Secondary Curriculum 1B: History SID: 17724281

102088 Assessment Two SID: 17724281
102088
Secondary Curriculum 1B: History
SID: 17724281
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Rationale
The unit outline is created for low socio-economic High School, demonstrating a variety of
tasks that accommodate different levels of learners, problems with disengagement and
learning and behaviour difficulties. It follows an order relating to the content requirements
of the Stage 5 Syllabus Depth Study 1: Making a Better World, The Movement of Peoples
(1750-1901). The unit sequence surrounds the identified unit focus and essential questions
that are based on ideas of justice: justice is subjective, justice is an aspiration and justice is
right. It contains historical concepts relevant in the History K-10 Syllabus: Continuity and
change, cause and effect, comprehension, analysis and use of sources and research,
empathetic understanding, perspectives and significance (NESA, 2011, p. 23, 107). It
incorporates the History syllabus’ aim to stimulate student interest and enjoyment in
studying the past and develop an understanding of the past’s impact on the present (NESA,
2011, p. 12). In addition, the outline developed demonstrates a pedagogical approach that
caters to different learning needs and styles through a variety of activities, inquiry-based
activities and pedagogy, and explicit scaffolds and instructions that encourages
independent work and collaboration.
As the unit outline is created for a low socio-economic school, the ICT-based
activities are limited to in-class time with the use of PowerPoint Presentations on the
Interactive Whiteboard (IWB) and school Chromebooks. The integration of ICT develops
“the knowledge, skills, understanding, attitudes and behaviours to assist students to live and
work successfully in the 21st century” (NESA, 2012). ICT in the classroom contributes to
existing teaching and learning as it emphasises self-directed, independent, flexible and
interactive learning (Talebiana, Mohammadia & Rezvanfara, 2014, p. 304). However, some
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ICT tasks have the option for modification where information can be printed and worked on
as a class for students that demonstrate behavioural issues in the classroom and need more
teacher-centred activities so teachers can monitor their behaviour. ICT enhances learning in
History through digital artefact analysis, the use of websites and digital museums; Inquiry-
Based (IB) research tasks are made easy for students through in-class use of Chromebooks.
ICT enhances Inquiry Pedagogy as it allows students to access resources independently and
teachers to monitor learning; it allows students to focus on a topic and encourages
independent research.
Collaborative and cooperative learning activities are demonstrated in the unit
outline learning and teaching strategies, allowing students to gain a purpose within a group
or team in small group tasks and Think, Pair, Share activities (Gillies and Boyle, 2010). In
students that are disengaged, collaborative learning activities promotes critical thinking
through cooperative learning to gain higher levels of thought and retaining information for
longer (Johnson and Johnson, 1986). Additionally, collaborative learning allows for students
to take initiative and responsibility for their own success.
Differentiation is demonstrated through a separate table in the unit outline of
suggestions for modifying syllabus content learning and teaching strategies. Bloom’s
Taxonomy is demonstrated in the unit through the analysis of sources, where activities are
designed to cater to different levels of learners and challenge students appropriately for
effective learning opportunities (Noble, 2004). In the outline, modifications to teaching
strategies include class discussions and working through activities as a class with teacher
assistance and student participation, encouraging students’ input through effective
questioning and collaborative learning. Furthermore, various academic needs are met in the
unit outline through the use of graphic organisers. The use of tables, templates and Venn
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Diagrams implements the cross curriculum general capability of numeracy in helping
students examine relationships (ACARA, n.d). Modelling and scaffolding activities, such as
the OCMAP and PEEL paragraph tasks, further implement the use of effective instruction
and visual learning to reinforce concepts (Gersten and Baker, 2000).
Assessment is incorporated throughout the unit, with diagnostic and formative
assessments identified clearly to be explicit in educators need to confirm student knowledge
and understanding. Assessment tracks student progression of learning and targets key
points of the syllabus outcomes. The use of active worksheets for vocabulary cater to mixed
ability learners and incorporate relevant historical terms and concepts (NESA, 2011).
Diagnostic assessments through pre-testing and class discussions is effective in determining
the stage of learning the students are at. Formative assessments are presented through
setting time for effective questioning and class discussions, which can include dialogic
teaching of conversational method of assessment (Alexander, 2017). The informal
assessment task is presented and provides students 3 lessons to work on the group
multimodal presentation, allowing teacher monitoring and assistance. The formal
assessment engaged student empathetic understanding by challenging students to write
journal entries from perspectives of convicts or free-settlers that came to Australia. The
assessments provide teachers with insight in student knowledge and understanding of
course content.
In conclusion, the unit program incorporates various pedagogical methods of
teaching to accommodate for a variety of learners that are demonstrated in low socio-
economic schools. It presents multiple teaching and learning strategies and suggestions for
differentiation and modification in cases of lower or higher cohorts. The explicit instruction
of activities and tasks, such as models and scaffolds, encourage participation of students
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that are of lower-level learning ability, disengaged or have behavioural difficulties. ICT in the
classroom through in-class activities enhances student motivation and participation for
source analysis, research tasks and collaborative learning activities. Additionally, it identifies
points of diagnostic and formative assessment to monitor student understanding and
learning to inform teachers of future teaching and learning practices.
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Making a Nation | Stage 5 | History Unit Outline
Summary Duration
Students investigate the history of Australia in the period 1750 – 1901 in depth. 10 weeks, 6 x 1 hour lessons a cycle
Outcomes
History K-10
 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
History K-10: Life Skills

 HTLS3 investigates how people lived in various societies from the past
 HTLS4 explores the features of a particular society or time
 HTLS6 explores the significance of changes and developments in the past
 HTLS9 recognises different perspectives of people, events and issues
 HTLS11 uses historical terms to describe the past
 HTLS12 investigates the past using historical skills
 HTLS13 selects and uses a variety of strategies to organise and communicate information about the past
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Historical Concepts and Assessment Cross-Curriculum

