Curriculum 1B
Assignment 2
History – Unit of work
102088
Michael Carmona
15090573
Submission: 3/5/19
Rationale
Description of the learners
For the purpose of this assignment, the students to be taught this unit of work, will be hypothesized as follows; a Stage 5 composite year 9/10 class with students of mixed
ability.
Discussion on the Pedagogical approaches used for planning this unit
In planning for this unit of work, I have utilized three main pedagogical tools or approaches to guide me. They are inquiry based learning, inductive learning, and applying
differentiation in the assessments of students.
Across this unit of work, the use of inquiry based learning has been applied to various lessons and lesson tasks. According to Sproken-Smith et al., 2008, in this pedagogical
approach, student’s will be presented with a problem, question or challenge, for which they will need to investigate and try to complete, with the teacher acting as a
facilitator, not simply have the teacher present the “facts” or answers to the questions. Using this process will not only enhance the learning processes for students by
giving them ownership over the process, but they can learn other skills while completing the tasks (Oxford Learning, 2019).
Another pedagogical approach that will be applied in this unit, will be inductive learning. In this approach, students (usually in groups) will be asked to study artefacts or
sources, analyse and scrutinize them, and create their own hypotheses/ generalisations or understanding, of the significance or meaning of these sources and artefacts
(Silver, Strong & Perini, 2007). The benefit of this approach for some teaching activities is that it allows students to develop problem solving and critical thinking skills, as
they test, develop and defend their own ideas. Students will not just be presented with the facts of history, they will be challenged to interpret what these facts mean, and
how they should shape and affect our world today.
This class, will be filled with students of a variety of levels of understanding, ability and access to the unit’s lesson activities. Throughout this unit of work, a variety of
differentiation techniques will be used, not only to assist in the delivery of the learning tasks to students, but specifically in the way assessment of the students
understanding and ability to apply the learnings from these tasks (Theoharis, Causton-Theoharis, 2011). Making accommodations for assessments will allow all students to
demonstrate their understanding level and better inform the teacher of the need for adjustments to the program. In this way, this unit will best allow students the best
chance to applying or demonstrating understanding of the outcomes from this unit of work.
By employing these three approaches to this unit of work, I believe it will allow it to become an accessible, challenging, and engaging unit for the students who experience
it.
References.
Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A. (2008). Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography. Journal of
Geography in Higher Education, 32(1), 71-86.
Oxford Learning. (2019). Engaging Young Learners Through Inquiry-Based Learning | Oxford Learning. [online] Available at: https://www.oxfordlearning.com/engaging-young-learners-
through-inquiry-based-learning/ [Accessed 29 Apr. 2019].
Silver. H., Strong, R., & Perini, M. (2007). The strategic teacher: selecting the right research-based strategy for every lesson. Upper Saddle River, NJ: Merrill
Theoharis, G., & Causton‐Theoharis, J. (2011). Preparing pre‐service teachers for inclusive classrooms: Revising lesson‐planning expectations. International Journal of
Inclusive Education, 15(7), 743-761.
Unit of work
UNIT OUTLINE
Subject: Making a better world? Course: Stage 5 History - (Year 10 class) Number of Weeks: 4 weeks (12
Topic 1B: Movement of peoples (1750 – 1901) lessons)
Unit title: Modern history migration patterns of humans
Key Concepts/ Inquiry Questions The importance of this learning
- What were some of the key factors causing these Students will learn about the how factors during the industrial revolution helped shaped our modern world.
mass migration movements around the world?
- What must these experiences have felt like for Students will learn about specific events and movements in from this era (e.g. Colonisations and Atlantic Slave
Trade) and explain the significance of these events to our present day.
slaves, convicts, and “free settlers” in their new
homes? Using a variety of artefacts and sources, students will learn how to analyses them and make interpretations of
- What are some of the short- and long-term their significance, and how these can give historians today, an understanding of how life was during this era.
effects of these mass migrations?
Students will be able to use this unit to build understanding of different cultural environments and challenges
that societies still face today.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
- This unit of work will be the introductory unit for HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia
this course. HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world
and Australia
- This unit should ignite interest in history as a HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped
“living” thing, which needs to be challenged, the modern world and Australia
interrogated, investigated, respected and HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia
understood. HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world
and Australia
HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia
HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
Site Study Historical Concepts Historical Skills Significant individual
Sydney Living Museum – Contact and Continuity and change Comprehension: Chronology, Terms and Concepts Anna Madgigine Jai Kingsley –
Colonisation program Cause and effect Analysis and use of sources Former African Slave, turned
Perspectives Perspectives and interpretations Slave owner’s wife, turned
Empathetic understanding Empathetic understanding Slave owner herself.
Significance Research
Contestability Explanation and communication
Literacy Focus Numeracy Focus ICT Focus Differentiation
2 Specific literacy tasks, 1 requiring an Students to analyse and evaluate 3 research tasks, where students are to use the Modifications of
extended piece of individual writing, as graphs and tables to build internet to investigate the answers to classroom assessments to allow
well as analysing, reviewing & understanding of the significance of questions students to demonstrate
responding to a variety of texts. certain historical events - the their understanding
agricultural revolution.
