History 7-10 Assessment 1 Final

Lesson Plan 1
Topic area: Investigating the Stage of Learner: 4 (year 7) Syllabus Pages: 58

ancient past
Date: Location Booked: Lesson Number: 3/24
Time: 60 minutes Total Number of students 24 Printing/preparation

- print colour coded resources
for the dig
- print and put resources in colour
coded envelopes (roughly colour
with highlighter) put a real coin in
envelope with the image if possible.
-print a copy of each definition and

image of artefact in case students do
not find.
- prepare sand pit with the resources
- prepare Kahoot in advance
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - match words with - (ACDSEH001) -define the terms and
definitions during How historians and concepts relating to
HT4-5 group presentation archaeologists investigate historical time, including
identifies the meaning, purpose and BC/AD, BCE/CE
history, including
- Kahoot
context of historical sources excavation and archival -list a range of sources
research used by archaeologists
HT4-9 and historians in historical
uses a range of historical terms and - (ACDSEH029) investigations
concepts when communicating an The range of sources that
understanding of the past
can be used in an historical
investigation, including
archaeological
and written sources
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-Critical and creative thinking •use historical terms and concepts
-Literacy •identify the origin and purpose of primary and

secondary sources
•sequence historical events and periods
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding thinking
important, substantive concepts, skills and ideas. Such pedagogy 1.3 Problematic 1.5 Metalanguage
treats knowledge as something that requires active construction and knowledge 1.6 Substantive
requires students to engage in higher-order thinking and to communication
communicate substantively about what they are learning.
16566066 Joshua Alvarado 1

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 2.3 High Expectations regulation
learning. Such pedagogy sets high and explicit expectations and 2.6 Student direction
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all cultural perspective. integration
How the quality teaching elements you have identified are achieved within the
lesson.
Teaching Indicators of presence in the lesson
element
1.6 Students have to communicate with each other during the dig, then get to discuss in groups
Substantive their findings, then communicate with the class.
Communicatio
n
Students are engaged in the dig which also lays the foundation for the lesson.
2.2
Engagement
Students all perform the dig together to get an understanding of the job of an
3.4 Inclusivity Archaeologist, then examine their findings and discuss with the class.

Time Teaching and learning actions Organisation Centred
T/S
0-5 - ask students to line up in a straight line before coming in Teacher: organise tables in groups of 6 T
before class comes in
- ask students to come in, greet students and ask them to
sit down in groups of 6. Student: sit down in groups of 6
- Mark the roll for attendance Resources:

6-10 - remind students as told last lesson that today we will Teacher: T
perform an archeological dig in the school’s sand pit and - instruct students of the activity.
get an understanding of what we do to learn about our -prepare the sand pit in advance
history.
Student:
- give each group a colour (red, green, blue and yellow) that
corresponds with the items (envelopes) in the sand pit. Resources:
-sandpit items consisting of examples
- walk to the sandpit of primary and secondary source
items, including photos and letters.
Also, printed historical terms separate
from printed definitions.
10-30 - at the sandpit explain that even though we have different Teacher: instruct students of the T
colours, we are working together on this archeological dig, activity again
so if we find another groups items we need to hand it to
them. Student: 10min to dig in groups
- instruct students they have 10min to find their items. Resources:

- in case some items are not found, S
- when students finish digging ask them to inspect and hold teacher should have prepared
on to their items because each group will be telling the multiples for later on in the class.
class what they found.
-timer
- head back to class
-spades
-sand buckets
30-35 - it is important not to tell the students the definitions, let Teacher: T
them discover and discuss as the presentations move -divide the whiteboard up into three
ahead. rows with the first two rows at the
height of a landscape A4 piece of
paper, then the rest of the board for
the third row.
-first row is for the words, second row

for definitions and third row for our
timeline and sources which should be
the largest row.
-draw a simple split timeline in the

third row with BC/BCE and AD/CE on
- instruct students that as each group comes up to present either side
their findings, they will need to tell the class the word, then
place it on the board in the words section, then read out - instruct students of how they will
the definition and place it under the corresponding word. present
(another group will have the matching word or definition).
Then they will tell us about the source they found, by Student:
describing:
1. what it is Resources:
2. if it is primary or secondary
3. does it have a date
4. If we had the actual item found in the image,
where on the timeline would it fit chronologically
(students will need to pretend as it would be
difficult to bring an actual item from BC.)