Skills Priorities & Capabilities
Continuity and Change Formal Aboriginal and Torres Strait
 Cause and Effect Empathy Task: 3 journal entries from an individual living in Australia during the period Islanders histories and Cultures
 Significance 1750-1901 Asia and Australia’s
 Contestability engagement with Asia
 Comprehension: Chronology, Informal
Terms and Concepts Research Task: Group Multimodal Presentation Sustainability
 Analysis and use of Sources Experiences of Non-European in Australia Critical and Creative Thinking
 Research Information and
 Explanation and Communication Technology
Communication Formative Capabilities
On-going formative, self and peer assessment.
Intercultural Understanding
Literacy tasks, in class quizzes, bookwork, classroom participation and teach observations.
Teaching and Learning Activities include a variety of assessment AS, OF and FOR learning. Literacy
Teachers record student performance. Numeracy
Personal and Social Capacity
Civics and Citizenship
Difference and Diversity
Work and enterprise
Unit Focus and Essential Question: JUSTICE - The search for justice shaped Australia’s identity.
Concept Structured Core Extension
Justice is Which experiences were non-Europeans How did British colonisation affect the lives of Why did non-Europeans experience injustice?
subjective subjected to? non-Europeans?
Justice is an What were the living and working conditions of In what ways did living and working conditions How did industrialisation contribute to
aspiration the social classes in Australia? affect the lives of Australians? inequality within Australian society?
Justice is right What changed as a result of Federation? To what extent did Federation improve the Can a constitution and legislation make a just
lives of Australians? society?
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Assessment overview Depth Study 1b Semester

The Movements of People Term [], Week 4
Assessment for learning Assessment as learning Assessment of learning
On-going formative, self and peer assessment. Research Task: Group Multimodal Presentation Weighting: 50%
Literacy tasks, in class quizzes, bookwork, Experiences of Non-European in Australia Area of Assessment: Empathy Task: 3 journal
classroom participation and teach observations. entries from an individual living in Australia during
Teaching and Learning Activities include a variety Outcomes: the period 1750-1901
of assessment AS, OF and FOR learning. Teachers HT 5-1, HT 6-2, HT 5-4, HT 5-7, HT5- 9, HT5-10 Outcomes:
record student performance. HT 5-6, HT5- 9, HT5-10
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Scope and Sequence 2018

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Introduction/ Settlement Slaves, Contact / Non- Informal Crime and Politics Impact of Impact of
Industrial convicts, environment Europeans assessment transport movement movement
revolution settlers / impact
Mary Reiby
Historical Focus
Historical Context Overview
This unit considers the influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic
slave trade and convict transportation. The overview integrates into the topic to introduce students to the economic, social and political
changes that occurred as a result of industrialisation. The unit responds to the extent of European imperial expansion and responses,
including the Asia region, and embeds the ideology of nationalism as a result of events.
In the unit, students will investigate experiences of different groups (slaves, convicts and settlers) from reasons of transportation, the
journey, and their arrival. It will largely focus on the lives of convicts, emancipists and free settlers in NSW. The topic will incorporate a site
study of The Rocks/the Quarantine Station/Hyde Park Barracks and Macquarie St.
Lastly, students will be asked to consider the long-and-short term impacts of the movement of peoples during this period by returning to the
key question: “Making a better world?” with use of the knowledge and skills learnt from the unit.
Literacy Focus Numeracy Focus ICT Focus

o Comprehending texts: Listening, o Cause and effect o Investigating with ICT
viewing, reading o Continuity and change o Communicating with ICT
o Composing texts: Speaking, writing, o Timelines o Creating with ICT
creating o Statistics o Managing and operating ICT
o Text knowledge o Venn diagrams (visual organisers)
o Grammar knowledge o Tables (visual organisers)
o Visual knowledge
o Word knowledge
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Resources Resources
Websites: Handouts/worksheets:
https://www.ironbarkresources.com/slaves/whiteslaves10.htm - Introduction worksheet (Appendix 2)
- Unit focus questions (Appendix 3)
http://www.nationalarchives.gov.uk/help-with-your-research/research- - Pre-test (Appendix 4)
guides/criminal-transportation/ - P.E.E.L Scaffold (Appendix 5)
https://www.nma.gov.au/defining-moments/resources/convict-transportation - Research Task – Significant Event (Appendix 6)
- Settlement terminology (Appendix 8)
https://firstfleetfellowship.org.au/first-fleetfirst-fleet-convict-database/ - Blank World Map (Appendix 9)
https://timeline.knightlab.com - Research Worksheet – Convict & Transportation (Appendix 10)
- Reiby Worksheet (Appendix 11)
CANVA - Settlement PPT worksheet (Appendix 13)
Textbooks: - Sources and OCMAP (Appendix 14)
Big Ideas, Australian curriculum 10, G Carrodus et. al., (Oxford, 2012) and Student - Timeline information (Appendix 15)
Workbook - Pearson textbook pg. 122-123 (Appendix 16)
- Environment worksheet (Appendix 17)
Pearson Year 9 History - Source analysis Quiz (Appendix 18)
Interactive White Board (IWB) - Informal assessment (Appendix 20)
Chromebooks - Sources – Living & Working Conditions (Appendix 23)
Colouring - Road to Federation (Appendix 26)
PowerPoint - Politics PPT worksheet (Appendix 27)
PPT documents: - Sir Henry Parkes FB profile scaffold (Appendix 28)
- Introduction (Appendix 1) - Politics worksheet (Appendix 29)
- British Empire (Appendix 7) - Constitution diagram (Appendix 30)
- Conflict (Appendix 12) - Three levels of government (Appendix 31)
- Non-European Chinese (Appendix 19) - Australian Political System worksheet (Appendix 32)
- Living and work (Appendix 21) - Post Federation Australia Table (Appendix 33)
- Crime and transportation (Appendix 22)
- Politics (Appendix 24)
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Unit Outline
Week/Sequence Teaching and Learning Strategies including assessment for Differentiation options Resources
Syllabus Content learning
Week 1 Introduction Interactive
Introduction/overview - Introduction the course (historical content overview) Whiteboard (IWB)
- Explain the unit focus of justice and ethics of movement of
Revise/ introduce Industrial peoples Class discussion PPT: introduction
Revolution and the various - CRASH course on Industrial Revolution/inter-war period Effective questioning (Appendix 1)
- Worksheet to accompany PPT (Dialogic teaching) Worksheet
effects (ACDSEH018) Teacher stops PPT to answer (Appendix 2)
- the nature and extent Give handout of Unit Focus questions and Essential Question worksheet questions with class
of the movement of Handout: Unit
peoples in the period Hand out Pre-test (diagnostic assessment) Focus/Essential
(slaves, convicts and Explain it is not marked, just to understand what students already Low cohort students can use Question
settlers) know Chromebook for pre-test (Appendix 3)
- the extent of European - Demonstrating research Pre-test
imperial expansion and abilities (Appendix 4)
different responses, If time permits:
including in the Asian Watch YouTube Video, “Why did people migrate during the
region Industrial Revolution”: Bullet points can be formed as
https://www.youtube.com/watch?v=eOJGTZh3my4 a class YouTube
- the emergence and
Task: students write 10-12 bullet points responding to why people - Teacher stops video at
nature of significant
migrated. points for students to
economic, social and
H/W: Turn bullet points into a P.E.E.L paragraph, scaffold write
political ideas in the
provided. H/W Scaffold
period, including
(Appendix 5)
nationalism
- the inter-war years
If time permits:
between World War I
Research Task: Research Task
and World War II,
Students use Chromebooks to research a significant event and fill Worksheet
including the Treaty of
out worksheet (Appendix 6)
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Versailles, the Roaring