Cross-curriculum priorities & General Capabilities:
Aboriginal and Torres Strait Asia and Australia's Sustainability - ▪ Critical and creative thinking ▪ Ethical understanding -
Islander histories and cultures - engagement with Asia - -
▪ Information and ▪ Intercultural understanding ▪ Literacy - ▪ Numeracy - ▪ Personal and social capability
communication technology - -
capability -
▪ Civics and citizenship - ▪ Difference and diversity - ▪ Work and enterprise -
Program of lessons
Week/ Outcomes Syllabus Content Skills Teaching and Learning Strategies Resources
Sequence including assessment for learning.
Week 1 Overview Introductory lesson to NA Series of YouTube video for https://youtu.be/zhL5DCizj5c
Lesson 1 provide students with a brief students to view, reflect and https://youtu.be/Ajn9g5Gsv98
overview of the causes, discuss. Videos will introduce the https://youtu.be/Yocja_N5s1I
effects and reason for the following key concepts; https://youtu.be/RRhjqqe750A
mass migration movements - Britain and the industrial
of peoples during the 1750 - revolution
1901 - Atlantic slave trade
- Agriculture revolution
- Mass migrations
Lesson should give students an
overview for this unit of work
Week 1 HT5-1 outline the key features of Cause and In Groups, students are to create a For Groups – A3 sheet of paper + Markers
Lesson 2 the Industrial Revolution in Effect mind map, with for the features of
Britain the industrial revolution. For each White Board for whole class mind map.
feature, they can break down even
further into examples of those
features.
Once done, teacher is to help make
a class created mind map, asking
students to provide the features
and examples, and their own
justifications as to why or how they
influenced the industrial revolution
Week 1 HT5-4 explain how the agricultural Continuity and Source Analysis – students to be Source sheets for entire class (one per student)
Lesson 3 revolution caused British change handed worksheets, and answer
people to move from villages questions using the mix of primary
to towns and cities to create and secondary sources to find
a cheap labour force answers.
(Resource 1)
Worksheets to be handed back to
teacher for assessment.
Week 2 HT5-8 outline how the Industrial Research Research task: Students will be Ideally 1 computer per student, with internet access
Lesson 1 Revolution influenced given access to the internet and
transportation of convicts to will be asked to answer the
Australia and the migration of following questions.
free settlers (Students to use Scaffold 1)
What impact did the Industrial
Revolution have on transportation
of people and products?
During the Industrial revolution,
how was Britain expanding its
empire?
How could the British government
help facilitate faster control over
so called “new lands”?
Assessment:
Students need to provide the
teacher with a word document
(min 500 words), printed or
emailed, showing that they
understood the questions from the
class. Students with language
difficulties can use the technology
to assist them for this assessment
Week 2 HT5-3 identify the movement of Significance KWHL Charts – Students are to KWHL Sheets for all students
Lesson 2 slaves out of Africa and the complete the KWHL chart provide Texts 1 Sheet for all students
movement of convicts and by the teacher, except for the last
free settlers out of Britain column (row added to the bottom,
to encourage students to be critical
self-thinkers)
(Resource 2)
Sheets to be handed to the teacher
and then used as a guide for the
following lesson.
After completion of this task,
teacher is to go through a series
texts about slavery and the
movements of slavery? Create
discussion points for students
(texts 1)
Week 2 HT5-5 identify the movement of Research Using the information provided Ideally 1 computer per student, with internet access
Lesson 3 slaves out of Africa and the from the KWHL, the teacher is to
movement of convicts and hand them back, and then the class
free settlers out of Britain is to choose three, and use these
as the basis of a research task,
where students are to use the
computers to find the answers to
their own questions.
(Students to use Scaffold 1)
Answers will be shared in a
classroom discussion.
If time available, students can
research to finds answers to own
questions placed on the KWHL
chart from the previous lesson.
Week 3 HT5-4 investigate the main features Explanation and In Groups, students are to create a For Groups – A3 sheet of paper + Markers
Lesson 1 of slavery, including communication mind map, with for the features of
transportation the Slavery. For each feature, they White Board for whole class mind map.
can break down even further into
examples of those features.
Once done, teacher is to help make
a class created mind map, asking
students to provide the features
and examples, with justifications.
Assessment: Research activities
from the previous classes should
have given students enough
information to complete task. If
not, Re-visit and expand further to
fill gaps in students understanding.
Week 3 HT5-7 select an individual slave sent -Empathetic Using the Extracts from Daniel L Print of extracts for each student.
Lesson to the Americas, or a convict Understanding Schafer’s book (Resource 3), “Anna
2/3 or a free settler who came to -Perspectives Madgigine Jai Kingsley: African Scaffold + Letter Template
Australia and use sources to and Princess, Florida Slave, Plantation
construct the story of their Interpretations Slaveowner”, students are to review
experiences the source, reflect on her story, and
write a letter as Anna, to the Judge in
the Case for her legal rights to her late
husband’s (and former slave master’s)
estate in Jacksonville, Florida
Students will have both periods to
read, reflect and write their letter.
