Scope and Sequence

Course Term 1 Term 2 Term 3 Term 4

Stage 5 Year 9 Topic: Depth Study 3: Topic: Depth Study 2: Geography Geography
Australians at war (World Australia and Asia
wars I and II) Choices:
- Asia and the world (1750-
1918)
Syllabus outcomes: - JAPAN
HT5-1, HT5-2, HT5-4 HT5-5 - Japan (the Russo-Japanese
HT5-7, HT5-9, HT5-10 War 1904–1905)
Syllabus outcomes:
Duration in weeks and HT5-1, HT5-2, HT5-4 HT5-7,
hours: 10 weeks/ 25 hours HT5-9, HT5-10
Duration in weeks and
hours: 10 weeks/ 25 hours

Course Term 4 (year 11) Term 1 Term 2 Term 3

Stage 5 Year 10 Geography Geography Topic: Depth Study 4:
Rights and Freedoms (1945-
Present)
Syllabus outcomes:
HT5-2, HT5-3, HT5-6, HT5-8,
HT5-9, HT5-10.
Duration in weeks and
hours: 10 weeks/ 25 hours
Topic: Depth Study 5: The
Globalising world –
Migration Experiences World
Event chosen: Vietnam War
Syllabus outcomes:
HT5-1, HT5-3, HT5-4, HT5-5,
HT5-7, HT5-9, HT5-10
Duration in weeks and
hours: 10 weeks/ 25 hours
 UNIT OUTLINE
Subject: History Course: Stage 5 Number of Weeks: 10
Unit title: Australia and Asia - Japan

Key Concepts/ Big Ideas (Learn about) The importance of this learning (Learn to)
Key features of Japanese society (social, cultural, Students learn the following skills:
economic, political) Comprehension: chronology, terms and concepts
Change and continuity including effects of contact Analysis and use of sources
with European powers. Perspectives and interpretations
Nationalism Empathetic understanding
Japanese society in relation to the world at the turn Research
of the 20th century. Explanation and communication
Different perspectives about the Russo-Japanese
war including its significance.
Perspectives
Empathetic Understanding
Significance

Unit context within Scope and Sequence/Purpose Syllabus Outcomes

This unit will be completed in term two of Stage 5,
year 9. The unit will run for 10 week for a total of 25
hours.
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
HT5-4 - explains and analyses the causes and effects of events and developments in the modern
world and Australia
HT5-7 - explains different contexts, perspectives and interpretations of the modern world and
Australia
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
Literacy Focus
Students are required to formulate
written responses.
Students must also be able to
analyse sources answering
questions.
Students must understand how to
present information in a way that is
understandable to the class in both
written, oral and visual forms.
Numeracy Focus ICT Focus Differentiation
Students engage in There is a range of Students are given choices on activities
timeline activities. activities that allow Students are given choices on how they present
Students need to students to engage with information
understand the ICT including Students are given scaffolded worksheets that allow all
chronological order of presentations, research, levels of learners to engage with.
events and dates to website and resources. Activities involve hands on, written, verbal and ICT
find appropriate Information has been developed to target interests.
sources for the time
period.

Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
Week 1 Overview – Introduction to Topic Introduce the topic to the class (Australia and Asia – Asia and Power-point, which includes
Lesson 1 Asia and the world (1750-1918) the world – Japan 1750-1918) the topic title, Key topics,
1/25  Explore prior knowledge definitions and summaries.
of Asia Ask students to create a mind-map in their books/devices which
 Prior knowledge of Japan should include their knowledge of: Whiteboard markers
 Prior knowledge of Time Japan, Asia and the Time period
period
 Prior knowledge of Students should then share their point with the class and be
European powers added to a mind-map on the board for students to copy into
their books/devices.
 Have a discussion about what the students came up with in their
mind-maps.

Introduce the key topics that will be addressed in the unit.

Provide a brief summary of each of the following areas for the
students to copy:
 The Key Features of Society
 Changes and continuity
 European powers
 Position of the Asian Society in the turn of the 20th
century
 Nationalism
 The Russo-Japanese war
Week 1 Overview Timeline lesson ICT access
Lesson 2 Go over the key concepts that will This lesson will timeline the events that occur during the time Whiteboard marker
2/25 be explored through the unit. period 1750-1918 not only in Japan but the world.
This should include:
 Overview of Japan Students will require access to devices for this lesson.
 Change and continuity
 European Powers Split the class into even groups.
 Nationalism Give the groups alternating option from:
 The Russo – Japanese War  Timeline of events in Japan from 1750-1918
1904-1906  Timeline of events around the world from 1750-1918.