35-50 - each group has 3-4 minutes to do an informal Teacher: S
presentation - help guide the class discussion if
needed
- If students match the wrong definition, teacher can ask
other groups if they agree or not, and where they would Student:
put it, then let the group decide where to put it. - students present
- students may not know primary, secondary or where on Resources:

the timeline it goes, so teacher is to let the class agree - if groups missed an item, teacher to
where it should go, but not tell them the answer. give them what they missed.
50-60 - tell students to get ready for a Kahoot (students have used Teacher: T
Kahoot before) - prepare Kahoot
- while students get ready, ask them if they would change Student:
any of the definitions, words, or sources on the timeline -get out devices for Kahoot
around. (hopefully they already got them correct, S
otherwise quickly explain where they should go and why.) Resources:
- devices for kahoot
-do a kahoot based on what they have learnt today.
- remind students of their good work, tell them to write

down or take a photo of the words and definitions, at home
they should attach them to a Google Docs page and read
over them for future reference.
- next lesson we will be using what we learnt today to look

at some more sources.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson? The balance of allowing students to discover things on their own and not
simply telling them is something that i really needed to be aware of. At times I felt as
though perhaps i was guiding too much, while at other times i felt as though perhaps
it was not enough.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

HT4-5 -students examine the given materials and discuss with the
identifies the meaning, class what information they can gather from it.
purpose and context of
historical sources
HT4-9 -Students match words with definitions in a group
uses a range of historical terms and
presentation, then use those terms by explaining if a
concepts when communicating an
understanding of the past source is primary or secondary, and set them
chronologically.
-Kahoot
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson

Standards
4.1 support The dig and group work allows all students to be involved.
student
participation
5.1 assess the group presentation and class discussions allow for formative
student assessment.
learning
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Teacher must ensure the sandpit has been cleaned of any dangerous materials and
ensure students use the spades and buckets. Students must wash their hands after
the dig.
References (In APA)
You must list all references that you have used for the content and resources of this
lesson in this space.
Aus Two Dollar Coin. (2017). [image] Available at:

http://downies.com/aca/Auction319/aca/images/lots/319/798.jpg [Accessed
3 Aug. 2017].
British Pound. (2017). [image] Available at:

https://blog.changechecker.org/2015/12/17/why-you-wont-be-finding-any-2
016-1-coins-in-your-change/ [Accessed 3 Aug. 2017].
Egyptian Scarab. (2017). [image] Available at:

https://australianmuseum.net.au/image/ancient-egyptian-scarab-amulet-wit
h-wings [Accessed 3 Aug. 2017].
NSW History K-10 Curriculum.(n.d). K-10 History. Retrieved from:

http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_fu
ll.pdf
Roman Artefact. (2017). [image] Available at:

http://www.bbc.co.uk/ahistoryoftheworld/objects/amnW5AkrQNiI_J8LLqxYg
g [Accessed 3 Aug. 2017].
Resources Attached:
You must list all the resources that you have created or found in this space.
Resources for printing; words, definitions and images.