Twenties and the Great
Depression
Week 2 PowerPoint Imperialism/Colonialism PPT: British

Settlement “The sun never sets on the British Empire” Higher cohort Empire
Class discussion of what the quote means with reference to the - can respond (Appendix 7)
The extension of settlement,
coloured in map independently to
including the effects of
(Formative assessment) quotation with
contact (intended and
reference to map
unintended) between
- Can create written Settlement
European settlers in Australia
Students complete: response Terminology
and Aboriginal and Torres
Settlement Terminology worksheet worksheet
Strait Islander peoples
(Appendix 8)
(ACDSEH020)
Tasks can be done as a class
- outline the expansion Activity: with teacher assistance, with Blank world map
of European settlement
Students colour in blank world map of countries colonised by student participation (Appendix 9)
on a map of Aboriginal Britain
Australia to 1900 Lower cohort
- Students provided with
a map that is already
completed and have to
use to map to create a
list of countries that the
British colonised.
Week 3 Topic focus: Justice is subjective

Slaves/convicts/settlers and
transportation Class discussion (Diagnostic assessment)
The influence of the Industrial - Slaves
Revolution on the movement - Convicts Can be done as Think-Pair- PPT: Introduction
of peoples throughout the - Free settlers Share (Appendix 1)
world, including the Chromebooks
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transatlantic slave trade and Students define each in their books

convict transportation - Refer to previous lessons (Introduction PPT slides 7-12)
(ACDSEH018) Voluntary and involuntary, slave trade, blackbirding.
Can be completed as a class
- outline how the Visual diagram (Table) - Teacher does on the
Industrial Revolution ‘Why do people leave their homes’ introducing the three different board with student
influenced reasons: migration, slavery & convict transportation. participation
transportation of
convicts to Australia
and the migration of Higher cohorts can create
free settlers Class discussion: written response (P.E.E.L
How the Industrial Revolution influences transportation? paragraph)
(Formative assessment)
Slaves/convicts/settlers and Topic focus: Justice is subjective Research
transportation Student research task (digital museum) worksheet
- Discuss and define – the Middle Passage, slave traders, (Appendix 10)
The experiences of slaves, plantation system.
convicts and free settlers - Describe transportation conditions for convicts
upon departure, their journey - Find real convict information
abroad, and their reactions Websites:
on arrival, including the https://www.ironbarkresources.com/slaves/whiteslaves10.htm
Australian experience
(ACDSEH083) http://www.nationalarchives.gov.uk/help-with-your-
research/research-guides/criminal-transportation/
- investigate the main https://www.nma.gov.au/defining-moments/resources/convict-
features of slavery, transportation
including
transportation Extension:
- use a variety of sources - Research if there are any convicts from the First Fleet that
to investigate and share the same surname, give information about them.
report on the changing Website:
way of life of ONE of https://firstfleetfellowship.org.au/first-fleetfirst-fleet-convict-
database/
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the following:
- convicts
Mary Reiby Mary Reiby research task Mary Reiby

The experiences of slaves, - Students fill out table Lower cohorts Research Task
convicts and free settlers - Create small timeline - Give information sheet Worksheet
upon departure, their journey - Answer question on Reiby’s changing life for students to use and (Appendix 11)
abroad, and their reactions turn into response
on arrival, including the
Australian experience
(ACDSEH083)
- Select an individual
slave sent to the
Americas, or a convict
or a free settler who
came to Australia and
use sources to
construct the story of
their experiences
Assessment Task Notification

Students receive Assessment Task Notification
Empathy Task
50%
Task description:
Students will create 3 journal entries from the point of view of a
convict or a free settler coming to Australia. They must be spread
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over time demonstrating continuity and change over the

movement of peoples.
Week 4 Settlement in Australia
Contact PPT: First contact
First contact PowerPoint (Appendix 12)
Changes in the way of life of a
group(s) of people who
Students fill out complementary worksheet Worksheet
moved to Australia in this
period, such as free settlers (Appendix 13)
Source Analysis Activity
on the frontier in Australia
ALARM scaffold: OCMAP Can be done as a class Sources and
(ACDSEH084)
Students given source sheet and OCMAP scaffold OCMAP scaffold
(Appendix 14)
- describe the impact of
convicts and free
Students receive timeline sheet Worksheets:
settlers on the
Indigenous peoples of A timeline of
Creative activity: European
the regions occupied
Students work in groups to create a timeline on large paper Can be interactive Timeline
settlement in
https://timeline.knightlab.com
Australia and
expansion across
Australia
(Appendix 15)
Settlement and the Students given pg. 122-123 from Pearson textbook
environment - Students can independently highlight Pearson textbook
The extension of settlement, Read/highlight as a class pg. 122-123
including the effects of Class discussion/brain storm (Appendix 16)
contact (intended and “European impact on the land” Higher cohorts
unintended) between (Formative assessment) - Respond to “Describe
European settlers in Australia the European impact on
and Aboriginal and Torres Students complete worksheet on European impact on the the land in Australia.”
Strait Islander peoples environment
(ACDSEH020)
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- describe both the Worksheet on

If time permits:
European impact on European impact
Turn the research into an awareness pamphlet for rural
the landscape and how ICT - CANVA on environment
communities.
the landscape affected (Appendix 17)
Task: Students create a poster that would notify a rural
European settlement
community of the pests that the British Colonists brought with
them. They need to include pictures, information about the
species and the impacts of that species on their community.
Chromebooks
(Students use the program CANVA to create their posters.)
OR
Colouring
pencils/posters
Source analysis quiz (formative assessment) Source analysis

quiz
(Appendix 18)
Week 5 Focus question on Justice:

