Nathan and Nick

New Learning Unit
Making a Nation
Year 9 2013 English and History (Humanities) Nathan Giles 3842732 Nik Gkeikis 4278838
New Learning Unit | Making a Nation | Nathan Giles and Nik Gkeikis
New Learning Unit

Making a Nation
Unit Overview and Rationale

The Year 9 unit entails the study of the two discipline/domain principles of English and History, relating to the unit, Making a Nation. Throughout the period ranging from 1750-1918, great change and development occurred throughout many nations throughout the world, with Australia being examined in detail. It was an era in which industrialization and expansion influenced many societies and civilizations worldwide in regards to the rapid change in the way people lived, worked and thought. An overview of content that provides the structure and framework for the unit Making a Nation include the life and living conditions of indigenous aboriginal peoples prior to the arrival and settlement of the Europeans, the arrival, settlement and colonization of both Europeans and non-Europeans, and the early development toward the establishment of Australia as a nation. The unit of study also includes the Australian Gold Rush, Eureka Stockade, and throughout the unit the examination, analysis and interpretations of the relationships, conflicts and confrontations between the various societies and cultures. In regards to the incorporation and implementation of the discipline/domain principles throughout the structured unit, English is central to the learning and development of all students, helping create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them.
The unit of study also offers students the opportunity to develop key historical knowledge and understanding whilst further enhancing historical skills through the process of inquiry. Through the structure and framework, key concepts are identified through diverse means including chronology of ideas and events, continuity and change, cause and effects, differing perspectives and the significance of events. Historical content at the Year 9 level involves two strands: Historical Knowledge and Understanding and Historical Skills. The two are interrelated and connect directly to content throughout the entire unit. Both strands are implemented and integrated in an appropriate and meaningful manner. The details within the strands form the progression points for learning shaped by the key inquiry questions. The key inquiry questions provide the structured framework for the development of students skills, knowledge and understanding.
Key Inquiry Questions
What were the outcomes and resulting effects of the initial European migration and settlement on the indigenous people of Australia? Were the effects of contact and settlement of the Europeans intended or unintended? What factors contributed to the migration of both Europeans and non-Europeans to Australia? What influences and effects did the Australian Gold Rush have on various societies and cultures in Australia? What events and aspects influenced the shaping, forming and making of the nation Australia?
The unit also integrates two Cross-Curriculum priorities: Aboriginal and Torres Strait Islander history and Cultures Asia and Australias engagement with Asia
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The two Cross-Curriculum priorities are essential within the unit and are identified and drawn upon throughout. They are embedded within the unit of study due to their relevance and presence within the learning areas identified. Also integrated throughout the unit is the use of Information and Communication Technology (ICT). Included in the rationale of the unit Making a Nation, is the general aims from the Australian Curriculum that provide details regarding the development of students throughout the unit. The structure of the unit is based upon these aims, with content and learning activities relating back to the aims and the standards outlined by AusVELS and the Australian Curriculum.
Aims - English
The Australian Curriculum: English aims to ensure that students:

Learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose Appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue Understand how Standard Australian English works in its spoken and written forms and in combination with nonlinguistic forms of communication to create meaning Develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
Aims - History
The Australian Curriculum: History aims to ensure that students develop: Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society Understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability Capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.
Year Level 9 Domains English Cross-Curriculum Priorities Aboriginal and Torres Strait Islander Histories and Culture
Making a Nation Inquiry Question What makes a nation? Length of Unit History
4 weeks 10 lessons (doubles)
Asia and Australias Engagement with Asia This unit of work and the Australian Curriculum identify the history of Asia and Australias engagement with Asia and its importance, influence and contributions regarding the development and continual development of Australia as a nation. History enables students to develop an understanding of histories of the diverse peoples of Asia and their contributions to the region and the world, and an appreciation of the importance of the region for Australia and the world. This happens as students learn about the importance of the traditions, beliefs and celebrations of peoples from the Asia region and through the study of ancient societies, trade, conflicts, progressive movements and migration to Australia by people from Asia.
The opportunity provided for learners allows for the establishment of a deeper knowledge and understanding of Australia and its history, engaging positively with the worlds oldest continuous living cultures. Knowledge gained will enrich learners ability to positively participate and actively engage in the constant and ongoing development of Australia as a nation. This unit of work and the Australian Curriculum value highly the history and cultures of Aboriginal and Torres Strait Islander people. Both acknowledge and identify the importance of Aboriginal and Torres Strait Islander histories as part of the shared history that belongs to all Australians. Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint, learning about their lives and experiences prior to colonisation by the British, the ensuing contact and its impacts. Students will develop an awareness of the significant roles of Aboriginal
and Torres Strait islander people in Australian society. Intercultural Understanding Combining personal, interpersonal and social knowledge and skills, Intercultural Understanding involves students to value and critically view their individual cultural perspectives, considering others perspectives and identifying them through social interactions, analysis of texts and various contexts throughout and across not only the curriculum but also their lives. Within the structure and framework of Intercultural Understanding, providing the foundation for the development of student knowledge and understanding are two significant and critical dispositions to the development of Intercultural Understanding. 1. Expressing empathy and engaging with others Make connections to, and consider the perspectives of their own worlds and the worlds of others With an open mind, awareness and consideration of others, students are able to identify differences and commonalities in complex and conflicting issues, forming balanced and educated views on the subject 2. Reflection and taking responsibility Respectfully supports new and positive intercultural behaviors and approaches Critically reflect individually on intercultural experiences in their world and the effect of their attitude and approach on the worlds of others Information and Communications Technology (ICT) Communicating, Creating and Thinking As an interdisciplinary domain, Information and Communications Technology concentrates on presenting students with the tools to transform their learning, enriching both the learning environment and also the learning experience. Three dimensions within the structure and framework of Information and Communication Technology enable students to develop skills and knowledge in each.
1. 2. 3.