Kahoot

Lesson Plan 2
Topic area: Investigating the Stage of Learner: 4 (year 7) Syllabus Pages: 58

ancient past

- tape/blu tack
- 3 pages of sources x 6
groups = 18pages
- 6 A4 images

Syllabus outcomes - worksheet - (ACDSEH001) - outline the main
- group work How historians and features of history and
HT4-1 archaeologists investigate archaeology
describes the nature of history and history, including
archaeology and explains their -outline the role of
excavation and archival historians and
contribution to an understanding of
research archaeologists
the past
HT4-5 - (ACDSEH029) -list a range of sources

Identifies the meaning, purpose and The range of sources that used by archaeologists
context of historical sources can be used in an historical and historians in historical
investigation, including investigations
archaeological
and written sources
-Critical and creative thinking •identify the origin and purpose of primary and
secondary sources
-Literacy
•sequence historical events and periods
- work and enterprise
•read and understand historical texts
•draw conclusions about the usefulness of sources

among students.

lesson.
element
1.2 Deep Every task gives students an opportunity to look at sources in a deeper level, thinking about
Understandin issues that may arise with sources.
g
Students work in groups and go through class discussion to achieve the learning outcomes.
2.4 Social
Support
The tasks build upon what was learnt in the previous class and takes it further.
3.1
Background
Knowledge

T/S
sit down in groups of 4. Student: sit down in groups of 4
- ask students to get devices out for kahoot Resources: kahoot from last lesson
- Mark the roll for attendance

5-10 - Kahoot is to check knowledge from last lesson and explain Teacher: T
any concepts and definitions any of the class may not - instruct students of the Kahoot
remember or understand as they will need it for today.
Student:
-begin kahoot -completes Kahoot
Resources:
- devices for Kahoot
10-15 - Explain to students that last lesson they experienced what Teacher: T
an archaeologist does, learnt about primary and secondary -tells students of the class goals
sources, and also learnt about historical time.
Student:
- tell students that today they will be using what we learnt
last class to help us understand what all historians must be Resources:
aware of; investigating any issues there may be with - Video S
primary and secondary sources. http://splash.abc.net.au/home#!/me
dia/1567304/
-play the video (3m 23s) which highlights the issues with
some sources which can not be taken as complete truth - worksheet x24
until it is confirmed.
- handout worksheets while video plays (this worksheet

has images of primary and secondary sources and students
must answer questions about the source. This is similar to
last lesson, but this will establish that they know definitions
so that they can enquire further about sources.)
Questions for Sources worksheet: (put questions up on the

board)
1. is this source primary or secondary, why or why
not?
2. What can or does this source tell us?
3. What could be some issues with using this source,
and is it reliable?
4. If there are any issues, what can be done to avoid
these issues?
15-35 - tell students to work in their groups of 4 to discuss and Teacher: S
answer these questions and write in workbooks. -pace room, check on students
-if groups finish before allotted time, tell them there are Student:
more images on the other side of the worksheet to -work in groups to finish worksheet
complete.
Resources:
- remember to go to each group and see how they are -worksheet
faring, offering help to students who do not understand.
35-55 - once all groups are finished their worksheet, explain that Teacher: S
each group will get one big version of one of the images in - draw timeline on board with a split
their worksheet. for BC/BCE and AD/CE like last class.
- handout 6 images (1 to each group)
- they will need to let the class know if it was
archaeological, primary or secondary, what the source was, Student:
and if there could be some the issues with using this source - students present
and what can we do to avoid these issues (same as the
questions they already answered). Then place it on the Resources:

whiteboards timeline (Same as the previous lesson plans - 6 images
timeline).
55-60 - go over any points of interest and explain to the students Teacher: T/S
the problem with some sources, such as letters, - recap lesson
newspapers, ancient artifacts etc. Where the source is
from, who wrote it, etc. Student:
- primary sources can not give us the full picture of a

historical inquiry on its own. It may be biased and one Resources:
sided. Although, they are very useful when used in
conjunction with more sources.
- secondary sources can also be bias if not careful, so again

we need to use multiple sources.
-next lesson we will look at another issue that arises when

dealing with sources, and how we need to consider the
affects on people's cultures.

Reflection
I was concerned that this lesson was too similar to the previous lesson, but where
the last lesson was more about showing what an archaeologist does to learn about
words and definitions, this lesson was more focused on sources. I hoped that this
would be good scaffolding for students to later conduct their own research. They
need to know how to use sources for their own research, as well as know how
reliable it is.

