mostly Diary shows original, in
Academic thinking process and well thought out thinking original, deep, depth, thinking process
Assignment is poorly adequate sources. process and relevant thinking process with and reflection with
work presented and Assignment is generally sources. academic sources. relevant academic
sources are not clear; coherent and Well-structured and Clear and concise sources.
cited. grammatically correct; effective grammatical structure; grammar Clear and concise
within word/time length; expression; adheres to and syntax mostly structure; grammar and
word/time length; correct; syntax mostly correct;
Marking Criteria
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Unit Outline
Unit Outline
History
Year 9 (Stage 5) Number of
Weeks: 10
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Lesson Outline
4 (Week 2)
Explain why Australians Create an Booklets
enlisted to fight in both informational
world wars brochure Why
you should go to
war
Context of the
wars
6 (Week 3)
Outline and sequence Timelines and Worksheets
the changing scope Tables on
and nature of warfare weapons.
from trenches in World Numeracy
War I to the holocaust
and the use of atomic
bombs to end World
War II.
7
Pre-Assignment Lesson How to:
Essay structure Sources and
Source analysis Worksheets
8
Sources - POW Group work Sources
Literacy Worksheet
9 (Week 4)
Sources Western Front Group work Sources
Campaign Literacy Worksheet
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Lesson Outline
10 Sources Role of
Women Group work Sources
Literacy Worksheet
11 (Week 5)
Sources - ATSI Group work Sources
Literacy Worksheet
12 Sources Battle of
Hammel Group work Sources
Literacy Worksheet
13
Conscription Sources Textbook
ASSIGNMENT DUE Debate
14 (Week 6)
Government Create your own Government
Propoganda source. sources
15
Changing Roles of Booklet Modified
Women Battle of the battle of the
Sexes game sexes game
16 (Week 7)
Enemy Aliens Internment ICT CLASS
camps
Cowra
Holsworthy
17
Wartime control and War bonds A letter
censor ship Rationing censor
Censorship Sources
given a letter to Table of
censor rations.
18
Post-Lesson 1 Discussion about Exemplar
Assignment
results.
Marking Criteria
and Exemplar
19 (Week 8)
Post Lesson 2 Why is inquiry
important?
Reflection -
20
Analyse the changing League of Prompts for
relationship of Australia Nations mock each country
with other countries after debate
World War II
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Lesson Outline
21 (Week 9)
Explain the impact of Psychological Guest
the wars on returned and physical Speaker from
soldiers/civilians damages. local RSL
RSL
22
Explain how and why ANZAC day Booklet
Australia have Gallipoli Virtual tour
commemorated the Rememberence War Memorial
wars day
War memorial
Site study
23 Explain different Debate on the
perspectives on the ANZAC legend
ANZAC Legend How do people
see us? How do
we see
ourselves?
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