Communicating Present, share and communicate ideas, skills and knowledge Support collaborative learning environments Students use various ICT tools to effectively present and share information and express ideas purposely and meaningfully construct knowledge, both individually and in a collaborative workspace and learning environment. Creating Safely and securely manage created content Generate and create ideas and solutions to identified problems, demonstrating skills and understanding Students use a range of ICT tools to apply knowledge to difficult and complex problems, providing a variety of approaches and concepts, also reflecting and evaluating their effectiveness. Thinking Experiment and take risks in a learner-centered environment Structured thinking processes and strategies that provide development of skills, knowledge and understanding Students use a number of ICT tools and resources including linguistic and non-linguistic representations of information, thoughts and ideas. ICT tools used by students also encourage and facilitate visual thinking to assist in clarifying thoughts and ideas, building on prior knowledge, and forming relationships of new and existing knowledge.
English Reading and viewing Language
AusVELS History Making a nation The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples (ACDSEH020) The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089) Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Literature Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
Historical Skills Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165)
Literacy Interpret, analyze and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in
Historical questions and research Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) Identify and locate relevant sources, using ICT and other methods (ACHHS168)
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texts (ACELY1742) Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension(ACELY1743)
Analysis and use of sources Process and synthesize information from a range of sources for use as evidence in an historical argument (ACHHS170)
Writing Language Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Perspectives and interpretations Identify and analyze the perspectives of people from the past (ACHHS172) Identify and analyze different historical interpretations (including their own) (ACHHS173)
Literature Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation(ACELT1773)
Explanation and communication Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174) Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
Literacy Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) Use a range of software, including word processing programs, flexibly and imaginatively to publish texts(ACELY1748)
Speaking and listening Language Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
Literature Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
Literacy Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes(ACELY1741)
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Formative Class debate Collaborative group work Oral presentation Timelines
Assessment Summative Portfolios
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Unit Structure and Overview Lesson 1 Topic Introduction to the continent of Australia and the indigenous people (aborigines). Life of aborigines prior to the arrival of the First Fleet. Timeframe: pre-1788. Learning Intent Week 1 European settlement ranging from the arrival of the First Fleet and the first official settlement. Relationships and conflict between aborigines and settlers. Timeframe: 1788-1803. Lesson 2
Students understand the landscape in terms of the aboriginal population in Australia before 1788. Students understand and life and living conditions of indigenous people prior to the arrival of first European settlers. Students demonstrate ability to research, analyse and interpret information related to indigenous people, geographical and cultural aspects of their tribes. Students exhibit knowledge, skills and understanding through presentations.
Students able to identify influences, needs and reasons for the migration and settlement of European peoples. Students understand situations and conditions that confronted European settlers upon arrival, including the first meeting with indigenous people. Students gain and develop an understanding of the progression from the First Fleet and initial arrival of settlers, to the first officially constructed settlement
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Content/ Learning Activities
Activity 1 Students watching YouTube video The First Australians. Ep1/7 They came to stay. Provides an introduction to the unit, with detailed content relevant to the lesson. Activity 2 Students are provided with a blank map of Australia and are to separate and divide the area into six territories. Forming small groups of approximately 2-4, each group picks a territory, and using a variety of resources are to research and later present their findings and information relevant to tribes, living conditions and life of the indigenous people of Australia at the time. Students can present their findings and research through many means. Encourage creativity and the use of ICT. Activity 3 Students setting up their Cazples timeline and plotting key events, information, media, anything of interest, etc. that relates to the lesson.
Activity 1 Students watching the second part of the YouTube video The First Australians Ep.2/7 They came to stay. Video continues with content of First Fleet and first European settlement. Details include settlement (17881803) from the first landing to the first settlement. From Botany Bay to first colony in Risdon Tasmania. Activity 2 Students writing observations and notes of the YouTube video, identifying progress from previous video, forming understanding of relationships and conflict between indigenous people and European settlers A reflective piece is to be written regarding content of the first 2 lessons of life of indigenous Australians prior to 1788, First Fleet and first European settlers and their relationships and conflicts encountered between the two. Activity 3 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson.
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AusVELS
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551) Process and synthesize information from a range of sources for use as evidence in an historical argument (ACHHS170) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS 165)
Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634) Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551) Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS 165)
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Resources and ICT
You tube video The First Australians. Ep1/7 They came to stay,
http://www.youtube.com/watch?v=VcslF8yQ1Tg
Text book and Tribes map, Timeline Intro (Capzles)

http://www.capzles.com/
Textbook, student presentations, and Video The First Australians Ep.2/7 They came to stay. http://www.youtube.com/watch?v=r4CIgjVmi4&list=PL4C0AFD3E06564BCF http://www.capzles.com/
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Lesson 1 Topic
Unit Structure and Overview Lesson 2 Early developments towards of the nation. Timeframe: 1803-1851
Lesson 3 Australian Gold rush. Excursion to Sovereign Hill. Timeframe: 1851
Extension of settlement, effects of contact (intended or unintended) and the continual relationships and conflict between aborigines and settlers. Timeframe: 1803-1851 Learning Intent Week 2 Students are able to identify multiple effects of contact as a result of the arrival and settlement of Europeans. Students recognize and acknowledge the continual and ongoing relationships and conflict between aborigines and settlers, through class discussion. Students are prompted to think further and demonstrate knowledge and understanding of content through their creative writing/reflective piece.
Students are able to form their own views and opinions on a topic/issue. Was the coming of European settlers an invasion or arrival?
Students able to research information and provide evidence to Through the experience of the support their argument. excursion, students obtain information through a variety Students demonstrate capability to of different methods and present and speak to their evidence approaches. supporting their point of view. Students draw upon prior Students display further thinking knowledge and express writing a short reflective piece on comprehension of new their information through the development of responses
Students gain and develop understanding of life and conditions of people involved and their experiences during the Gold Rush.