HT4-1 students will look at various sources and explain in a
describes the nature of history and worksheet and present in groups what we can learn.
archaeology and explains their
contribution to an understanding of
the past
HT4-5 Students will examine and present in groups the problem

Identifies the meaning, purpose with some sources while identifying where the source is
and
context of historical sources from and what the source can tell us.
the standard.

Standards
2.2 Content The content in this lesson which looks further into sources build upon the
selection words and definitions from the previous lesson
organisation
3.1 Establish students are tasked with thinking about sources on a deeper level, and
challenging the implications with dealing with sources. They do this in groups, then
learning goals later discuss as a class which allows all students to achieve the goals.
WHS
Teacher must ensure that students are sitting properly in their seats. Also ensure
that ICT is used in a safe manner.

References (In APA)
http://www.teachersuperstore.com.au/assets/wp-content/uploads/2014/01/History
-for-the-Australian-Curriculum-Year-7-Sample-Chapter.pdf
Issues with sources. (2017). [video] Available at:

http://splash.abc.net.au/home#!/media/1567304/.
National Archives of Australia. (2017). [image] Available at:

http://vrroom.naa.gov.au/records/?ID=18787 [Accessed 4 Aug. 2017].

ll.pdf
WWII. (2017). [image] Available at:

http://anzacportal.dva.gov.au/history/conflicts/australias-war-19391945/eve
nts.
http://vrroom.naa.gov.au/records/?ID=18787
Resources Attached:
http://splash.abc.net.au/home#!/media/1567304/
Kahoot from previous lesson
Worksheet questions: (Write answer in their books)

1. is this source primary or secondary, why or why not?
2. What can or does this source tell us?
3. What could be some issues with using this source, and is it reliable?
4. If there are any issues, what can be done to avoid these issues?
Worksheet sources to examine:

Lesson Plan 3
Topic area: Investigating the Stage of Learner: 4 (year 7) Syllabus Pages: 58 and 59
ancient past

- worksheet x24
- Video
- Lake Mungo
presentation link for
students

Syllabus outcomes - worksheet - (ACDSEH031) -locate and describe a
- group work The nature of sources for variety of sources for
HT4-8 ancient Australia and what ancient Australia, eg
Locates, selects and organises they reveal about animal and human
information from sources to develop
Australia’s past in the remains, tools,
an historical inquiry
ancient period, such as the middens, art and stories
HT4-6 use of resources and sites related to the
uses evidence from sources to Dreaming
support historical narratives and - (ACDSEH148)
explanations The importance of -investigate what these
conserving the remains of sources reveal about
the ancient past, including Australia's ancient
the heritage of Aboriginal past
and Torres Strait Islander
peoples -describe an Australian
site which has
- (ACDSEH030) preserved the heritage
Methods and sources used of Aboriginal and
to investigate at least ONE Torres Strait
historical controversy or Islander peoples
mystery that has
challenged historians or -use the process of
archaeologists, such as in historical investigation
the analysis of unidentified to examine at least
human remains ONE historical
controversy or
- (ACDSEH029) mystery
The range of sources that
can be used in an historical -list a range of sources
investigation, including used by arch
archaeological aeologists and
and written sources historians in historical
investigations
- (ACDSEH001)
-outline the role of
How historians and
historians and
archaeologists investigate archaeologists
history, including
excavation and archival
research

-Sustainability •identify the origin and purpose of primary and
secondary sources
-ethical understanding
•identify the origin and purpose of primary and
- Aboriginal and Torres Strait Islander histories and cultures secondary sources
-critical and creative thinking
-literacy
•draw conclusions about the usefulness of sources
•historical sources, events or issues may be

interpreted differently by historians, eg the ‘fall’ of
the Roman Empire
•the importance of an historical event,

development or individual in an historical context
among students.
lesson.
element
1.4 Higher The video with the questions allows students to evaluate the information they are given,
Order thinking then the added task of looking at the information in the presentation allows students to
reorganise and synthesise the previous knowledge by showing them how the advances of
technology and new sources can give us a better understanding of the past.
Students are encouraged to think about sources in a critical way and think about the
2.3 High implications sources have on different cultural groups.
Expectations
Students learn about the implications and issues that arise when dealing with sources from
3.2 Cultural other cultural backgrounds, in this lesson focusing specifically on people of an indigenous
knowledge
background.