Students will be required to research their period identifying key

events that occurred during this time, create a timeline of the
events.

Students may choose to also include a brief summary of these

events or/and why it was important during the time period.
 Once students have completed the task ONE member of the
group of their choice can come and add their points to the mind-
maps on the board.
Once each group has contributed their points time should be
given for students to add any missing event to their own and to
create the timetable they did not complete (Jigsaw Activity)

Week 2 The key features (social, cultural,
Lesson 1 economic, political) of ONE Asian
3/25 society (Japan) at the start of the
period.
- Geographical Location, Physical
features and geographic extent.
Japans Geographical location PowerPoint slides
Go through power-point which explores the location of Japan in Blank paper for students to
the world, identify where Japan is located in relation to draw
Australia. Spare pencils for drawing
Look at the size of Japan and which Natural resources can be
found there.

Look at the geographical breakup of the land (surrounded by

water, mountain ranges, weather conditions)

Have students write or draw a description of Japan, where is it

located, what the features of the land are.
This should include the different features identified during the
power-point slides.
(Students may need multiple drawings to show each of these
features).

Share these descriptions/drawings with the class.

Week 2 The key features of Japan History of Japan Access to internet for video
Lesson 2 - Describe the structure of society Explore the start of the Tokugawa Period (Edo Period)
4/25 Watch Video: Information sheet
https://www.youtube.com/watch?v=OjovMjPU9ug
 Give students information sheet containing information about
the start of the Edo period, What changes were made, Why they
were made, how this impacted Japan and then have them
answer questions such as:

What are the key features that were brought about with the
start of the Edo period?
What is a Shogunate?
What is a Samurai?
What is a Daimyo?
What rules did the Tokugawa period bring to Japan?
How did this impact on Japans relationships with the world?
What controlling factors did the period place on the citizens?

Discuss the findings and draw students attention to the

importance of this information (the start date 1750 falls in the
middle of the Edo period).
Week 2 The Key Features of Japan Research and presentations Research task
Lesson 3 - Describe the structure of society Each student will be given a role to explore from Japan in the
5/25 time period, Students are required to create a presentation PowerPoint scaffold uploaded
identifying the following questions: to Google classroom

What is the role? Access to ICT

What were the daily activities?
What social class did you have? USB to upload students
Where did you sit in the social pyramid? PowerPoint
Why was your role important?

The roles will include:

 Shogun
 Emperor
 Daimyo
  Samurai
 Peasants
 Farmers
 Artisans

Each student will be given a role and they will have this lesson to
create a presentation.

Students will need to either – create a power-point and present

to the class for about 2-3 minutes OR they can create a power-
point and write a script for the teacher to present for them.

Week 3 The key features of Japan Continues research and presentation lesson: Access to ICT
Lesson 1 - Describe the structure of society Students will be given time this lesson to present their task from
6/25 the previous lesson, Students can upload their presentation USB for students PowerPoint’s
PowerPoint to the Google classroom or put onto a USB. For
those students who have told the teacher they won’t be
presenting they need to have their script also uploaded.
Week 3 The key features of Japan Online source analysis lesson using Weebly site. Online weebly -
Lesson 2  Explain the role of leaders Introduce students to the Weebly website http://japaneseleaders1.weebl
7/25 Go through an introduction on the projector providing a site tour y.com
so that students understand what they need to complete. Access to
ICT/Laptops/Computer room
The key leaders
Tokugawa Shogun and Meiji Emperor
Students are to explore weebly looking at sources, answering
questions, watching videos and writing task.