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relating to a chosen theme. Content/ Learning Activities Activity 1 Individually or in small groups (approximately 2-4), students analyse and interpret various images provided or they have researched that would depict and demonstrate relationships and/or any tension or conflict between aborigines and European settlers. Activity 2 Conduct a class discussion of interpretations and analysis of images. Different images may present different interpretations to individuals. Discuss aspects of the image, its meaning, prompting students to think further about the image (relating to previous lessons). Activity 3 Students write half a page a page of work regarding their chosen image, writing from the perspective of a person within Activity 1 Generate a class discussion about Was the coming of European settlers an invasion or arrival? Students are asked to take sides forming their own opinion on the topic. After being given time to discuss and develop evidence/opinions to support their point of view/argument, students engage in a constructive and meaningful debate. Participation, depth and detail of content in the debate essential to developing knowledge. Take note of arguments being put forth by both sides (can have a break allowing for more/stronger evidence to be gathered). Activity 2 Students asked to write a short reflection of the lesson, in particular the debate. Students to write down and answer Has the other argument persuaded you to change your view/opinion? Why? Why not? Students will be taken on an excursion to Sovereign Hill, Ballarat. The lesson will relate to the Australian Gold Rush and various aspects relating to it. Students will be questioned throughout the day; with questions prompting students to draw on prior knowledge (what they have learnt over past lessons). Activity 1 At the beginning of the excursion, students will receive a handout/worksheet that contains possible ideas/themes that are to be research and explored throughout the excursion. Individually or in small groups, students are to develop an interesting response to ideas/themes regarding the
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that image. The written piece will be a diary entry/reflection on a day in the life of selected person. What would his/her life be like? What is their relationship like with settlers/indigenous people? Activity 4 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson.
gold rush. Activity 3 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson. Activity 2 Following the excursion, students are to present their interesting response to their chosen idea/theme. This can be done through a variety of ways (e.g. PowerPoint, poster, role play, etc.). Encourages creativity and provides students the opportunity to demonstrate their skills, knowledge and understanding of content related to the experiences and information of the excursion. Activity 3 Students continuing to plot key events, information, media, etc. on their Capzles timeline that relates to the lesson and the excursion.
AusVELS
Explore and reflect on personal understanding of
Identify and analyze the perspectives of people from
Interpret and compare how representations of
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the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551) Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165)
the past (ACHHS172) Identify and analyze different historical interpretations (including their own) (ACHHS173) Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165)
people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165)
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Resources and ICT
Resources: (Google images newspapers clippings/paintings or photographs that depict relationship between native and settlers. Textbook and internet.
Newspaper article Invasion or Arrival
http://www.sbs.com.au/gold/# http://education.sovereignhill.com. au/indexbaa6.html?id=excursions http://www.sovereignhill.com.au/t our/index.html http://www.capzles.com/
http://www.bbc.co.uk/news/world-asiapacific-14626067 http://www.capzles.com/
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Lesson 1 Topic
Unit Structure and Overview Lesson 2 Non-European migration to Australia and their settlement. Timeframe: 1851
Lesson 3 European and non-European relationships in Australia. Life of Ned Kelly. Timeframe: 1851 1900
Eureka Stockade (Rebellion). Living and working conditions throughout the Eureka Stockade. Timeframe: 1851 Learning Intent Students to research, learn, analyse and reflect on the how the living conditions of people were during the period of the Gold Rush. Students develop an understanding on reasons, effects and influences that led to the Eureka Stockade, identifying the effect the revolt had. Through research and analysis of texts, students create a fictional character and develop a biography for them, demonstrating their knowledge and understanding of the content.
Week 3
Students get to research the reasons that led to increased migration to Australia, identifying why migrations were more prominent from Asian nations rather than European. Students examine major nations that were involved in migration waves and the conditions they faced upon arrival. Students understand the impact this migration and movement of peoples had on settlers and indigenous peoples.
Students analyse and evaluate The Mongolian Octopus his grip on Australia cartoon Students conduct, participate and are actively involved with the class debate Was Ned Kelly a hero or a villain?
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Content/ Learning Activities
Activity 1 Students read, analyse and interpret both the Eureka Stockade text and Edward Hammond Hargraves biography. From this, generate a class discussion to draw out information and students understanding of both texts, able to identify aspects of living and working conditions and visualise the life those live. Encourage all students to participate and contribute to the discussion, prompting students to think further, and questioning them to provide further explanations and individual opinions and interpretations of the texts. With any questions/queries students have, have them research and seek out answers. Activity 2 From the knowledge and understanding through reading
Students will be taken on an excursion to the Immigration Museum. The lesson will relate to the Asia and Australias engagement with Asia, the migration of nonEuropeans and their settlement in Australia around the time of the Gold Rush. Students will be questioned throughout the day; with questions prompting students to draw on prior knowledge (what they have learnt over past lessons) and to think further (i.e. influences and affects of their migration). Activity 1 Separate class into 4 equal groups. Students will complete a Jigsaw learning activity related to different nations/races/cultures related to non-European migration to Australia. Each group will have a nation/race/culture (Asians, Afghans, Indians, and Pacific Islanders). From the initial 4 groups, students will again separate into smaller groups, gathering information and
Activity 1 Students analyse and evaluate The Mongolian Octopus his grip on Australia cartoon. The cartoon relates to the European and non-European relationships in Australia and refers to the influences and affects of both migrations to Australia. Activity also draws upon students prior knowledge of previous lessons content. Activity 2 Biography of Ned Kelly provided. Following students reading of the biography, generate a meaningful discussion (or debate can pick two sides of the argument) asking Was Ned Kelly a hero or villain? Relate to first learning activity and refer back to biography read and created in a previous lesson.
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the texts, students then create and develop a fictional biography of a person living during the time of the Eureka Stockade (related to the living and working conditions). Students present the biography of their character using Fakebook. Essentials for the Fakebook profile/biography of the fictional character include date of birth, name, and details of the character written in the About section (include background information, interests/hobbies, work, education, etc.) All of which are related to the lives of those living during the Eureka Stockade. Students are to also post relevant statuses about their day/life/events. Encourage creativity and promote higher order thinking. Activity 3 Students continuing plot key events, information, media, etc. on their Capzles timeline that
sharing it with others before reporting back to their original group, sharing presenting new information. Activity 2 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson.