Non-Europeans: The Chinese Which experiences were non-Europeans subjected to?
The experiences of non- Topic focus: Justice is subjective
Europeans in Australia prior PPT: Chinese
to the 1900s (such as the PowerPoint Presentation: Non-European, the Chinese. Write questions on board and (Appendix 19)
Japanese, Chinese, South Sea answer as a class
Islanders, Afghans) Students answer questions in their exercise books during PPT
(ACDSEH089)  When, where and why did they come to Australia?
 Why were there new arrivals?
- explain why ONE of the
 What was life like on the Goldfields? Identify 5.
non-European groups
 How did they experience life and work?
came to Australia
 Give a brief description of the video “Chinese Bendigo: A Living
- describe how the History”
chosen group lived and  How were they treated?
worked in Australia  List 3 contributions they made to Australia’s development
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- describe the
contribution of non- Focus Questions on Justice:
European workers to How did British colonisation affect the lives of non-Europeans?
Australia's Why did non-Europeans experience injustice?
development to 1900
Week 6 Informal assessment notification: Non-European migrants Model presentation

Informal Assessment - Students form groups In-class/ Informal
- research a group of non-European migrants (not Chinese) assessment
The colonisation and early
- create a presentation (appendix 20)
settlement of Australia
- identify other groups of Chromebooks
people who settled in
Provide students 3 lessons to do the assessment and
Australia during this
Chromebooks
time, eg Japanese,
Chinese, South Sea
Islanders
Week 7
Topic focus: Justice is an aspiration
Living and Working
Conditions
Living and working conditions Focus questions on Justice:
in Australia around the turn What were the living and working conditions of the social
of the twentieth century (that classes in Australia?
is 1900) (ACDSEH090) In what ways did living and working conditions affect the lives of
Students: Australians?
PPT: living and
 using a range of How did industrialisation contribute to inequality within
Australian society? work
sources, investigate
(Appendix 21)
the living and working
conditions of men,
women and children
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around the turn of Introduce and discuss the five aspects of the study of history: As a class
the twentieth century social, cultural, political, economic and religious history. Or
in Australia Think-pair-share
- Brainstorm what students think life was like at the
beginning of the Twentieth Century using the 5 aspects as
prompts
(Diagnostic assessment)
PowerPoint on work and living conditions

Students answer questions through PPT (teacher mini-lecture) Chromebooks
1. Describe 1901 Census
2. Who do you think is missing?
3. Describe the poor housing in 3 sentences.
4. Describe rich housing conditions in 3 sentences.
5. Describe affluent housing conditions in 3 sentences.
6. Describe hygiene and health during the time with 3 facts.
7. What was education like?
8. Give a synopsis on the video
9. Give three adjectives for work conditions.
10. Describe work for women
11. Describe the work children did
Activity:
In small groups, students research a living or work condition and
give a small presentation.
(outlined in PPT)
Crime/Transportation Topic focus: Justice is an aspiration PowerPoint –
Living and working conditions PowerPoint on crime/transportation Crime
in Australia around the turn (Appendix 22)
- Students further understanding the living conditions of the
of the twentieth century (that
time
is 1900) (ACDSEH090)
Students: During PowerPoint (mini-lecture) students answer:
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 using a range of 1. What were 4 common crimes? Teacher can pause with
sources, investigate sentence starters for
2. Identify and explain a reason for crime.
the living and working responses
conditions of men, 3. Who was Emma Williams?
women and children 4. How was Emma Williams driven to do negative things due
around the turn of to a bad situation?
the twentieth century
in Australia 5. What was the modes of transport?
Sources on living
Lower: Teacher provides and work
Source analysis conditions
starters for each point on
OCMAP on 1 chosen source on living and work conditions OCMAP (Appendix 23)
Refer to OCMAP scaffold Higher: written paragraph
Week 8 Federation PPT – Politics
Politics Topic focus: Justice is right (Appendix 24)
Key events and ideas in the Worksheet to
development of Australian Road to
self-government and Focus question on justice: Federation
democracy, including Class revision/discussion handout
women's voting rights What changed as a result of Federation? (Appendix 25)
(Formative assessment)
(ACDSEH091) Accompany PPT
Go back to content point aspects of history (Appendix 26)
explain how and why
(social, cultural, political, economic and religious)
Federation (1901) was
achieved PowerPoint Presentation: Politics (slides 1-5) Worksheet on
Federation
Handout: (Appendix 27)
- Road to Federation
Facebook task
- Worksheet on Federation
scaffold (Appendix
28)
Research and creative activity:
19
Students create a Facebook profile using scaffold

Focus Question on Justice:
To what extent did Federation improve the lives of Australians?
Politics Constitution PPT – Politics

Key events and ideas in the Topic focus: Justice is right (Appendix 24)
development of Australian Worksheet to
self-government and PowerPoint Cont. Politics (slides 6-17) Accompany PPT
democracy, including (Appendix 29)
women's voting rights Handouts:
- outline state and - PPT Worksheet Higher: Diagram
federal responsibilities (Appendix 30)
- Features of Constitution and Government - Form groups to create Levels of
under the Australian
- Levels of Govt. presentation on one Government
Constitution level of govt. (Appendix 31)
- discuss the
consequences of the
introduction of the
Australian Constitution Handout:
for the rights of women Australian Constitution and System of Government
and Aboriginal people
With handout, students answer: Aus. Constitution
Lower: and System of
1. What is the role of the Constitution of Australia? Government
- Teacher reads and
2. What are the responsibilities of the following pauses for students to (Appendix 32)
Governments: highlight answers
Federal
State/Territory - Students write
Local highlighted answers in
book
3. What is a ‘bicameral system’?
4. Describe the role of the House of Representatives.
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5. Describe the role of the Senate.