Week 4 The key features of Japan Religion and Zen Garden creation PowerPoint showing
Lesson 1  Describe main religious Explore the religious beliefs of japan including the Torii gates and information on religious beliefs
8/25 beliefs and cultural the Zen gardens. Look at their origin and changing nature of and how they change over the
features beliefs in Japan. time period.
 Create your own Zen garden. Shoebox lids,
Provide multiple examples of Zen gardens for students. Pebbles
Each student will have a shoe box lid with sand, pebbles and a Forks
fork for raking and they will be able to design and create their Sand
own Zen garden along with the story behind it.
Week 4 The key features of Japan The daily life and economics Whiteboard markers
Lesson 2 The daily lives and roles of men, women and children along with
9/25 key economic features Diary entry scaffold
Get students to complete a diary entry of their own daily lives.
Things they should consider is: PowerPoint with information
What do I do when I wake up? on daily life of men women
What do I eat? and children
What do I wear?
What do I do in my free time? PowerPoint with information
What do I do for work/education? on key economic features.
(Include a scaffold for students who need it)

Provide students with information on the daily lives of men

women and children in Japan.
Ask them to do a comparison table including the things that are
the same and different. (provide example) students may use
devices or books to complete this.

Look at the key economic features of Japan and what brought

these about and how they changed.
Create a discussion addressing:
 Could these work in Australia? Why/why not?
 Do you see these as positive or negative? Why/why not?
 What do you think could have been changed to improve
their approach?
 How did these restrictions impact on the everyday life of
the citizens?
Week 4 Changes and continuity Japans contact history PowerPoint providing
Lesson 3 Explore the pre-existing contact that Japan has held with its information on Japans contact
10/25 European partners/traders. history.
Who has had contact with Japan?
What was the nature of this contact? Sources for America’s
When was this contact? engagement with Japan.
Why was the contact limited?
Americas contact with Japan Source analysis scaffold.
What impact did Americas contact with Japan have in 1852?
Why was this important?
How did this change the state of affairs in Japan?
How did this help industrialise Japan?

Think pair share activity for students to think about the impacts
of European engagement with Japan.
Think about the questions 1 minute
Work with your neighbour to discuss ideas and thoughts about
the questions make some notes.
Share these thoughts with the class.

Explore as a class sources from America’s engagement with

Japan in 1852 and how this lead to an agreement.

Week 5 Changes and continuity Student research Activity – European influences. Research task sheet.
Lesson 1 What happened in Japan due to the contact with European
11/25 powers? Access to ICT
Provide research sheet for students to explore changes in Japan
before and after the influence of the Europeans.
What was Japan like before? What was Japan like after?
What technology did the Europeans bring?
How did this influence Japan?
What remained the same after the European influence?
 Students are to research and answer the questions provided on
the sheet.
Students will then make a list of influences from other countries
that we have adopted in Australia.
Things they use at home, things they watch on T.V.
Week 5 Changes and continuity Poster creation Scaffolded questions for
Lesson 2 Students are to work to groups to create a poster showing the students to get ideas.
12/25 technology that Japan adopted from the European powers. For
example the locomotive, you may find information about the List of technologies Japan has
product, item or belief and create a poster in groups trying to adopted from European
“sell” this product to 19th century Japan, take note of how it powers if students can’t
would make life easier for them, and think about what of Japans find/choose one.
technology you would be interested in getting in return!
Access to ICT for research.
Students may choose to create a digital poster instead which
they will need to upload to Google Classroom by the end of the Poster Materials
lesson.
Week 6 Changes and continuity Exploring Japanese technology – Samurai sword https://www.youtube.com/wa
Lesson 1 Watch documentary on the making of the Samurai sword. tch?v=-t-oZ6X1sho
13/25 Students have a worksheet to answer questions about the
documentary. Access to internet for Video.

Worksheet with questions for

students to answer whilst
watching documentary.
Week 6 Changes and continuity Making a Samurai sword Sword templates for students
Lesson 2 Students are to design their own samurai sword and crest. who want them.
14/25 Students should design the shape of their sword, guard and grip. Crest and banner examples.
Students will have cardboard and will be given time to cut out
and make their own sword. For those who do not want to design Cardboard, glue and scissors
their own there is a template available to use.
Colour pencils
 Students will also be able to design their own family crest and
banner. Students use the template available and create their
own crest they can mark their sword with.
Week 6 Changes and continuity Japanese Buildings Source booklet.
Lesson 3 Go on a virtual tour with Google maps exploring modern Japan,
15/25 ask students to identify western influenced structures and those ICT access
that are Japanese origin.
Students can work through a source booklet which identifies
buildings from different time periods and how the style has
changed over time. Students will also be required to identify the
European influences in the building style or those which have
maintain a true Japanese style.
Students will be required to answer questions throughout the
source booklet.
Week 7 Changes and continuity Designing a Japanese building. Access to ICT
Lesson 1 In groups you may choose one building design from the source
16/25 booklet and use paddle-pop sticks to recreate the building, for Paddle pop sticks
those who wish to work on their own that option is available and Glue
if students prefer to draw their design or create it on Minecraft Scissors
that is also acceptable. Paper

Students should write a few sentences identifying the time Source booklet
period of the building design they chose, if there are any
European influences and what they key identifying features Japanese building designs
were.