Activity 3 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson. Activity 4 Following timelines, students begin to set-up and structure their portfolio that will be presented in the final lesson of the unit
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relates to the lesson. Can be creative and include their posts/statuses from their Fakeboon profile. AusVELS Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) Identify and locate relevant sources, using ICT and other methods (ACHHS168) Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165) Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) Interpret, analyze and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to
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Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and conce pts (ACHHS165)
serve specific purposes in texts (ACELY1742) Identify and analyze the perspectives of people from the past (ACHHS172) Identify and analyze different historical interpretations (including their own) (ACHHS173) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and co ncepts (ACHHS165)
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Resources and ICT
http://australia.gov.au/aboutaustralia/australian-story/eurekastockade http://adb.anu.edu.au/biography/harg raves-edward-hammond-3719 http://www.classtools.net/FB/homepage http://www.capzles.com/
Immigration Museum excursion text book, internet, you tube videos based on non European immigration to Australia. E.g. Australian Gold rush Chinese Immigration Australian migration (1788-1900) the colonial years, Government website the changing face of early Australia.
http://australia.gov.au/aboutaustralia/australian-story/changingface-of-early-australia http://museumvictoria.com.au/immigrati onmuseum/ http://www.capzles.com/
Wanted poster The Kelly gang Textbook,

http://www.capzles.com/ https://www.google.com.au/search ?q=ned+kelly+wanted+poster&saf e=active&source=lnms&tbm=isch &sa=X&ei=535gUv_cMI_krAeHoo G4Cg&sqi=2&ved=0CAcQ_AUoA Q&biw=1366&bih=624&dpr=1 https://www.google.com.au/search ?q=mongolian+octopus&safe=acti ve&source=lnms&sa=X&ei=Cn9g Us6gKsOgkAWT5IHgDw&ved=0 CAYQ_AUoAA&biw=1366&bih=6 24&dpr=1 http://adb.anu.edu.au/biography/k elly-edward-ned-3933
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Unit Structure and Overview Lesson 1 Topic Making of a nation 1900-1918: Events and aspects that shaped and formed the Australian Federation. Timeframe: 1900-1918 Learning Intent Students use a variety of resources to effectively research key aspects and events that help form the initial makings of a nation. Students collate ideas using ICT brainstorming resource bubbl.us Students contribute to and participate in class discussion regarding the key elements theyve initially researched. Content/ Learning Activities Activity 1 Using various sources, applications and approaches, students are to research key aspects and events that helped shape and form the federation of Australia. Students identify elements and influences relating to the making of a nation, Australia at progressing into the twentieth century. The final lesson of the Making a Nation unit will conclude with students presenting work completed and collated throughout the unit. Students will present their work in the form of a portfolio presentation. Students present their portfolios of work that have been collated and completed throughout the unit of Making a Nation. Portfolio presentations of completed work throughout the 4 week unit Making a Nation. Lesson 2
Week 4
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Activity 2 Students work in pairs to create a mind-map using bubbl.us presenting the information and knowledge gathered through research conducted in Activity 1. Students will present and share the information gathered, with all research to be later collated together. Following presentations of research, create a class discussion prompting students to think further about why are/were the key elements/aspects theyve researched important in shaping, forming and the making of Australia as a nation. Activity 2 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson. Students to finalize and complete Capzles timeline in class or at home, in preparation for next lessons portfolio presentations. Activity 3 Following timelines, students to work on preparation for next lessons portfolio presentations.
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AusVELS
Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174) Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS 165)
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes(ACELY1741) Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS 165)
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Resources and ICT
Use of bubbl.us website, text book and internet.

https://bubbl.us/ http://www.capzles.com/
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Appendix
Assessment Rubrics
Class debate CATEGORY Use of Facts/Statistics 4 Every major point was well supported with several relevant facts, statistics and/or examples. All information presented in the debate was clear, accurate and thorough. 3 Every major point was adequately supported with relevant facts, statistics and/or examples. Most information presented in the debate was clear, accurate and thorough. 2 Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. Most information presented in the debate was clear and accurate, but was not usually thorough. 1 Every point was not supported.
Information
Information had several inaccuracies OR was usually not clear.
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Understanding of Topic
Rebuttal
The team clearly understood the topic in-depth and presented their information forcefully and convincingly. All counterarguments were accurate, relevant and strong.
The team clearly undestood the topic in-depth and presented their information with ease. Most counterarguments were accurate, relevant, and strong.
The team seemed to understand the main points of the topic and presented those with ease.
The team did not show an adequate understanding of the topic.
Presentation Style
Most counterarguments were accurate and relevant, but several were weak. Team Team usually Team consistently used gestures, sometimes used used gestures, eye contact, tone gestures, eye eye contact, tone of voice and a contact, tone of of voice and a level of voice and a level level of enthusiasm in a of enthusiasm in enthusiasm in a way that kept a way that kept way that kept the attention of the attention of the attention of the audience. the audience. the audience.
Counterarguments were not accurate and/or relevant One or more members of the team had a presentation style that did not keep the attention of the audience.
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Collaborative group work CATEGORY Contributions 4 Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Provides work of the highest quality. 3 Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Provides high quality work. 2 Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or 1 Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Provides work that usually needs to be checked/redone by others to ensure quality. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities
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Quality of Work
Timemanagement
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not
adjust deadlines or work responsibilities because of this person\'s procrastination. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Focus on the task
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Consistently Focuses on the Focuses on the stays focused on task and what task and what the task and needs to be done needs to be done what needs to be most of the time. some of the done. Very selfOther group time. Other directed. members can group members count on this must sometimes person. nag, prod, and remind to keep this person ontask.
have to adjust deadlines or work responsibilities because of this person\'s procrastination. Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
work responsibilities because of this person\'s procrastination.
because of this person\'s inadequate time management.
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). Rarely focuses on the task and what needs to be done. Lets others do the work.
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Working with Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
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Oral presentation CATEGORY Comprehension 4 Student is able to accurately answer almost all questions posed by classmates about the topic. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Student is completely prepared and has obviously rehearsed. 3 Student is able to accurately answer most questions posed by classmates about the topic. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Student seems pretty prepared but might have needed a couple more rehearsals. 2 Student is able to accurately answer a few questions posed by classmates about the topic. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. The student is somewhat prepared, but it is clear that rehearsal was lacking. 1 Student is unable to accurately answer questions posed by classmates about the topic. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Student does not seem at all prepared to present.