6. What were some of the consequences of the Australian - Can be completed as a
constitution for women and Indigenous people? classroom debate
Extension: - Can be completed as a
Discuss the statement from the Australian Human Rights classroom discussion
Commission:
“The Australian Constitution has failed to protect Aboriginal and
Torres Strait Islander rights as the first peoples of this country”.
Is this statement valid?
Social Legislation Topic focus: Justice is right PPT - Politics
Legislation 1901-1914, (Appendix 24)
including the Harvester Focus Question on Justice: Teacher identifies where
Judgment, pensions, and the Can a constitution and legislation make a just society? students should write notes
Immigration Restriction Act PowerPoint cont. Politics (slide 18) Chromebooks
(ACDSEH092)
Students write down information on Social Legislation Post-Federal
- identify key features of
the Harvester Extension: Social Legislation
Judgment, pensions (Appendix 33)
Research Task: - form groups
legislation and the
Immigration Restriction Handout – Post-Federal Social Legislation - Choose and present one
Act and discuss what legislation
they reveal about the
kind of society the
Australian government Persuasive Writing:
aimed to create Life improved for Australians following Federation.
Write to persuade the reader to agree with opinions on this topic
- assess the impact of in regard to Social Legislation.
this legislation on (Students are to self and peer assess response.)
Australian society in
this period
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Extension: Students select a piece of social legislation developed

following Federation and chart how it has changed and developed
over time
Week 9-10 Some up and revision – putting it all together
Long/short term impacts
The short- and long-term Focus:
The long/short term impacts of the movement of peoples Chromebooks
impacts of the movement
of peoples during this Impact of movement of peoples to the Americas
period (ACDSEH085) Oxford: Big Ideas
Students read and do activities
website
Page 352-359
- describe both the Can print out pages
immediate and longer- Impact of movement of peoples to the Americas
- teacher reads to class
term consequences of Students read and complete activities
transporting African Pages 346-351 - answers questions as
slaves to the Americas class
http://y9history.weebly.com/uploads/2/6/0/9/26094658/ OR
oxford_big_ideas_geog_hist_9_ch6_
assess the impact of convicts - students answer one
movement_of_peoples.pdf
and free settlers on the question, and share
development of the answers
Australian nation Class discussion/brainstorm on impact using 5 points
(social, cultural, political, economic and religious)
(diagnostic assessment)
Activity:
Students form groups and create presentation using one of the

points in society on Australia and compare it to the movement of
peoples to the Americas
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Appendices
Appendix 1 – Introduction PowerPoint
23
24
25
26
27
28
29
Appendix 2 – Worksheet to accompany PPT

Overview: Making The Modern World
Medieval Modern
Ancient Period: World:
World:
Industrial Revolution
Impact
Growth
Movement of People
Discovery First Voluntary Migration Involuntary Migration
Settled
America
Australia
30
European Imperialism
European Imperialism is…
Select 2 reasons for European Imperialism and explain why you think they are
significant during this time period.
Outline the reaction of ONE Asian nation to European Imperialism.
Ideologies
Pick a prominent ideology from the period and explain it in your own words.
Political Economic Social
31
Between the Wars: 19 to 19
Paris Peace Conference
League of Nations
The Great Depression
Roaring Twenties
32
Appendix 3 – Unit Focus and Essential Questions hand-out
Unit Focus and Essential Question: JUSTICE - The search for justice shaped Australia’s identity.
Concept Structured Core Extension
Justice is Which experiences were non-Europeans subjected How did British colonisation affect the lives of non- Why did non-Europeans experience injustice?
subjective to? Europeans?
Justice is an What were the living and working conditions of the In what ways did living and working conditions affect How did industrialisation contribute to inequality
aspiration social classes in Australia? the lives of Australians? within Australian society?
Justice is right What changed as a result of Federation? To what extent did Federation improve the lives of Can a constitution and legislation make a just
Australians? society?
33
Appendix 4 - Pre-test
34
35
36
Appendix 5 – Homework P.E.E.L Paragraph Response
P.E.E.L paragraph responding to:

“Why did people migrate during the Industrial Revolution?”
(Choose one reason and respond)
Point:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Explain:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Example/evidence
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Link (back to question)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
37
Appendix 6 – Research Task

Significant Event Research
• Industrial Revolution. • The Boxer Rebellion

• Discovery of America. • Growth of Nationalism in Germany.
• Discovery of Australia. • Treaty of Versailles
• American War of Independence. • The Roaring Twenties
• French Revolution. • The Great Depression
• The Great Rebellion
Pick any one of the following events, research and fill in the following table.
Event:
Why did the event occur? What was happening in the world or country at the time that caused this to
occur?
When did it occur? Where did it occur?
Who were the main individual or groups involved?
What happened during the event? Outline in specific detail.
How did this event impact on the course of Modern History?
Why did you select this period/event in History?
38
Appendix 7 - PowerPoint British Empire
39
Appendix 8 – Settlement Terminology Worksheet
Settlement – Key Terms

1. Match the key term to its definition
a. originating in a particular place; native

1. Imperialism
b. legal term that means ‘land belonging to no one’; this
2. Colonisation was used to justify the colonisation of Australia
3. Settlement c. the practice of expelling criminals to a penal colony
4. Transportation d. the process of one country taking control of another place

and settling its people there
5. Penal system
e. the policy in which one country extends its rule over other
6. Convict countries to build an empire
7. Indigenous f. a place where people establish a new community
8. Terra nullius g. criminal (someone who has committed a crime)
h. the method in which people are punished for committing

crimes
2. Find each term in the word search
B B J V N S T M Y A C N S Y F
G R P H O H T Z I N S M Z I B
I C I J I G A L N Y F P K Y D
M H I T T C A L H C E N R I C
M F X Y A R F P I N O F I I S
V M L V T I H A A I P S Q M S
C B T S R P N L T C W C H P U
Can you also
A D U K O G S A V A A Z D E O find Australia
W A Q Y P Y S Y O K I Y D R N and Britain?
C J W N S I C O N V I C T I E
R S B T N R B C M Y D M R A G
N A E O A B J K Q U Z L G L I
40
C M L O R N X V W K E L V I D
I O D L T N E M E L T T E S N
C T E R R A N U L L I U S M I
3. Use the key words to complete the cloze passage:
During the 1800s, Britain expanded its power by taking over different parts of
the world and building a powerful empire. This is called _________________.
Through _____________, they would settle their own people in these places.
At this time, there was a lot of poverty and crime in Britain. They had a very
harsh ___________ ____________, and their gaols became extremely
overcrowded. Therefore, they developed a policy of _________________ in
which they sent their criminals to their colonies. One such _____________ was
established in Sydney Cove in 1788. This __________ colony was built on land
which _____________ people already occupied. This was the result of the
British declaring Australia __________ __________, which means ‘land
occupied by no one’.
41
Appendix 9 – Blank World Map
42
Appendix 10 – Research Task on Convicts/slaves/transportation
43
Appendix 11 – Research Task on Mary Reiby
44
- A Board of Protection is established in Victoria and continues until 1957. During the
next 20 years nearly 11 000 hectares of land are 'temporarily reserved'. By 1900, most
Victorian Aboriginal people are placed on reserve
1863
- Control of the Northern Territory is granted to the Province (later State) of South
Australia.
1870
- The first Aboriginal children are enrolled in the public schools in NSW. By 1880 there
are 200 Aboriginal children in school in NSW.
1881
- A 'Protector of Aborigines' is appointed in NSW. The Protector has the power to create
reserves and to force Aboriginal people to live on them.
1 January 1901
- The Federation of Australian States to form the commonwealth of Australia occurs.
1911
- The Australian Capital Territory is established
45
Appendix 12 – First Contact PowerPoint
46
47
Appendix 13 – Worksheet for PPT
European and Indigenous Contact