Once the buildings have been completed they will be shared

with the class.
Week 7 The position of Japan in relation to Nationalism Access to ICT and internet for
Lesson 2 other nations https://www.youtube.com/watch?v=Nosq94oCl_M video’s
17/25 https://www.youtube.com/watch?v=qtp7ms_Yp4k
Introduce the students to the ideas of nationalism through
videos provided.
 After the videos have students come up with their own PowerPoint with information
definition of nationalism and share this with the class. on Nationalism in Japan and
the world.
Put up a definition of nationalism

Mindmap ways in which Nationalism is presented in Australia

and by the students. What activities do they undertake that
expresses nationalism? What events occur that represent
nationalism?

Look at the history of nationalism.

Well it’s a modern phenomenon, most countries and areas were
ruled by city states not nations.

Pose the question for students to think pair and share:

How did the Meiji restoration and unification of Japan along with
the European influences cause Japan to develop a sense of
nationalism?

Week 8 The Position of Japan in relation to Group debate: group work Access to ICT
Lesson 1 other nations The class will be split into two groups,
18/25 Group research and debate
One group will look at the positive consequences of contact worksheet. (includes list of
between European powers and the other will look at the roles)
negative consequences of contact.

Students will need to support their argument with evidence

found through research and will need to address certain areas.
These areas include economic changes, technological changes,
religious and cultural changes and political changes.
Each member of the group will need to contribute to the
information gathered by the group.
 Each team will be given a chance to present their argument
whilst also listening to the other team’s argument.
Once the debate is completed and all positive and negative
aspects of the contact have been presented, bring the class back
and have a discussion about the findings.
Week 8 The position of Japan in relation to Group research and source analysis task (lesson 1/3) Access to ICT
Lesson 2 other nations
19/25 Divide the class into groups, each group will be given a source Scaffolded poster example
booklet showing evidence of Japans society around 1900
including government, economy, relations with other nations Source booklet showing
and evidence of nationalism. sources of Japans society
Students will be given time to answer questions about each of around 1900
these sources and create a poster/flyer/website/ or other
(approved by teacher) which presents the findings.

Things to complete this lesson:

 Source booklet questions
 Japan Source booklet flyer/poster/website/ or other

Students who complete this may start gathering information

about a chosen European power and their society around 1900.
Week 8 The position of Japan in relation to Group research and source analysis task (lesson 2/3) Access to ICT
Lesson 3 other nations
20/25 Students will be given time to finish previous lessons work if not Scaffolded poster example
completed and then will move onto creating their own source
booklet showing sources that present another European nations Source booklet showing
society around 1900. sources of Japans society
The source booklet should provide sources that look at around 1900
population, government, economy, relationships with other
nations and evidence of nationalism. VENN diagram scaffold and
Once students have completed their source booklet students will example.
choose to either write a comparative piece, create a VENN
diagram or create a comparison table (in book or on laptop). Blank source book scaffold.
 Things to complete this lesson:
 Previous lessons work
 Student created source booklet of European power
 Comparative piece of work (VENN diagram, comparative
table, written piece).

Week 9 The position of Japan in relation to Group research and source analysis task (lesson 3/3) Access to ICT
Lesson 1 other nations
21/25 This will be the final lesson for students to complete their task Scaffolded poster example

Things students need to have completed: Source booklet showing

 Source booklet questions sources of Japans society
 Japan Source booklet flyer/poster/website/ or other around 1900
 Student created source booklet of European power
 Comparative piece of work (VENN diagram, comparative VENN diagram scaffold and
table, written piece). example.