T/S
sit down in groups of 4. Student:
-students sit down
- Mark the roll for attendance
Resources:
5-10 - tell students that using what we know about archaeology, Teacher: T
history and sources, today we will look at Lake Mungo - instruct students of what they will
be learning today
-begin handing out worksheets and ask if anyone: (Students
will more than likely not know the answer to these Student:
questions, but it will introduce them to what they will be
learning about) Resources:
1. Has heard of Lake Mungo? -worksheets
2. Where it is?
3. why it might be important?
-worksheets will ask questions based on the video

1. What important discoveries were made at Lake
Mungo?
2. What did the remains prove about the length of
human occupation of Australia?
3. Why did Professor Jim Bowler immediately know
the approximate age of the male skeleton when it
was found?
4. How old did he say it was?
5. What differences were there in the condition of
the remains of Mungo Lady and Mungo Man?
6. What was so significant about the dates worked
out for the human remains at Lake Mungo?
7. do a search for what radiocarbon dating is, what
is it?
8. What issues do you see in dealing with this source
in Lake Mungo?
10-20 - Explain to students that in 1969 the remains found at Lake Teacher: T
Mungo predate any Egyptian mummies found so far. - tell students a bit of background on
Lake Mungo
- tell students the worksheet is to be answered from a short
video they are about to watch based on Lake Mungo. They Student:
will have more time after the video to keep writing their - students write down answers while
answers. video plays S
-the video has a viewer advice for indigenous people, but Resources:
remind students that we need to be sensitive to people’s - video
backgrounds and this material has images of people who http://splash.abc.net.au/home#!/me
have passed on. dia/522233/
- play lake mungo video (4m 3s)
-walk around the room checking on students

20-30 - when video finishes, tell students they have more time to Teacher: T
work on their answers and can work in their table groups. -pace room, check on students, guide
class discussion
- once students look as though they have finished go
through the questions as a class discussion and formative Student:
assessment. -work in groups to finish worksheet,
discuss answers.
Resources:
-worksheet

30-50 - give students a link to a Google Drive Presentation which Teacher: S
has more current information on Lake Mungo - explain to students their next task
- remind students that sources are not always accurate, and Student:
with the advancement of technology and discovery of new - looks at powerpoint presentation
sources, what we learn can become more accurate.
Resources:
- ask students to write down anything new or different they - powerpoint presentation with more
discover about Lake Mungo compared to the video. Lake Mungo information
https://docs.google.com/presentatio
n/d/1f_Wd02Hy9xE-wHAXBVbT6CV-H
7_zYe6SCvmK19t95CU/edit?usp=shari
ng
50-60 - once students have had enough time, do another class Teacher: T
discussion about anything new they discovered, specifically - class discussion, recap lesson
asking about changes in dates and anything new about
Mungo man and woman. Ask if this places it in BC/BCE or Student:
AD/CE. Go over each worksheet question again to see if - class discussion
there are any changes. S
Resources:
- let students know that other recent discoveries in
Australia, including archaeological discoveries in Kakadu
show that Aboriginal people may have been here at least
60,000 years.
- Remind students we must look at the source, where it is

coming from and if there are other sources to back it up.
-again remind about the sensitivity that we must approach

sources with, whether they are newly discovered or have
been known of for a while.
-Ask students to read over their answers at home.
Reflection
I believe enough scaffolding has been used for students to use their prior knowledge,
as well as learn many new things, but it was something i needed to examine and be
conscious of. I found that these activities covered parts of several learning outcomes,
so i struggled to focus on just two, which is also evident in “students learn about and
to”.

