Year Level: 5 & 6 Duration of lesson: 60 Minutes Learning area/s: History, Civics and

Citizenship and The Arts.

Key inquiry question:

How have past historical events influenced societies perceptions and definition of what freedom is? Commented [Office1]: The open-endedness of this question
supports inquiry-based learning as students engage in a
constructivist based approach, enhancing students' meaning
Sub Questions to guide thinking: making and acquire tranferable skills and processes.
 Is Australian citizen’s perception of freedom the same as citizens in other countries?
 How do Australian citizen’s identification of freedom differ from one another?
 Do both Americans and Australians feel freedom surrounding their gun laws (or others), even though they differ?
 Can there be one universal understanding of Freedom? (Think Universal Human Rights).

Year level description:

Year 5 – Students explore how communities, past and present, have worked together based on shared beliefs and values.

Year 6 – Students explore the events and developments that shaped Australia as a democratic nation and stable economy, and the experiences
of the diverse groups who have contributed to and are/were affected by these events and developments, past and present.

Year level achievement standard/s:

Year 5 – Students describe the significant of people and events/developments in bringing about change. They identify the causes and effects
of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different
people in the past. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to
determining their purpose and to identify different viewpoints. They present their ideas, finding and conclusions using a range of
communication forms using discipline-specific forms and appropriate conventions.

Year 6 – Students explain the significant of an event/development, an individual and/or group. They identify and describe continuities and
changes for different groups in the past and present. They locate and collect useful data and information from primary and secondary sources.
They examine sources to determine their origin and purpose and to identify different perspectives in th past and present. They interpret,
describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions.
 Lesson 5: ‘Sorting Out’ – Exploring an Understanding of Freedom through The Arts
Rebecca De Vincentis
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Student Prior knowledge:

Students have previously undertaken inquiry-based projects within other curriculum areas, including; Science and Mathematics, therefore
having some knowledge of the inquiry-based skills and process necessary within this unit of work. Furthermore, students have explored the
idea of ‘continuity and change’ within their science-based inquiry projects. Throughout all aspects of learning, students have been developing
their general capabilities, including; ethical understanding, literacy and critical and creative thinking. In previous lessons of this overall unit,
students have obtained an understanding of what freedom is, how past historical events have influenced societies understanding of freedom
and develop effective research questions to engage in peer inquiry projects.

Learning objectives: Commented [Office2]: Through intial development of the

desired results using explicit learning objects, it allowed us
1. Students will have analysed and justified how past historical events have influenced societies and begun developing their own to follow the 'Backwards by Design Approach', founded by
Wiggins and McTighe (Gilbert & Hoepper, 2014). This
understanding of freedom, exploring the history skill ‘continuity and change’. approach supported us in forming parallel connections
2. Students create two collages which demonstrates their ability to compare and contrast what freedom is and is not, supported by their between the learning outcomes, the inquiry process,
prior research. constructive alignment, this individual lesson and the overall
sequential lessons collectively resulting in the unit planner.
3. Students provide constructive feedback to their peers.

Learning intentions: Commented [Office3]: I created this lesson in this unit of

work, as it allows students to deepen their understanding of
1. I can analyse and justify how past historical events have influences societies and our understanding of freedom, relating this to the idea the influence past historical events have had on the concept
'freedom'. Additionally, it extends students into the 'multi
of continuity and change. inter-related stage of constructive alignment' (Biggs &
2. I can create two collages which compare and contrast what freedom is and is not, based on my prior research. Tang, 2007), as they 'analyse', 'compare and contrast' and
3. I can provide constructive feedback to my peers. 'relate' new ideas to previous.

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Success Criteria:
Strands of the learning area: Content Descriptors:

Knowledge and Understanding History: Experiences of Australian democracy and citizenship, including the status and rights of
Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135).
Geography: Australia’s connections with other countries and how these change people and places
(ACHASSK141 - Scootle ).

Civics and Citizenship: The shared values of Australian citizenship and the formal rights and
responsibilities of Australian citizens (ACHASSK147 - Scootle )

Inquiry and Skills Analysing: Examine different viewpoints on actions, events, issues and phenomena in the past and present
(ACHASSI099).

Cross-Curriculum Priorities and General Capabilities:

Literacy
Aboriginal and Torres Strait Islander histories and cultures
Numeracy
Asia and Australia’s engagement with Asia
ICT Capability
Sustainability
Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

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 Lesson 5: ‘Sorting Out’ – Exploring an Understanding of Freedom through The Arts
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Brief description of how you intend to embed these:

‘Aboriginal and Torres Strait Islander Histories and Cultures’ are represented within this lesson as students explore visual texts
associated to their culture. In particular, these images depict the social stance, rights and responsibilities both past and present, identify how
civic movements have resulted in change over time.