Once all students have completed this there will be a class Blank source book scaffold.
discussion and each group will be asked to present their
comparative work to the class.
Week 9 The significance of the Russo- Introduction to Russo-Japanese war 1904-1905 Access to ICT and internet for
Lesson 2 Japanese War 1904-1905 https://www.youtube.com/watch?v=rFLC2J2VAtI videos
22/25 Show video to class introducing the Russo-Japanese war.
Use PowerPoint to show information for students to copy down Powerpoint with information
about what the Russo-Japanese war was, why is happened, how on the Russo-Japanese war.
long it lasted, why did it end, who won and why it was significant
in world history.
Show other video
https://www.youtube.com/watch?v=6l8--S_cCWo
Have students make note of the key points.
Use these point to write a paragraph about the war.
 Have a class discussion about how technology and European
influences during the 19th century influences the outcome of the
war in the start of the 20th century.
Week 10 The significance of the Russo- America’s interest in the Russo Japanese war Access to ICT and internet for
Lesson 1 Japanese War 1904-1905 https://www.youtube.com/watch?v=8NTZKjv2JxQ&list=PLglPdV Video
23/25 6wZ1n6FedmBFzhd2uMyrOixB86j&index=61
From this video discuss how other nations were paying attention PowerPoint with sources and
to the war and why it was important to them. source analysis scaffold

Go through source analysis with students exploring America’s Diary entry scaffold.
involvement with the war. Show sources on the board and have
students analyse it.

Students should answer as a class and copy into books/devices

the following questions:

 What type of source is this?

 What does it show?
 What does it not show?
 Why does it show/not show this?
 What can it tell us?

Have students write a diary entry as Roosevelt about his

involvement in the Russo-Japanese war.
Week 10 The significance of the Russo- The different perspectives. Access to ICT
Lesson 2 Japanese War 1904-1905 Students can choose either the Japanese side or the Russian side
24/25 of the war. Source analysis scaffold.
Students must find sources that provide evidence about their
involvement in the war considering why they went to war, what VENN diagram for different
the war was like and the result of the war. perspectives.

Once students find the sources they are to analyse the sources
using the same questions from the previous lesson.
 Students will then be required to contribute to a VENN diagram
on the board about the different perspectives of the war
identifying which reasons were the same, the differences and
similarities in the process of the war and the results of the war.

Have a class discussion summarising these findings.

Week 10 Summary Summary lesson PowerPoint summary for unit
Lesson 3 Teacher will use a PowerPoint to discuss what has been covered
25/25 throughout this unit. Writing a compelling argument
scaffold.
Students will need to choose a rule they like in Japan from either
the Tokugawa period or the Meiji period and discuss why they
chose this period, they need to provide information on what
everyday life is like and a list of reasons why they prefer this and
reasons why they don’t prefer the opposite period.
This can be shared with the class.

Assessment Details Outcomes

There is a range of informal assessment spread
throughout the unit of work. This includes
discussions, written tasks, presentations,
worksheets, research tasks and source booklets.
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
HT5-4 - explains and analyses the causes and effects of events and developments in the modern
world and Australia
HT5-7 - explains different contexts, perspectives and interpretations of the modern world and
Australia
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
Evaluation of the Learning and Teaching
The unit includes work that is engaging, hands on
and interactive. There is a spread of historical skills
and numeracy/literacy skills. The unit has been
designed to incorporate an empathetic
understanding of Japan during 1750-1918 and
approaches this with an inquiry approach. Students
have a choice in many activities to help improve
their engagement and the incorporation of ICT can
be both positive and negative, as at times it can be
hard to ensure access to ICT in all schools.
What do I need to do?
Everyday life in Japan includes involved many different professions, this is the
same with Australia which has people who work in trades, business men and
women, chefs, farmers and politicians.

What you are required to do is to research ONE role from Japan during 1750-
1918 and present this information to the class.

Role: ____________________

Questions to answer in your presentation:

 What is the role?

 What were the daily activities?
 What social class did you have?
 Where did you sit in the social pyramid?
 Why was your role important?

1. Your presentation should be created using PowerPoint and include

images relevant to the role you are given.
2. If you do NOT want to present in front of the class you can instead write
a script to go along with your PowerPoint presentation and I will present
it for you.
3. If you are unsure how to set up your PowerPoint a scaffold is uploaded
onto the Google classroom for you to use OR you may design your own.
Source
booklet
JAPAN
Instructions:
You are to analyse each of the sources provided in the booklet, read
the text, look at the images and answer the questions.
This source booklet contains images of different Japanese architecture
along with sources describing Japanese buildings.
Additional information may be given for some sources to read over.
You are required to answer the questions on each source.