HT4-8 worksheet and class discussion comparing the video
Locates, selects and organises
resource and powerpoint resource
information from sources to
develop an historical inquiry
HT4-6 worksheet and class discussion comparing the video

uses evidence from sources to resource and powerpoint resource
support historical narratives and
explanations
the standard.

Standards
4.5 Use ICT Students are provided with a video and presentation from a reputable
safely, source, and also makes students aware of the cultural sensitivities with
responsibly these two sources.
and ethically
1.5 A wide range of methods are used to teach the content, including video,
Differentiate deep questions, presentation, group work and class discussion.
teaching to
meet the
specific
learning
needs of
students
across the full
range of
abilities
WHS
Teacher must ensure that students are sitting properly in their seats. Also ensure
that ICT is used in a safe manner.
References (In APA)

Issues with sources. (2017). [video] Available at:

http://splash.abc.net.au/home#!/media/522233/
Lake Mungo Presentation Images. (2017). [image] Available at:

http://www.scootle.edu.au/ec/viewing/R12022/index.html

ll.pdf

Resources Attached:
Video - http://splash.abc.net.au/home#!/media/522233/
https://docs.google.com/presentation/d/1f_Wd02Hy9xE-wHAXBVbT6CV-H7_zYe6SC
vmK19t95CU/edit?usp=sharing

Worksheet questions:

Justification
These three lesson plans fall into Depth Study 1: Investigating the Ancient Past,
which places them at the beginning of a term 1 year 7 class. By the first of these three
lesson plans, students have already been taught some of the overview related to The
Ancient World from the NSW History K-10 syllabus (NESA, 2012, p58) as well as a
brief overview of Investigating the Ancient Past. With a slight introduction to the ‘out
of Africa’ theory, archaeologists and historians already covered, the activities in these
three lesson plans were developed around the idea of historical inquiry and inquiry
pedagogies to help students understand the role of historians and archaeologists, how
this role is achieved, and why it is important. In order to implement historical inquiry
within the lesson plans, several other pedagogical theories were used and intertwined
throughout, but we will look at five. These include Vygotsky's Zone of Proximal
Development (Wass & Golding, 2014, p 671), scaffolding (Arnett, 2013), culturally
responsive teaching (Gay, 2000), Critical thinking (Arnett, 2013, p76) and visual
literacy (Roswell, Mclean & Hamilton, 2012, p 444).
The ideas behind these three lesson plans were for students to be able to use historical
inquiry, which is about analysing information gathered from sources and examining
its usefulness towards forming a view (Voet & Wever, 2017, p 312). Gore and
Ludwig’s Quality Teaching Model speaks on the importance of teaching lessons high
in metalanguage (2003, p20) which is very much the same idea as historical inquiry.
This is achieved when a teacher guides good levels of student discussion with high
inquiry into what sources are, how they work, and what they can tell us about history.
Outcome HT4-8 speaks on the importance for students to develop a historical inquiry

by locating, selecting and organising information from sources (NESA 2012, p58). By
the third lesson plan, students are encouraged to use a good level of historical inquiry
by examining sources, their usefulness, and looking at the different points of views
that can arise when delving into sources. In order to arrive at this level of inquiry i had
to use scaffolding from the first lesson plan.
The first lesson plan used historical inquiry and metalanguage on a lower level with
the purpose of building up to the third lesson plan through scaffolding. When students
are learning a new concept, scaffolding requires a teacher to be highly involved in
directing the students learning, then the teacher must gradually decrease the assistance
as students begin to learn more about that new concept. (Arnett, 2013). Vygotsky’s
“Zone of proximal development (ZPD)” goes hand in hand with the scaffolding
theory. ZPD theory says that there is a limit to what students can learn on their own,
and require teachers and peers to help increase that limit (Wass & Golding, 2014, p
672) through scaffolding. With these theories in mind, I purposely used a dig to
introduce students to key words they would need to know in order to eventually
engage in good historical inquiry. In doing this dig, i was also able to introduce
students to some of the ways we attain and examine history, while giving students a
chance to examine sources and artefacts they would already be familiar with, which in
this case were coins as well as two more which would be much more challenging and
increase class discussion. Even though the whole lesson allows students to be
engaged, discover and perform tasks in groups without too much teacher dominance,
a lot of careful scaffolding has been used. The teacher is supplying the words,
definitions, sources, simple inquiry questions and a timeline, but gives it all to
students in a way that they still have to use some “Higher-order thinking” (Gore &