Enthusiasm
Preparedness
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Evaluates Peers
Listens to Other Presentations
Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Listens intently. Does not make distracting noises or movements. Presentation is 5-6 minutes long.
Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Listens intently but has one distracting noise or movement.
Time-Limit
Sometimes does not appear to be listening and has distracting noises or movements. Presentation is 4 Presentation is 3 Presentation is minutes long. minutes long. less than 3 minutes OR more than 6 minutes. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.
Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). Sometimes does not appear to be listening but is not distracting.
Fills out most of the peer evaluation but scoring appears to be biased.
Speaks Clearly
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
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Stays on Topic
Stays on topic all Stays on topic (100%) of the most (99-90%) time. of the time.
Stays on topic some (89%75%) of the time. Sometimes stands up straight and establishes eye contact.
It was hard to tell what the topic was.
Posture and Eye Stands up Contact straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Content Shows a full understanding of the topic.
Stands up straight and establishes eye contact with everyone in the room during the presentation. Shows a good understanding of the topic.
Slouches and/or does not look at people during the presentation.
Shows a good understanding of parts of the topic.
Does not seem to understand the topic very well.
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Timelines CATEGORY Content/Facts 4 Facts were accurate for all events reported on the timeline. The overall appearance of the timeline is pleasing and easy to read. 3 Facts were accurate for almost all events reported on the timeline. 2 Facts were accurate for most (~75%) of the events reported on the timeline. The timeline is relatively readable. 1 Facts were often inaccurate for events reported on the timeline. The timeline is difficult to read.
Readability
Dates
Learning of Content
The overall appearance of the timeline is somewhat pleasing and easy to read. An accurate, An accurate, complete date complete date has been has been included for included for each event. almost every event. The student can The student can accurately accurately describe 75% describe 50% of (or more) of the the events on events on the the timeline timeline without without refering refering to it and to it and can
An accurate date has been included for almost every event. The student can describe any event on the timeline if allowed to refer to it and can determine which
Dates are inaccurate and/or missing for several events. The student cannot use the timeline effectively to describe events nor to compare events.
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can quickly determine which of two events occurred first. Resources The timeline contained at least 8-10 events related to the topic being studied. The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.
quickly of two events determine which occurred first. of two events occurred first. The timeline contained at least 6-7 events related to the topic being studied. The student knows how to use the software and can accurately and clearly answer many questions related to how to perform certain functions. The timeline contained at least 5 events related to the topic being studied. The student knows how to use some parts of the software and can accurately and clearly answer a few questions related to how to perform certain functions. The timeline contained fewer than 5 events.
Software Learning
The student does not appear to know how to use the software without assistance.
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Portfolios CATEGORY Graphics Clarity 4 Graphics are all in focus and the content easily viewed and identified from 6 ft. away. All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. The portfolio includes all required elements as well as additional information. Student can accurately answer all questions related to facts 3 Most graphics are in focus and the content easily viewed and identified from 6 ft. away. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All required elements are included on the portfolio. Student can accurately answer most questions related to facts 2 Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. All graphics relate to the topic. Most borrowed graphics have a source citation. All but 1 of the required elements are included on the portfolio. Student can accurately answer about 75% of questions 1 Many graphics are not clear or are too small.
Graphics Relevance
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Several required elements were missing.
Required Elements
Knowledge Gained
Student appears to have insufficient knowledge about the facts
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in the portfolio and processes used to create the portfolio. Content Accuracy At least 7 accurate facts are displayed on the portfolio. The portfolio is exceptionally attractive in terms of design, layout, and neatness.
in the portfolio and processes used to create the portfolio. 5-6 accurate facts are displayed on the portfolio. The portfolio is attractive in terms of design, layout and neatness.
related to facts in the portfolio and processes used to create the portfolio. 3-4 accurate facts are displayed on the portfolio. The portfolio is acceptably attractive though it may be a bit messy.
or processes used in the portfolio.
Less than 3 accurate facts are displayed on the portfolio. The portfolio is distractingly messy or very poorly designed. It is not attractive.
Attractiveness
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Detailed Lesson Plans

Lesson Plan One
Title of lesson: Non European migration to Australia 1851 (Alternative Settings) Educator: Nikolaos Gkeikis Subject: History (Immigration Museum Visit) Lesson Purpose (why of the lesson and how does it fit into the course/curriculum): The lesson is part of the designed curriculum for yr9 History and English studies. The unit Making a Nation is covering the time period between the 1750s - 1918. Observer: Jo Williams Class: 9A
Areas that will be examined are the Australian continent and its indigenous people. The waves of migration, relationships between natives and migrants/settlers, the gold rush era, leading up to the expansion of the colonies and the forming of the Australian federation.
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On todays lesson we are examining: Non European migration to Australia. As part of the alternative settings lesson, the class will make a visit to the immigration museum enhancing their learning with the use of their text book and various audiovisual material provided prior and during their visit to the museum. Students will be able to develop their explore, explain and elaborate on the reasons that led to the Non-European migration during the gold rush, what were the major groups in regards to nationality and what kind of conditions they faced when they arrived. Learning outcome(s) (what will students be able to do/know by the end of the lesson): By the end of the lesson students will be able to demonstrate profound understanding in relation to the gold rush era the waves of migration and their ethnic backgrounds as well as the conditions they faced during their arrival to Australia. Bridge-in (focus student attention): The lesson is linked with the previous lesson examining the living and working conditions at the early stages of the gold rush era before the arrival of the second wave of immigrants (non Europeans) and the Eureka Stockade events. Pre-test (activate and diagnose prior knowledge): Students will be asked a number of closed ended questions in regards to the previous lessons. Input from you (main content: ideas, information, principles, procedures and examples):
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The excursion will be covering the entire day; however the first period will be taking place in the classroom where students will participate in a Q&A regarding the various stages of the gold-rush era. They will have to demonstrate their knowledge by answering various questions such as: When did the gold era started? What where the main events during the gold rush era? What happened during the Eureka stockade event? What followed the Eureka stockade event? Etc. The students then will watch a series of audiovisual material from the school resources, YouTube videos and read parts of texts from their book, where they can obtain an understanding the reasons that led in the second wave of migration. Issues like why the second wave of immigrants were non-Europeans, which nations had the biggest percentage of migrants and living and working conditions that the migrants faced.