Source 1: Images of Nijo Castle (secondary source retrieved from https://www.justgola.com/a/nijo-

castle-1978049382 and http://www.mnogolok.info/ewrazphoto-nijo.htm )

Information: Nijo Castle was constructed in 1603 and was house to many Tokugawa shoguns. The
castle was rebuild due to fire and was a key meeting place for the changeover of power from the
Shogun to the Meiji Emperor.

Question: Looking at the design of the building, what can it tell us about the Japanese architecture?
Think about the style, the materials, the layout and the size.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Source 2: Hokkaido Government Office Building from the Meiji Era 1868-1912

From: Japanese book "Showa History of 100 million people Vol.13" published by Mainichi
Newspapers Company. From:
https://commons.wikimedia.org/wiki/File:Hokkaido_Government_Office_Building_in_Meiji_era.JPG

Information: With the start of the Meiji Period the emperor moved away from the traditional Japanese
castles and many were destroyed as a result of this and of the war, due to the European influences the
style of buildings changed.

Question: Looking at the image what does this tell us about the changing architecture in Japan?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What influences can be seen in the construction of the building?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

How is this building different to Nijo Castle? Think of the design, style, material and size.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Source 3: The Mitsubishi No. 2 Dock House (1896) is an example of Meiji-era Western style
architecture. From: https://dreamofacity.com/2015/03/08/oura-nagasakis-former-foreign-settlement/

Question:

Are there any similarities between this design and the designs of houses we see today?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What is similar? What is different?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Source 4: The Ohara Residence was home to chief retainers of the Matsudaira clan. It's
characterized by its straw-thatched roof and circuit-style garden. From:
http://edition.cnn.com/travel/article/japan-kyushu-samurai-towns/index.html?gallery

Question:

Looking at the house design above from the Edo period, what do you notice is different to the Meiji
period house in source 3?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Has any of the designs from this style of house present in source 3? If so what are they?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What do you notice about the design of this house? Think about the materials, the shape, the
entrances and the gardens.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 Justification

The unit of work has been developed based of the History k-10 Stage 5 syllabus from the NSW

Education Standards Authority (NESA). The chosen topic is from Depth study 2: Australia and Asia

with the chosen point Asia and the world (1750-1918). Within this there is a choice of on Asian

country to focus on for which Japan has been chosen. The Unit of work has been developed to

provide an ideal historical learning environment that facilitates historical thinking, inquiry based

learning, students engagement and a range of historical approaches to teaching and learning. The

activities and choices made with the development of the unit of work have been chosen based on a

range of teaching approaches and pedagogies which will be discussed further.

The unit as a whole has been developed with the Understanding by design framework

(Wiggins and Mctighe, 2012). By building from the syllabus content point and appropriate outcomes,

a unit of work that will well planned out and meets all the requirements is formed. The approaches

taken in the unit of work and also created with Peter Seixas and Tom Mortons (2012) ‘The Big Six

Historical Thinking Concepts’ and Tony Taylor and Carmel Young’s (2003) ‘Making History: A Guide

for the Teaching and Learning of History in Australian Schools’ in mind along with many other history

teaching approaches that will be addressed. The approaches are all back by a historical inquiry

approach which is defined as the students desire to explore and understand event and people and

why and what motivated them to do what they did (Healy, 2005). With these in mind the unit that

has been created has a high engagement level in mind approaching tasks in ways that can help

promote this inquiry and improve engagement of the students.

The first two weeks of the unit are developed to introduce students to the topic, this

includes timeline activities developed to generate interest in the topic and develop research skills

which will be used later in the unit. The acquisition of subject matter and positive attitudes towards

the subject are two areas deemed as important to teaching adolescents (Taylor & Young, 2003). That
makes the first few lessons important to develop this knowledge and interest in the subject so that

further learning can go smoothly. It is also at this stage that students that to develop their inquiry

approach, they are required to identify key events and ask questions about which of these events

are important. In lesson two with the creation of the timeline students complete a jigsaw activity

with two different timelines created and shared with the other students (Aronson, 2000). The choice

of using a multidimensional timeline, not only of Japan in the time period but also from around the

world put the learning into perspective and starts students thinking about the historical significance

and contrasting and comparing (Seixas & Morton, 2012) and (Taylor & Young, 2003).