Ludwig, 2003, p18). According to Gore & Ludwig, “High-order thinking requires
students to manipulate information and ideas in ways that transform their meaning
and implications” (2003, p18). This is why in the lesson plan it is important that
students are allowed to arrange, analyse, discuss and discover the word’s meanings
and the sources information, then synthesise, without the teacher directly giving all
the answers until the very end where if changes need to be made, the teacher can
evaluate with the class. According to Bloom’s taxonomy the words and definitions
task would fall into the comprehension level where students are able to interpret the
definitions, while the sources task falls into the analysis level where students break
down information in order to understand the source (Karaali, 2011). The goals in
Bloom’s taxonomy and the Higher-order thinking levels are not as high as they could
be, but by the the third lesson plan, these all increase. With Bloom’s Digital
Taxonomy (Churches, 2009, p6) and formative assessment in mind, i implemented a
kahoot! at the end of the first lesson plan to revise the lesson as well as evaluate
student’s learning, which I could then implement again at the beginning of the second
lesson plan.
The second and third lesson plans continue with all these theories in mind, but the
second lesson plan begins to build upon the first lesson. Students are introduced to
new types of sources, a chance to compare primary and secondary sources, and more
critical thinking is introduced. Critical thinking requires students to move away from
simply memorising, and begin to compare sources, judge sources and decide what
meaning they can gather (Arnett, 2013, p76). Just as in the first lesson, the group
work uses the scaffolding and ZPD theory allowing students to help each other as they
learn to implement historical inquiry. All three lessons have a high level of

substantive communication, not just from group work, but also from group
presentations. Not only is this is taken further through class discussions which are all
focused on the lesson which avoiding IRE (initiate-respond-evaluate) questions
throughout (Gore & Ludwig, 2003, p22), it also implements formative assessment in
which the teacher is able to give immediate feedback. The third lesson plan still
carried every theory, and was the objective behind the scaffolding in the previous
lessons to get to a high level of historical inquiry and use of metalanguage. With
culturally responsive teaching implemented, students are tasked to examine an
indigenous source and analyse the positive and negative implications upon people of
different cultures. Although Gay (2000, p31) speaks extensively on culturally
responsive teaching, one of the main aspects is that a teacher values cultural
differences, and in order for students to understand and appreciate other cultures, a
teacher should implement multicultural information in lessons. The third lesson plan
incorporates many cross-curriculum priorities, including indigenous cultures,
sustainability and ethical understanding, which incorporates Gore and Ladwig’s
cultural knowledge (2003, p42), as well as teacher standard 2.4, “understand and
respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians”. In all three lessons, visual
literacy was used, taking into account that students can learn by gathering information
from visual sources and not just from reading text (Roswell, Mclean & Hamilton,
2012, p 444). In the third lesson though, visual literacy was implemented using ICT
from videos and powerpoints, which considers diverse students who learn in diverse
ways.