Following the engage phase of the lesson where students were introduced to the new topic, they will then be given an activity that they will have to complete during the visit to the museum.
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As an exploration activity students will be separated in 5 groups (Chinese, Indians, Afghans, Japanese and Pacific Islanders). While at the museum the students will participate in a small tour where they will be given instructions on where they can get information in regards to the ethnic group they are researching about.
Students will be given an hour to research, and gather as many information as possible in regards to the nation they represent, reasons for migration as well as living and working conditions they faced upon arrival. Students will be also asked to demonstrate higher order thinking skills by creating a hypothesis and answering the key question: What impact did the second wave of migration (non-Europeans) have on the first settlers and indigenous people, in regards to socioeconomic and cultural aspects.
Having collected the data by using the resources provided by the migration museum, the student will then be gathered in the allocated sitting area where they will do a jigsaw activity where they give a presentation to their classmates in regards of their findings and the nation they represent.
They will provide evidence in regards to numbers of people, dates, significant events that might have happened, reasons that
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led to the migration for every different group, which areas where originated from in their country and where they were located upon arrival to Australia. Students will also present their hypothesis in relation to the key question and explain how they reached to that conclusion.
5es Model & Thinking Skills Breakdown: Engage: Student engagement with the lesson content and purpose will begin during the first period in the classroom, where students will participate in Q&A in regards to the previous lesson and by receiving a wealth of information by audiovisual material and book resources. Explore: While in the museum, the students will be given instructions on how and where they can find information for what they are looking for, by using the museums resources available to the public. Students will have to do their own research and gather their own findings. Explain: Once the research time is finished, students will be then asked to present their findings to the rest of the class in a jigsaw activity were each group gives a presentation for the nation they represent to the other group. Elaborate: During the jigsaw activity, students will be able to elaborate on the information they have gathered for their selected nation to the other groups in class. Evaluate: Students will be market as a group for their task and as individuals on the discussion of the key question.
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Thinking Skills: The key question task is an activity that aims on developing the thinking skills of the students. In this activity, students will have to come up with their own conclusions on What impact did the second wave of migration (nonEuropeans) have on the first settlers and indigenous people, in regards to socioeconomic and cultural aspects. Students will have to use the information being provided throughout the day, and draw their own hypothesis for a particular situation. The depth of analysis during the explanation of their hypothesis will be the best indication of higher order thinking skills. Resources/Material used: Text book Internet Alternative Settings: Immigration Museum
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Lesson Plan Two
Title of lesson: Non European migration to Australia 1851 (ICT BASED EDMONDO) Educator: Nikolaos Gkeikis Subject: History (Immigration Museum Visit) Lesson Purpose (why of the lesson and how does it fit into the course/curriculum): The lesson is part of the designed curriculum for yr9 History and English studies. The unit Making a Nation is covering the time period between the 1750s - 1918. Areas that will be examined are the Australian continent and its indigenous people. The waves of migration, relationships between natives and migrants/settlers, the gold rush era, leading up to the expansion of the colonies and the forming of the Australian federation. The lesson title is European and non-European migrant relationships covering the time frame between 1851-1900. By the end of the lesson student will have examined and will be able to demonstrate a deep understanding on the relationships between the first wave of immigrants (Europeans) and the second wave of immigrants (non-Europeans) during the gold rush era in Australia. Observer: Jo Williams Class: 9A
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Students will be given evidence that will expand their knowledge in regards to the interaction between these two groups, how where the non-Europeans portrayed and eventually how did this increase of migrants added to the creation of incidents like the Kelly gang and the Ned Kelly case. The lesson will assume an ICT based approach where all students will be working individually and will be asked to perform a number of tasks in regards to the content they are taught. Students will be made aware to go and collect their IPad from the IT helpdesk since the lesson will be ICT based. Once in class, the lesson will have minimum interaction in terms of verbal communication, but it will rather be communication with the use of the Edmondo tool. Instruction on what to do will be given in a digital form, by me sending the students updates on their tasks on the notification box. The first task will be to greet the class by sending the students a Good morning class!!! message, and waiting for the reply from the students online using the posts tool. I will then type the goals of todays lesson and ask for students to send me an ok or question mark if they have any inquiries. If they do have an inquiry they can also ask their fellow students however, since the class will be ICT based there will be no verbal communication bat rather all the exchange of communication will happen on through the posts tool. This way I will be able to see what each student is writing and saying to each other as well as how well are they doing with the tasks that I will be
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giving them. Students will be also given instruction on which type of communication will be allowed to use for each task. Type A communication: Students to teacher only (answers given directly to teacher with do discussion to other fellow students) Type B communication: Student to Student and Teacher (students are allowed to discuss their opinions before reaching a conclusion and submit it to the teacher.
(Ned Kelly against a Chinese camp and the Mongolian octopus photo) (Nik ICT) Resources: Wanted poster The Kelly gang Textbook, Activity: Intro and analysis of the Mongolian octopus, connection of Ned Kelly and the first attack on Chinese camp, and focus on Ned Kelly and conduct poll. Is he a hero or a villain? Examining the Ned Kelly attack on the Chinese camp, students will be able to understand and explain what the issues that led to this attack were. By examining the Ned Kelly case, students will be able to make their own decision based on their ideas of the nature of Ned Kellys actions were those of a villain or those of a hero.
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Learning outcome(s) (what will students be able to do/know by the end of the lesson): By the end of the lesson students will be able to demonstrate profound understanding in relation to the second wave of migration (non-Europeans) the first incident of the Ned Kelly gang, which was an attack against a Chinese camp and Kelly gang / Ned Kelly incident. Students with the Use of ICT will have to perform a number of tasks and finally participate in a poll contacted on line. Bridge-in (focus student attention): The lesson is based on a series of lessons that focuses on the Making of a nation unit and particularly the examination of the gold rush era in Australian history. In connection to the previous lesson which introduced to the students the concept of a second wave of migrants mostly from Asian countries, the students will examine the relationship between the two social groups of migrants, those of the first and those of the second wave. Pre-test (activate and diagnose prior knowledge): Students will be asked question in relation to their visit to the immigration museum and the presentation they had to do and observe. Using the Edmondo application students will participate in a brief Q&A by posting their answers online on the class discussion board.