‘Ethical Understanding’ is apparent as students’ respond to the picture chats during the introduction of the lesson, responding with their
initial thoughts and feelings to each being displayed on the board. In addition to this, students sort and categorise visual information into two
collages; ‘freedom’ and ‘non-freedom’. As they do, they will share their understanding of key events displayed in their collages and the
values, rights and responsibilities those people held, based on their prior research and aligning it to their personal morals and how Australian’s
understanding of freedom has evolved and changed overtime.

‘Critical and Creative Thinking’ is support within the unit, as students identify, explore and organise information and ideas which align with
the concept ‘freedom’ through the use of collage.

‘Literacy’ is embedded as students participate in the inquiry-based process, learning to ask discipline specific questions related to the concept
‘freedom’. In addition to this, they are required to evaluate visual text to identify their; feelings, opinions, point of view and communicate their
conclusions through the use of collage.

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LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for or as Differentiation Technologies/Resources Commented [Office5]: Differentiation recognises that each
(mins) strategies learning student is unique and requires different pathways to achieve
optimal learning outcomes. These tasks and adaptions range
from minor to more complex, based on the students’ needs.
INTRODUCTION Commented [Office4]: Ongoing open-ended opportunities
Questioning  Teacher Notes of Depth and  Picture Chat for assessment of, for and as learning allows educators to
Picture Chat/Reading Visual students’ responses complexity of Images acquire a holstic understanding of student learning.
What does this Information (State Government of to Picture Chat. the questions (Appendix 1)
visual Victoria, 2019; Teaching Tolerance, 2019). are adjusted to
information  Students responses target students  Poll Everywhere
have to do with - Students are shown a series of to ‘Freedom and key
freedom? enlarged images related to Wordle’ and responses.  Interactive
‘freedom’ (Refer to Appendix 1). Question Polls. Whiteboard
What does this - Students watch the following; PollEv.com/bekdevo121 Use poll to
visual https://www.youtube.com/watch?v=uCkVj create a  Teacher
information tell 6pRa34 ‘Wordle’ if Computer/Internet
you about past - Students respond with their initial students are Access
10 and present thoughts and feelings to each reluctant to
understandings prompting material. share responses.  iPads for students Commented [Office6]: This activity aims to develop
of freedom? to respond to the students inquiry based skill 'analysing' as they develop
personal opinions, perceptions and intepretations of the
Poll concept 'freedom' (ACARA, 2017). This aligns with the
Do you feel general capability, 'literacy', as students build an
compelled or understanding of how visual elements create meaning.
prompted to do
something in
response to
these images?

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 Lesson 5: ‘Sorting Out’ – Exploring an Understanding of Freedom through The Arts
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DEVELOPMENT
Metacognitive Comparing and Contrasting ‘Freedom’  Collages Students create - Access to
Strategies through Collage (Cetin & Danaci, 2015). - To be collected at one physical computers to Commented [Office7]: This teaching strategy recognises
the conclusion of the collage with half print images the inquiry-based skills of ‘questioning’, ‘analysing’ and
‘communicating’, as use collage to map their ideas and
Students use the - Students create two collages which lesson. demonstrating information related to the topic 'fredom'
creation of depict their understanding of ‘freedom’ and - A collection of
collages to freedom and non-freedom. half ‘non- old magazines
monitor their freedom’.
comprehension/ - Students analyse and justify how - Newspaper
understanding of their chosen images align with the Pre-cut images articles or
the information influence of past historical events to to choose from. clippings related
been given so support their own understanding to ‘Freedom’
far. freedom. Prompting Commented [Office8]: Explicitly connects to the general
30  Collage questions to - Paper and capability 'ethical understanding', 'critical and creative
thinking' and 'literacy'. Students compare and contrast
to map guide students’ stationery items 'freedom' and non-freedom', exploring and organising ideas
ideas justification and for collage through the artistic platform; collage.
analysis. creations
Questioning - Does this
image
What new connect
meaning/ to a past
information do historical
these images event?
provide? - What
does this
How have these image
images changed tell me
my thinking about
about freedom? freedom?

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 Lesson 5: ‘Sorting Out’ – Exploring an Understanding of Freedom through The Arts
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CLOSURE
Feedback Peer Presentations of Collages  Teacher Notes Support peer
- Documented during beside some
Students provide - Students choose one key feature students sharing students during
constructive from their collages to orally time. their class
feedback to their compare and contrast to their peers, sharing time.
allocated peer outlining how it was informed by  Peer Feedback
about their prior research (1 min per student). Sheets Additional time
20 collages. - Students provide to fill in their
- Students are each allocated one constructive ‘Peer Feedback
Teacher peer, at random, which they must feedback to one Sheet’.
provides fill in the ‘Peer Feedback Sheet’ for another that Commented [Office9]: This resource supports the general
feedback and (Appendix 2). This feedback is to supports their capability ‘literacy’ as students evaluate how the visual
information presented in their peers’ collage contributes to
guides students be constructive and support their ongoing inquiry- meaning.
about how their ongoing project. based research
ideas may projects.
support their
ongoing inquiry-
based research
projects.