References
Australian Professional Standards for Teachers. (2011) (1st ed.). Victoria.
Retrieved
from https://www.aitsl.edu.au/
Arnett, J. (2013). Adolescence and emerging adulthood. Boston [u.a.]:
Pearson.
Churches, A. (2009). Bloom’s digital taxonomy. Educational Origami, 4.
Davies. P., Lynch. D., and Daries. R. (2003). Enlivening Secondary history”
40
classroom activities for teachers and pupils.
Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice.
New
York, NY: Teachers College Press.
Gore, J., & Ladwig, J. (2003). Quality teaching in NSW public schools: a
classroom
practice guide (1st ed.). Ryde, NSW: Department of education and
training. Retrieved from
http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Temp
late/Quality%20Teaching %20Guide.pdf
Karaali, G. (2011). An Evaluative Calculus Project: Applying Bloom's
Taxonomy to
the Calculus Classroom. PRIMUS, 21( 8), 719-731.
http://dx.doi.org/10.1080/10511971003663971

Roswell, J., McLean, C., & Hamilton, M. (2012). Visual Literacy as a
Classroom
Approach. Journal Of Adolescent & Adult Literacy, 55( 5), 444-447.
http://dx.doi.org/10.1002/jaal.00053
NSW History K-10.(n.d). K-10 History. Retrieved from:
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk1
0_full.pdf
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of
proximal
development. Teaching In Higher Education, 19( 6), 671-684.
http://dx.doi.org/10.1080/13562517.2014.901958

History 7-10 Assessment 1 Final

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Lesson Plan 1

Topic area: Investigating the Stage of Learner: 4 (year 7) Syllabus Pages: 58

Date: Location Booked: Lesson Number: 3/24

Time: 60 minutes Total Number of students 24 Printing/preparation

-print a copy of each definition and

- prepare sand pit with the resources

- prepare Kahoot in advance

Outcomes Assessment Students learn about Students learn to

-Critical and creative thinking •use historical terms and concepts

-Literacy •identify the origin and purpose of primary and

•​sequence historical events and periods

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

16566066 Joshua Alvarado 1

16566066 Joshua Alvarado 2

- Mark the roll for attendance Resources:

- instruct students they have 10min to find their items. Resources:

-first row is for the words, second row

-draw a simple split timeline in the

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- students may not know primary, secondary or where on Resources:

- remind students of their good work, tell them to write

- next lesson we will be using what we learnt today to look

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Aus Two Dollar Coin. (2017). [image] Available at:

British Pound. (2017). [image] Available at:

Egyptian Scarab. (2017). [image] Available at:

NSW History K-10 Curriculum.(n.d). K-10 History. Retrieved from:

Roman Artefact. (2017). [image] Available at:

Resources for printing; words, definitions and images.

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16566066 Joshua Alvarado 8

Topic area: Investigating the Stage of Learner: 4 (year 7) Syllabus Pages: 58

Date: Location Booked: Lesson Number: 4/24

Time: 60 minutes Total Number of students 24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

HT4-5 - (ACDSEH029) -list a range of sources

•​draw conclusions about the usefulness of sources

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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- Mark the roll for attendance

- handout worksheets while video plays (this worksheet

Questions for Sources worksheet: (put questions up on the

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- primary sources can not give us the full picture of a

- secondary sources can also be bias if not careful, so again

-next lesson we will look at another issue that arises when

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-5 Students will examine and present in groups the problem

Graduate Evidence within this lesson

16566066 Joshua Alvarado 14

Issues with sources. (2017). [video] Available at:

National Archives of Australia. (2017). [image] Available at:

NSW History K-10 Curriculum.(n.d). K-10 History. Retrieved from:

WWII. (2017). [image] Available at:

Kahoot from previous lesson

Worksheet questions: (Write answer in their books)

16566066 Joshua Alvarado 15

•sequence historical events and periods

•draw conclusions about the usefulness of sources

•historical sources, events or issues may be

•the importance of an historical event,

Australian Professional Standards for Teachers. (2011) (1st ed.). Victoria.

Arnett, J. (2013). Adolescence and emerging adulthood. Boston [u.a.]:

Churches, A. (2009). Bloom’s digital taxonomy. Educational Origami, 4.

Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice.

the Calculus Classroom. PRIMUS, 21( 8), 719-731.

Approach. Journal Of Adolescent & Adult Literacy, 55( 5), 444-447.

development. Teaching In Higher Education, 19( 6), 671-684.