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The questions: What were the main groups (in regards to nationalities) that comprised the second wave of migration? What time period did the second wave of migration took place? What where the circumstances that led to the second wave of migration from non-European countries provide examples for each nation. In your opinion why did the second wave of migration consisted of non-Europeans? Input from you (main content: ideas, information, principles, procedures and examples): Task 1: Class greeting and reply by students (5min) Task 2: Explanation of todays learning intent and asking students if there is something that they dont understand? Students read the learning intent and reply. (10min) Task 3: Students are asked to answer the following questions in relation to the previous lesson (visit to the immigration museum). Type A questions (15min) What were the main groups (in regards to nationalities) that comprised the second wave of migration? What time period did the second wave of migration took place? What where the circumstances that led to the second wave of migration from non-European countries provide
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examples for each nation. In your opinion why did the second wave of migration consisted of non-Europeans? Task 4: Students are asked to research the Mongolian octopus picture and provide a copy to the class as well as reference it. Then discuss on what they think the image is about. (15min) Type B discussion. Task 5: Students will be asked to research about the Kelly gang and gather as many information as possible and post the information on Edmondo and comment on their findings. (10min) Type A task, Task 6: Students are asked to find evidence that portray the relationship between the European and non-European immigrants and comment on their findings. (10min) Type A task. Task 7: Students are asked to read the information provided by me on the lesson material tab about the Ned Kelly case and also research at least one more external resource. They participate in a classroom poll to the Key question: According to the information provided and gathered in your opinion, Was Ned Kelly a Hero or a Villain? (10min) Type B task, the students have to provide open ended answers with their vote. 5es Model & Thinking Skills Breakdown: Engage: Students are engaged with the topic by participating on the online Q&A in regards to the visit to the immigration museum. The questions act as a smooth introduction in regards to the students recovering prior knowledge and become adjust with the learning intent of the lesson to follow.
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Explore: Students explore during the various tasks where students have to research information using their ICT tools and post them as well as reference them and elaborate on them. Tasks 4-5-6-7 are good examples of the students being able to explore not only the ICT tools but also the various ways of gathering resources as well as the ability to distinguish between useful and ineffective information. Explain: Explaining take place during task where students have to interpret the data they collect in order for them to draw conclusions and make statements. Tasks 4-5-6-7 are examples of the students being able to explain their conclusion about a topic according to the resources and material provided to them. Elaborate: Students will have to elaborate during tasks 4-6-7 when they need to analyse and create their own assumption based on their findings. Being able to discuss the findings and engage in conversations about their opinions means that the students will have to elaborate their thinking methodology and how they came to their conclusions. Evaluate: Students participating in the poll task will have to evaluate on the comments they receive from their classmates and examine if these comments have an effect on their opinion or not. Thinking Skills: Students will be able to demonstrate thinking skills during tasks 4-6-7 where they will have to make their own conclusions based on the resources available and the feedback from peer discussion. Providing arguments and commenting on findings are just some of the activities where thinking skills are evident. Resources/Material used:
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Edmondo App Ipad Internet
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Lesson Plan Three
Lesson Plan Topic: Domain Principles: Australian gold rush. Excursion to Sovereign Hill. History and English Year Level: 9
3. Expressing empathy and engaging with others Intercultural Understanding: Make connections to, and consider the perspectives of their own worlds and the worlds of others With an open mind, awareness and consideration of others, students are able to identify differences and commonalities in complex and conflicting issues, forming balanced and educated views on the subject
4. Reflection and taking responsibility Respectfully supports new and positive intercultural behaviors and approaches Critically reflect individually on intercultural experiences in their
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world and the effect of their attitude and approach on the worlds of others Learning Aims: Students gain and develop understanding of life and conditions of people involved and their experiences during the Gold Rush. Through the experience of the excursion, students obtain information through a variety of different methods and approaches. Students draw upon prior knowledge and express comprehension of new information through the development of responses relating to a chosen theme.
1. Engage Students engagement of the lesson is through the experience of the excursion itself, and also the interesting themes proposed to students for them the research and explore throughout their experiences, learning and understanding whilst on excursion. e5: 2. Explore Whilst on excursion, students will be prompted and encouraged to explore the alternative setting of the environment in order to assist them in obtaining new knowledge and information that will help them complete the learning activity. Using various sources and resources available, students researching their themes will be prompted to think
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further about their information and research. 3. Explain Following the research conducted, students present their findings related to the chosen theme. Students can do so in a variety of ways/methods, encouraging creativity and promoting students to think further. It allows students the opportunity to develop both language and literacy skills, providing a stronger connection between the student and their work. 4. Elaborate Similar to the explanation, students demonstrate their knowledge of content through presentations. Following this, students will be questioned and asked to provide further information and details related to the content research relevant to their theme. This elaborative process cultivates higher order thinking, allowing for the identification and monitoring of students progress. 5. Evaluate Students presentations will be evaluated against the standards as outlined and identified by AusVELS below. Again, it helps identify and monitor students progression, their learning, skills, knowledge and understanding. AusVELS Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and
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cultural contexts(ACELT1633) Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165) Students will be taken on an excursion to Sovereign Hill, Ballarat. The lesson will relate to the Australian Gold Rush and various aspects relating to it.
Lesson Structure and Learning Activities:
Students will be questioned throughout the day; with questions prompting students to draw on prior Introduction knowledge (what they have learnt over past lessons). Lesson aims, intentions and outcomes clearly presented to students allowing them to know what is expected in the lesson.