The sequencing of lessons is taken as a copy from the NSW stage 5 history syllabus (BOSTES,

2012). The lessons follow closely to the syllabus content point and are given time according to the

information within each of the point and the interest and engagement that can be generated from

that topic. Time was also divided more to the content point in which more engaging activities were

present. Activities that are more engaging such as the creation of the Zen garden to explore religion

in lesson 8 and the making of the Samurai sword to look at Japanese technology in lesson 14, take

most of the lesson to complete. Due to this more time is allocated to certain syllabus content points

as a trade-off for higher engagement and interest with the content (Jafar, 2016). Not only does the

activities provide opportunities for students to engage with the content but they are also developed

to generate questions specifically about why certain things were done and what led to those

decisions (Healy, 2005).

Throughout the unit there has been many instances of group work and research, the

decision to include this collaborative learning is to promote the cognitive learning process of the

students (Ruysd, Keer & Aelterman, 2012). Many of these activities involve the use of ICT which is

seen as being an extension to the existing pedagogical practices that we have now (Taylor & Young,

2003). The tasks created and used in the lesson are created to give students options with their

research allowing them to have some self-directed learning and generate high expectations of
students leading to higher performance (Barkley, Cross & Cross, 2014). These tasks also involve

scaffolds and differentiated learning approaches mixed into the choice based learning. Students are

given choice about how they present information such as the choices given to students in the large

group research and source analysis task which provides students with examples, scaffold, and

choices with presentation of information. Along with this differentiation there is also many informal

assessments mixed into the lessons and group tasks such as presentations, posters, written tasks

and source analysis which allow the teacher to assess their learning and identify if students are

falling behind.

Many of the lessons incorporate the big six historical thinking concepts which are also

embedded into the syllabus (Seixas & Morton, 2012) (BOSTES, 2012). These approaches were taken

into account when developing activities such as with the exploration of change and continuity which

gets students analysing sources, recreating technology and writing, which identifies these changes or

continuities. There is source analysis spread throughout the unit starting with basic walkthrough of

source analysis progressing to a student developed source analysis booklet. The Historical skills

developed throughout the unit drawn from the syllabus allow students to build on previous

knowledge and skills introduced at the start of the unit, developing and using them throughout the

unit. These skills are developed through skill specific lessons on source analysis, thinking historically,

inquiry based approaches and hands on learning.

Overall this unit has been developed to meet the learning outcomes and content points

presented in the NSW K-10 History Syllabus. The unit has been built from the backwards design

method presented in the Understanding by design framework and history teaching pedagogies such

as The Big Six historical thinking approaches, the making history guide and historical inquiry learning.

Though some of the lesson may not run as planned or need to be modified for certain classrooms

and situations such as limited access to ICT, overall the unit provides engaging lessons which address

all the learning outcomes and content points.

References
Aronson, E. (2000). The jigsaw classroom. Retrieved February 26, 2004, from http:
//www.jigsaw.org/

APST, (2011). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Barkley, E. F., Cross, P. K., & Cross, K. P. (2014). Collaborative learning techniques : a handbook for
college faculty. Retrieved from https://ebookcentral.proquest.com

Board of Studies Teaching and Educational Standards (BOSTES) New South Wales (2012). K-10
History Syllabus. Sydney: Board of Studies Teaching and Educational Standards New South
Wales.

Healey, M. (2005). Linking research and teaching: exploring disciplinary spaces and the role of
inquiry-based learning. Reshaping the University: New Relationships between Research,
Scholarship and Teaching. McGraw Hill/Open University Press. 67-78

Jafar, A. (2016). Student Engagement, Accountability, and Empowerment. Teaching Sociology, 44(3),
221-232. doi: 10.1177/0092055X16644489

Mctighe, J.,Wiggins, G. (2012). Understanding by Design Framework. Retrieved from

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model
and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
doi: 10.1080/03075070600572090

Quality teaching in NSW public schools: A classroom practice guide. (2003). Retrieved from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-Quality_Teaching_Guide.pdf

Seixas, P., & Morton, T. (2012). The Big Six Historical Thinking Concepts (1 ed.). Great
Britain Cengage Learning EMEA.

Taylor, T., & Young, C. (2003). Making History: A Guide for the Teaching and Learning of
History in Australian Schools. Carlton South Victoria: Curriculum Corporation.
Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd ed. Alexandria, VA:
Association for Supervision and Curriculum Development. Retrieved from
http://ezproxy.uws.edu.au/login?url=http://go.galegroup.com/ps/i.do?p=GVRL&sw=w&u=u
wsydney&v=2.1&it=aboutBook&id=GALE|2MW