First encounter and frontier conflict
First contact between ___________-Australians with ________ colonisers in ______ quickly
escalated into frontier conflict that lasted for over ______ years and _______ divides that
continue to ______ Australia to this day.
Conflict
Frontier conflict varied widely in duration and intensity but was a recurring feature of the
history of Australia from the 1790s to the 1930s. In some places it lasted a month or two;
elsewhere it occurred for a decade or more.
Aboriginal Australian attacks initially focused on individual Europeans, either for taboo
behaviour or the killing of kin, both of which would have been punishable in pre-contact
tribal society.
Longer conflicts involved more systematic attacks combined with sophisticated forms of
economic warfare involving mass killing of sheep, cattle and horses and burning of crops,
grassland and buildings.
Massacres of Aboriginal Australians occurred across Australia, the most widely documented
occurring at Forrest River NT and Myall Creek NSW.
Where the struggle was most intense, Aboriginal resistance delayed the expansion of
settlement while imposing a considerable economic and psychological cost on the
colonisers.
In the course of frontier conflict, it is estimated that about 2000 British colonisers and over
20,000 Indigenous Australians died violently.
Massacre definition:
___________________________________________________________________________
___________________________________________________________________________
Myall Creek Massacre
The _______ Myall Creek massacre is remembered not because it occurred, and not
because people were tried and acquitted for it (trials were rare, acquittals of the few
brought to trial were common). It is remembered because people were ______, found
________ and, uniquely, _____ for the crime.
Other purported massacres, such as that at _______ Falls in the central west of NSW, were
not documented at the time, but accounts of them have survived in the _________ of small
local communities.
48
Appendix 14 - Sources and OCMAP scaffold
49
SOURCE ANALYSIS:
FOCUS QUESTIONS
What do we know about the creation
Origin of the source?
What do we learn from the source
Content/ and its time period?
Context
Why was the source created?
Motive
Who would see/use this source and
Audience why?
What is the point of view of the
Perspective source?
50
Appendix 15 – Timeline of European Settlement
A timeline of European settlement in Australia and expansion

across Australia
50,000 years ago

- Indigenous Australians migrated from Africa to Asia around 70,000 years ago and
arrived in Australia around 50,000 years ago. They lived a nomadic, harmonious
hunting and gathering lifestyle until settlement.
January 1788
- The First Fleet arrived in Sydney Cove on 26 Jan. 1788 (now celebrated as Australia
Day) the First Fleet of 11 ships and about 1530 people (736 convicts) under the
command of Captain Arthur Phillip arrived.
- Resistance and conflict between Europeans and Aborigines begins almost
immediately.
- In May the first conflict between the First Fleet arrivals and Aboriginal people takes
place near Rushcutters Bay, Sydney. Two convicts are killed.
- Life was very tough and food was very basic and scarce for all people. One immediate
consequence of British settlement was a series of European epidemic diseases such as
measles, smallpox and tuberculosis (In the 19th century, smallpox was the principal
cause of Aboriginal death)
1790
- The Second fleet of convicts arrives in Sydney Cove.
1791
- The third fleet of convict’s arrive.
- The colony began to grow enough food to support itself, and the standard of living for
the residents gradually improved. Many people started to grow wheat.
1793
- January: the first free settlers arrive in NSW.
- A consequence of the increase in population from the free settlers was the
appropriation of land and water resources, which continued throughout the 19th and
early 20th centuries as rural lands were converted for sheep and cattle grazing.
1799
- Beginning of a six-year period of resistance to white settlement by Aboriginal people
in the Hawkesbury and Parramatta areas. Known as the 'Black War’.
1804
- Colonists shoot 50 Aboriginal people at Risdon Cove in response to Aboriginal
resistance. Hostilities between the groups increase.
- Many Aboriginal people in Van Diemen's Land (Tasmania) began to get murdered.
1805
- Aboriginal people trying to defend their land, kill colonists.
1814
51
- The establishment of a "Native institution at Parramatta" by Governor Macquarie to

"civilise, educate and foster habits of industry and decency in the Aborigines".
14 June 1825
- The colony of Van Diemen’s Land is established in its own right; (changed to Tasmania
in 1856).
January 1827
- Western Australia was established when a small British settlement was established at
King George's Sound (Albany).
1835
- John Batman attempts to make a 'treaty' with Aboriginal people for Port Phillip Bay,
near present day Melbourne by 'buying' 243 000 hectares with 20 pairs of blankets, 30
tomahawks, various other articles and a yearly tribute. Governor Bourke does not
recognise the 'treaty' and the purchase is voided. This is the only time colonists
attempt to sign a treaty for land with Aboriginal owners.
- The implementation of the doctrine of Terra nullius upon which British settlement was
based occurred. Thus, reinforcing the British assertion that the land belonged to no
one prior to the British Crown taking possession of it, it effectively quashes pre-
existing treaties with Aboriginal peoples (e.g. that signed by John Batman). Its
publication in the Colony means that from then on, all people found occupying land
without the authority of the government would be considered illegal trespassers.
Aboriginal people therefore could not sell or assign the land, nor could an individual
person acquire it, other than through distribution by the Crown.
1836
- The British province of South Australia was established.
1851
- Victoria is separated from New South Wales.
1838
- At Vinegar Hill, a site on 'Slaughterhouse Creek', 60 - 70 Aboriginal people are