Assessment: (if relevant)

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References/Resources

Biggs, J., & Tang, C. (2007). Using Constructive Alignment in Outcomes-Based Teaching
and Learning: Teaching for Quality Learning at University (3rd ed., pp. 50-63).
Maidenhead: Open University Press.

Centin, Z., & Danaci, M. (2015). Collage and Paper Art Activities and Preschool Children’s
Reading. Collage, Paper Art, Reading and Writing Readiness, 2(1), 39-50. Retrieved
from dergipark.org.tr/en/download/article-file/88841

This resource supports the importance of collage art for young children, which can be extended
into middle-upper primary year levels as a cross-curricula strategy. In particular, collage and
paper art helps students to develop their reasoning, creative, imaginative, and problem solving
skills, which are all key skills within an inquiry-based learning approach. In addition to this,
using collage as a resource helps students to express their feelings and thoughts around the
concept of ‘freedom’, using their own drawings and additional visual information they have
encountered throughout their inquiry projects thus far. Most importantly, collage adheres to the
learning outcomes whereby students are required to compare, contrast and groups their images
according to two main categories; ‘freedom’ versus ‘non-freedom’.

Gilbert, R., & Hoepper, B. (2014). Teaching Humanities and Social Sciences: History,
Geography, Ecnomics and Citizenship in the Australian Curriculum. Cengage
Learning Australia: Mebourne, Victoria.

Kuczynski, P. (2017). These 29 Clever Drawings Will Make You Question Everything Wrong
with The World [digital image]. Retrieved from
https://www.thinkinghumanity.com/2014/05/these-29-clever-drawings-will-make-
you-question-everything-wrong-with-the-world.html

These images are a key resource in the introduction of lesson five as they provide an
opportunity for open-ended discussions about the theme ‘freedom’. In addition, the images
deeply support questioning by the teacher which has the potential to cognitively activate
students’ engagement, analysis and justification of the key ideas at hand.

McGrath, J. (2013, January 22). Civil Rights – Freedom Riders [video file]. Retrieved from
https://www.youtube.com/watch?v=uCkVj6pRa34

This resource will support students in understanding the link between ‘freedom’ and ‘human
rights’ as they question and reflect on past historical events which informed our freedom today.
This should further inform their ongoing inquiry-based projects and the skill of ‘analysing’ as
they engage in the ‘multi inter-related stage of constructive alignment. In addition to this, it is
hoped that the event highlighted in this resource, i.e. racial segregation, will support them as
they compare and contrast ‘freedom’ versus ‘non-freedom’ using the artistic platform; collage.

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Lesson 5: ‘Sorting Out’ – Exploring an Understanding of Freedom through The
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Rebecca De Vincentis
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National Museum Australia. (2019). Indigenous Rights and Freedom [digital image].
Retrieved from
https://www.nma.gov.au/__data/assets/image/0011/325379/yes-program-outline.jpg

This image is a key resource in the introduction of lesson five as it provides an opportunity for
open-ended discussions about the theme ‘freedom’, alongside others. In addition, the image
deeply supports questioning, such as; ‘how does it make you feel that Australian’s had to vote
for Aboriginal and Torres Strait Islanders citizenship rights?’, cognitively activating students’
engagement, analysis and justification of the key ideas at hand.

Sampson, D. (2019). Freedom is Not Free [digital image]. Retrieved from

http://parkwaybaptist.me/iconnect/sermons/freedom-is-not-free/

This image is a key resource in the introduction of lesson five as it provides an opportunity for
open-ended discussions about the theme ‘freedom’, alongside others. In addition, the image
deeply supports questioning, such as; ‘does freedom always come at a cost?’, cognitively
activating students’ engagement, analysis and justification of the key ideas at hand.

State Government of Victoria. (2019). Picture Chats. Retrieved from

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/englis
h/literacy/speakinglistening/Pages/examplepicture.aspx

State of Victoria (Department of Education and Training [DET]). (2019). High Impact
Teaching Strategies: Excellence in Teaching and
Learning. Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-
teaching-strategies.pdf

Teaching Tolerance. (2019). Using Photographs to Teach Social Justice. Retrieved from
https://www.tolerance.org/classroom-resources/tolerance-lessons/using-photographs-
to-teach-social-justice

The Art of Education. (2016). The Ultimate Guide to Assessment in the Art Room. Retrieved
from theartofeducation.edu/content/uploads/2016/03/Ultimate-Assessment-Guide.pdf

Whilst this template is labelled as ‘assessment, it aims to provide students with an

opportunity to provide peer feedback about their collage and what it represents within the
focus context ‘freedom’ instead. This template supports critical, constructive and personal
thinking, as opposed to superficial surface level feedback.

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Appendix 1: Picture Chat Images

(Kuczynski,
2017) (Kuczynski,
2017)
(Kuczynski,
2017)

(National Museum
(Sampson, 2019) Australia, 2019)

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Appendix 2: Peer Feedback Sheet

(The Art of Education, 2015)

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