They may undertake further study
between classes on their own, if they
wish to know more, and possibly
enhance their letter.
Letter to be used for assessment.
Students who feel they lack the
literacy skills to complete, can
present their letter as a speech to
the judge, to assess their ability to
understand the different
perspectives and empathetic
understanding.
Week 4 HT5-4 describe the impact of -Empathetic Site Visit – “Sydney Living Access to the Sydney Living Museum
Lesson 1 convicts and free settlers on Understanding Museum” https://sydneylivingmuseums.com.au/sites/default/fil
the Indigenous peoples of the -Perspectives Contact and Colonisation. es/Education_Brochure_2016_PRIMARY.pdf
regions occupied and
InterpretationsThe Students will be able to
examine the impact of colonisation
by the British had on the
Indigenous Australians.
Week 4 HT5-2 describe the impact of Comprehension; Cooperative learning – Jigsaw https://australianstogether.org.au/discover/australian-
Lesson 2 convicts and free settlers on Chronology, Using the website as a base history/get-over-it/
the Indigenous peoples of the terms and resource, students are to work in
regions occupied concepts groups and complete “Google
Slides” (Digital Resource), picking
one major impact from
colonisation. Complete with
information from the resource,
their own research, and any
acceptable images (reviewed by
the teacher)
Students are then to present their
slide to the rest of the class
Week 4 HT5-3 assess the impact of convicts Perspectives Here Now / There Then Whiteboard and Markers
Lesson 3 and free settlers on the
development of the Teacher to draw up two columns
Australian nation on the whiteboard. IN the first
column, students are to suggest
present day attitudes towards
colonisation of Australia by the
British. In column B, students will
list past day attitudes, values and
judgements towards colonisation.
Students can then have a debate
about how and why these values
have changed in this time.
Assessment Details Outcomes
Significance of the Agricultural revolution. HT5-1 Students have examined and explained some of the historical forces that have shaped the modern world
Assess students ability to interpret tables and graphs HT5-2 Students have analysed the patterns of continuity and change and progress of society in their understanding of the
and how these can show significance (Numeracy) modern world.
HT5-3 The actions and behaviours of past individuals and groups have been analysed, and students can explain the motives
behind their actions, within the context of their times.
Influence of the Industrial Revolution towards the
HT5-4 Students have studied major events, and understand the cause and effects these had on the modern world
shipment of convicts and free settlers out of Britain. HT5-5 Resources have been sourced and scrutinized, to determine their value for historical research.
Assess students ITC & internet literacy (ability to filter HT5-6 Students have analysed relevant sources, to explain common historical perspectives and understandings
their research) HT5-7 Students have been exposed to a variety of perspectives and contextualised information, to help build
understandings of our world today
Letter to the judge. Students to compose a letter, as HT5-8 Students have researched a range of sources to find relevant information to shape historical perspectives
Anna Madgigine to a Judge.
Assess students empathetic understanding and
understanding of different perspectives. Also used as a
literary competency task. Students with EALD my
present their work as a ‘speech to the judge’ to assess
student empathy and perspectives.
References
Australianstogether.org.au. (2019). Australians Together | What about history?. [online] Available at: https://australianstogether.org.au/discover/australian-history/get-over-it/
[Accessed 1 May 2019].
Crash Course. (2012, August 30). Coal, Steam, and The Industrial Revolution: Crash Course World History #32 [Video file]. Retrevied from https://youtu.be/zhL5DCizj5c
Crash Course. (2013, August 15). Growth, Cities, and Immigration: Crash Course US History #25 [Video file]. Retrevied from https://youtu.be/RRhjqqe750A
Crash Course. (2013, May 2). Slavery - Crash Course US History #13 [Video file]. Retrevied from https://youtu.be/Ajn9g5Gsv98
Crash Course. (2012, January 26).The Agricultural revolution: Crash Course World History #1 [Video file]. Retrevied from https://youtu.be/Yocja_N5s1I
Schafer, D. (n.d.). (2018). Anna Madgigine Jai Kingsley: African Princess, Florida Slave, Plantation Slaveowner. Florida: University Press of Florida.
Sydneylivingmuseums.com.au. (2019). 2017 STAGES 1, 2 & 3 17 PROGRAMS • 8 SITES • 2 VIRTUAL EXCURSIONS • TRAVEL SUBSIDIES SYDNEY LIVING MUSEUMS
SCHOOL EXCURSIONS. [online] Available at: https://sydneylivingmuseums.com.au/sites/default/files/Education_Brochure_2016_PRIMARY.pdf [Accessed 3 May 2019].
Resources
Resource 1
Scaffold 1 Resource 2
Texts 1
Resource 3
Resource 3 (cont’d)
Resource 3 (Cont’d) Digital Resource