reported killed.
- The "Faithful Massacre" at Owens Creek, Victoria occured. Ten Europeans killed by
Aboriginal people.
- 'The Bushwack' or 'The Drive', against Aborigines, is initiated by squatters and their
stockmen to clear the Myall Creek of Aboriginal people.
- On 10 June, the 'Myall Creek Massacre' occurs. 12 colonists killed 28 Aboriginals at
Myall Creek. The massacre was believed to be a payback for other killings.
- There were however, said to be good relations between the Aboriginal people and
European occupants of the station.
- 11 Europeans were charged with murder and were hanged.
- Competition between Aboriginal people and colonists develops for water on Bogan
River.
- Seven Europeans and their overseer are killed on William Fee's outstation.
- Reports of poisoning of Aboriginal people in this area.
1859
52
- Queensland is separated from New South Wales.
1860
- A Board of Protection is established in Victoria and continues until 1957. During the
next 20 years nearly 11 000 hectares of land are 'temporarily reserved'. By 1900, most
Victorian Aboriginal people are placed on reserve
1863
- Control of the Northern Territory is granted to the Province (later State) of South
Australia.
1870
- The first Aboriginal children are enrolled in the public schools in NSW. By 1880 there
are 200 Aboriginal children in school in NSW.
1881
- A 'Protector of Aborigines' is appointed in NSW. The Protector has the power to create
reserves and to force Aboriginal people to live on them.
1 January 1901
- The Federation of Australian States to form the commonwealth of Australia occurs.
1911
- The Australian Capital Territory is established
53
Appendix 16 - Pearson textbook pg. 122-123
54
55
Appendix 17 - Worksheet on European impact on environment
56
57
Appendix 18 - Source analysis quiz
58
Appendix 19 – Non-European: Chinese PPT
59
60
Appendix 20 – Informal Assessment
61
62
Appendix 21 – PowerPoint on living and working conditions
63
64
65
66
Appendix 22 – PPT on Crime/Transport
67
68
Appendix 23 – Sources on Living and Working Conditions
69
Appendix 24 – PPT Politics
70
71
72
73
74
Appendix 25 – Road to Federation
75
Appendix 29 – Accompany PPT on Politics
76
77
78
79
Appendix 27 – ‘Australia – A Federal Nation’
80
Appendix 28 – Facebook Profile Scaffold
Facebook Home Profile Friends Inbox (1) Settings Log out
Sir Henry Parkes

Wall Info Photos +
Basic Information
_________________________________________________________________
Gender:
Current City:
Family:
Relationship Status:
Occupation:
Death:
View photos of me (34)

Personal Information
_______________________________________________________________
Information
Relationship Status:
Activities:
Current City:
Birthday:
Interests:
Friends
Studied:
About Me:
81
Groups
__________________________________________________________________________
82
Appendix 29 – Federation Worksheet
Federation
1. Match the term to the definition:
1. FEDERATION a. The set of rules by which a country is governed
2. CONVENTION b. A group of states joined under a central government, but

which keep control of some of their own affairs
3. CONSTITUTION c. A territory which is part of a larger nation
4. STATE d. A general vote by the public on a single political question
5. REFERENDUM e. A formal meeting for discussion and action on important

matters
2. Watch the clip from BTN on Federation and answer these questions:
a. Before Federation, Australia was divided into 6 ___________________________

b. They each had their own _____________________________________________
_____________________________________________________________________
c. What other country might have been part of Australia? _____________________
d. Who was Henry Parkes and what was his famous speech about? _______________
_____________________________________________________________________
e. In what year did Australia become a nation? _________________________________
83
Appendix 30 – Levels of Govt.
84
Appendix 31 – Constitution Diagram
The power to
The power to
The power to
Represents
Also known as the

“_________ __________”
The political party with a Rules on matters

majority here gets to form relating to the
the _______________, and ________________
its leader becomes the Also known as the
________ _____________ “_________ __________”
It is coloured ___________ This house represents the ___________
It is coloured _______________
85
Appendix 32 – Handout
Australia’s Constitution and system of Government
The Constitution of Australia expresses our understanding of ourselves as a democratic nation. The Constitution is
an agreement among the six colonies of the 1890s about what powers would be granted to the new federal
parliament of Australia and how they should be exercised. Australia wanted to govern themselves. However, they
still believed that they were a part of the British Empire and so retained the British style of government and
parliamentary system.
Australia’s federal system of government
The Australian government is a federal system, made up of a group of states and territories – the former colonies.
Each state has its own constitution and parliament. Each state and the Northern Territory are divided into local
government areas, with councils responsible for planning and delivering services in their local areas.
The responsibilities of each level of government are:
Federal Government:
 Taxation  Postal services and the  Trade

 National economic management communication network  Airports and air safety
 Immigration and citizenship  Social security (pensions and  Foreign affairs (relations with
 Defence family support) other countries)
 Employment
States and Territory Governments:
 Hospitals and health services  Roads and traffic control  Public transport
 Schools  Forestry  Police
 Railway
Local Governments:
 Street signs, traffic control  Camping grounds and caravan  Local libraries, halls and
 Local roads, footpaths, bridges parks community centres
 Drains  Food and meat inspection  Certain child-care and aged-care
 Parks, playgrounds, swimming  Noise and animal control issues
pools, sports grounds  Rubbish collection  Building permits
 Social planning  Local environmental issues
Some responsibilities are shared between the various levels of government. The Council of Australian
Government (COAG) has been set up to encourage cooperation between the levels of government.
86
The government was established as a bicameral system, meaning it is made up of two houses of parliament – the
House of Representatives and the Senate. Both Federal and State Governments have the two houses while the
local government is made up of councilors.
The House of Representatives, sometimes called the lower house, represents all the people of Australia. It is made
up of representatives of electorates that are formed on the basis of population. New South Wales has the largest
number of seats, as it has the largest population, while Tasmania has the smallest. The lower house if responsible
for the formation of the government by having the majority of elected delegates. The Prime Minister is the leader
of that party and is responsible for the overall governing of the nation.
The Senate represents the states that make up the Commonwealth. All of the states are given equal
representation in the Senate. The Senate’s role is to monitor and review the actions of the House of
Representatives. The Senate also has the right to block the proposed legislation of the government and to send
legislation back to the House of Representatives with suggested amendments.
Consequences of the constitution for women and Indigenous people
Under the Federal Constitution in 1901, many of the rights extended to citizens of the new nation were denied to
its original inhabitants:
 Under section 51, the Constitution specifically stated that the Federal government had no power to make
laws for Aborigines. This power remained in the hands of the states.
 Under section 128, Aboriginal people were not to be counted in the census, effectively denying them
membership of the Australian community.
The constitution allowed all people who already had the right to vote in their colonies to exercise this right in
Federal elections. This meant the Indigenous Australians and women in some states were denied the right to vote.
However, one of the earliest acts of the new parliament was the Commonwealth Franchise Act 1901, which
extended the vote to all Australian women over 21 and continued to deny the vote to all Indigenous Australians.
Although, women had the vote, they were in no way equal to men, for example in terms of wages, but they did
have more political rights than women in most parts of the world. It was not until 1962, that Indigenous
Australians in all states were given full voting rights.
87
Appendix 33 – Post-Federation Social Legislation
88
References
Alexander, R.J. (2017) Towards Dialogic Teaching: rethinking classroom talk (5th edition), Dialogos.
Retrieved from http://www.robinalexander.org.uk/wp-
content/uploads/2017/01/TDT_Order_Form_2017.pdf
Australian Curriculum and Assessment Reporting Authority [ACARA]. (n.d). Numeracy. Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/numeracy/
Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-
language learners. Exceptional children, 66 (4), 454-470. Retrieved from https://search-
proquest-com.ezproxy.uws.edu.au/docview/201091507?accountid=36155
Giles, R. M. & Boyle, M. (2010). Teachers’ Reflections of Cooperative Learning: Issues of
Implementation. Teaching and Teacher Education. 26, 933-940. Retrieved from:
http://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Cooperative.pdf
Johnson, R. T., & Johnson, D. W. (1986). Cooperative Learning in the Science Classroom. Cooperative
Learning Centre at the University of Minnesota, 19-20. Retrieved from
http://scholar.google.com.au/scholar_url?url=http://www.pdst.ie/sites/default/files/Cooper
ative%2520education%2520D%26R%2520Johdf&hl=en&sa=X&scisig=AAGBfm3yjP2yZplycml
qGuw6xdIru33UEw&nossl=1&oi=scholarr&ved=0ahUKEwi17LDF_q_WAh XBS7wKHZ2NCAYQ
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Noble, T. (2004). Integrating the Revised Bloom’s Taxonomy with Multiple Intelligences: A Planning
Tool for Curriculum Differentiation. Teachers College Record Volume 106(1), 193-211.
NSW Education Standards Authority. (2011). History K-10 Syllabus. NSW Government. Retrieved
from: https://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf
NSW Education Standards Authority. (2012). Integrating ICT Capability. NSW Government. Retrieved
from: https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
Talebiana, S., Mohammadia, H, M., & Rezvanfara, A. (2014). Information and communication
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technology (ICT) in higher education: advantages, disadvantages, conveniences and
limitations of applying e-learning to agricultural students in Iran, Procedia: Social
and Behavioural Sciences 152, 300-205. Retrieved
from: http://www.sciencedirect.com/science/article/pii/S1877042814052665/pdf?md5=53f
5adaca8160304f25e67c1fc5c6faa&pid=1-s2.0- S1877042814052665-main.pdf
90

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empathetic understanding, perspectives and significance (NESA, 2011, p. 23, 107). It

independent work and collaboration.

existing teaching and learning as it emphasises self-directed, independent, flexible and

teachers to monitor learning; it allows students to focus on a topic and encourages

Collaborative and cooperative learning activities are demonstrated in the unit

to take initiative and responsibility for their own success.

Differentiation is demonstrated through a separate table in the unit outline of

effective learning opportunities (Noble, 2004). In the outline, modifications to teaching

assistance and student participation, encouraging students’ input through effective

Diagrams implements the cross curriculum general capability of numeracy in helping

and visual learning to reinforce concepts (Gersten and Baker, 2000).

Assessment is incorporated throughout the unit, with diagnostic and formative

assessments identified clearly to be explicit in educators need to confirm student knowledge

Diagnostic assessments through pre-testing and class discussions is effective in determining

teaching of conversational method of assessment (Alexander, 2017). The informal

multimodal presentation, allowing teacher monitoring and assistance. The formal

assessment engaged student empathetic understanding by challenging students to write

assessments provide teachers with insight in student knowledge and understanding of

In conclusion, the unit program incorporates various pedagogical methods of

points of diagnostic and formative assessment to monitor student understanding and

learning to inform teachers of future teaching and learning practices.

Making a Nation | Stage 5 | History Unit Outline

History K-10: Life Skills

Historical Concepts and Assessment Cross-Curriculum

Concept Structured Core Extension

Assessment overview Depth Study 1b Semester

Scope and Sequence 2018

Literacy Focus Numeracy Focus ICT Focus

Versailles, the Roaring

Week 2 PowerPoint Imperialism/Colonialism PPT: British

Week 3 Topic focus: Justice is subjective

transatlantic slave trade and Students define each in their books

Mary Reiby Mary Reiby research task Mary Reiby

Assessment Task Notification

over time demonstrating continuity and change over the

- describe both the Worksheet on

Source analysis quiz (formative assessment) Source analysis

Week 5 Focus question on Justice:

Week 6 Informal assessment notification: Non-European migrants Model presentation

PowerPoint on work and living conditions

Students create a Facebook profile using scaffold

Politics Constitution PPT – Politics

5. Describe the role of the Senate.

Extension: Students select a piece of social legislation developed

Students form groups and create presentation using one of the

Appendix 2 – Worksheet to accompany PPT

Outline the reaction of ONE Asian nation to European Imperialism.

Between the Wars: 19 to 19

Paris Peace Conference

The Great Depression

Appendix 3 – Unit Focus and Essential Questions hand-out

Appendix 5 – Homework P.E.E.L Paragraph Response

P.E.E.L paragraph responding to:

(Choose one reason and respond)

Link (back to question)

Appendix 6 – Research Task

• Industrial Revolution. • The Boxer Rebellion

When did it occur? Where did it occur?

Who were the main individual or groups involved?

What happened during the event? Outline in specific detail.

How did this event impact on the course of Modern History?

Why did you select this period/event in History?

harsh _ __, and their gaols became extremely

British declaring Australia , which means ‘land

It is coloured _ This house represents the _