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Activity 1 At the beginning of the excursion, students will receive a handout/worksheet that contains possible ideas/themes that are to be research and explored throughout the excursion. Individually or in small groups, students are to develop an interesting response to ideas/themes regarding the gold rush. Learning Activities The possible ideas/themes to be considered that are designed to encourage deeper understanding and response are: 1. There was no time for fun on the goldfields. 2. Slow news meant a slower lifestyle on the goldfields. 3. Success on the goldfields depended on ingenuity rather than luck. 4. You had to be tough to survive the diggings. 5. The goldfields were no place for a woman. 6. The Chinese werent welcome on the goldfields 7. Mining was the hardest way to get rich on the goldfields. 8. Apart from the Chinese, the diggings was not really a multicultural society. 9. 1850s fashion was completely inappropriate for the goldfields.
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10. Money didnt make the goldfields go round! Encourage students to be thorough and creative, with an emphasis on group work and collaboration. Activity 2 Following the excursion, students are to present their interesting response to their chosen idea/theme. This can be done through a variety of ways (e.g. PowerPoint, poster, role play, etc.). Encourages creativity and provides students the opportunity to demonstrate their skills, knowledge and understanding of content related to the experiences and information of the excursion. Activity 3 Students continuing to plot key events, information, media, etc. on their Capzles timeline that relates to the lesson and the excursion. Activity 4 (potentially additional activity) Following the excursion, students will write a small reflection on what aspects of the excursion that they liked and didnt like, also including what new information/knowledge they found most interesting, essentially providing a brief summary and review of their experiences.
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At the conclusion of the lesson that has followed on from the excursion, generate a quick class discussion allowing students to briefly share their experiences and highlights of the excursion. Asking students questions, prompting and encouraging them to think further beyond the information obtained throughout the day. Conclusion Small review of the excursion, praising students for their efforts and contributions across the day. Reiterate aims, intentions and outcomes of the lesson and whether or not they were achieved. Students to ask any questions and queries they may have regarding the excursion. A brief outline of the content of the next lesson, providing students with structure and the continuation of the unit. Sources: Range of resources and sources of information for students to promote both higher order thinking and multi-literacy skills in students.
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http://www.sbs.com.au/gold/# http://education.sovereignhill.com.au/indexbaa6.html?id=excursions http://www.sovereignhill.com.au/tour/index.html http://www.capzles.com/ Students will be assessed informally through observations and discussions, where they demonstrate skills, knowledge and understanding related to the content. Assessment of students work throughout the lesson will be matched against the AusVELS standards listed at the beginning of this document.
Assessment:
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Lesson Plan Four
Lesson Plan Eureka Stockade (Rebellion). Living and working conditions throughout the Eureka Stockade. History and English Year Level: 9
Topic:
Domain Principles:
5. Expressing empathy and engaging with others Intercultural Understanding: Make connections to, and consider the perspectives of their own worlds and the worlds of others With an open mind, awareness and consideration of others, students are able to identify differences and commonalities in complex and conflicting issues, forming balanced and educated views on the subject
6. Reflection and taking responsibility Respectfully supports new and positive intercultural behaviors and approaches
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Critically reflect individually on intercultural experiences in their world and the effect of their attitude and approach on the worlds of others Students to research, learn, analyse and reflect on the how the living conditions of people were during the period of the Gold Rush. Students develop an understanding on reasons, effects and influences that led to the Eureka Stockade, identifying the effect the revolt had. Through research and analysis of texts, students create a fictional character and develop a biography for them, demonstrating their knowledge and understanding of the content.
Learning Aims:
3. Engage Students engagement of the lesson is through the various learning activities, in particular the creation and development of a fictional character and their biography using ICT through Fakebook. e5: 4. Explore Whilst creating their Fakebook profile, students are encouraged to further explore and research life and living conditions during the Eureka Stockade (following on from the initial learning activity). It allows students the opportunity to obtain new, relevant and interesting
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information through various sources and resources to prompt them to think further about the information to assist them in completing the learning activity. 6. Explain Following the research conducted and the reading of the texts, students explain the information provided, their findings, interpretations and opinions. Students participate in, and contribute to, the class discussion demonstrating their knowledge and understanding of content and information. The opportunity for students to provide explanations allows them to make stronger connections between them and their work. Students can do so in a variety of ways/methods, encouraging creativity and promoting students to think further. It allows students the opportunity to develop both language and literacy skills, providing a stronger connection between the student and their work. 7. Elaborate Similar to the explanation, students demonstrate their knowledge of content through class discussion and continue to elaborate through the creation and development of their fictional Fakebook profile. Following this, students will be questioned and asked to provide further information and details related to the content research, the analysis and interpretations of the texts and how they relate and can be incorporated in their biography. This elaborative process cultivates higher order thinking, allowing for the identification and monitoring of students progress.
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8. Evaluate Students presentations will be evaluated against the standards as outlined and identified by AusVELS below. Again, it helps identify and monitor students progression, their learning, skills, knowledge and understanding. Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts(ACELT1633) Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) Identify and locate relevant sources, using ICT and other methods (ACHHS168) Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) Use historical terms and concepts (ACHHS165)
AusVELS
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Brief review of previous lesson (excursion to Sovereign Hill) and how it relates to this lesson. Introduction Succinct discussion of content to be covered in the lesson (Eureka Stockade (Rebellion). Living and working conditions throughout the Eureka Stockade) Lesson aims, intentions and outcomes clearly presented to students allowing them to know what is expected in the lesson. Lesson Structure and Learning Activities: Activity 1 Students read, analyse and interpret both the Eureka Stockade text and Edward Hammond Hargraves biography. From this, generate a class discussion to draw out information and students understanding of both texts, able to identify aspects of living and working conditions and visualise the life those live. Encourage all students to participate and contribute to the discussion, prompting students to think further, and questioning them to provide further explanations and individual opinions and interpretations of the texts. With any questions/queries students have, have them research and seek out answers. Activity 2
Learning Activities
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From the knowledge and understanding through reading the texts, students then create and develop a fictional biography of a person living during the time of the Eureka Stockade (related to the living and working conditions). Students present the biography of their character using Fakebook. Essentials for the Fakebook profile/biography of the fictional character include date of birth, name, and details of the character written in the About section (include background information, interests/hobbies, work, education, etc.) All of which are related to the lives of those living during the Eureka Stockade. Students are to also post relevant statuses about their day/life/events. Encourage creativity and promote higher order thinking. Activity 3 Students continuing plot key events, information, media, etc. on their Capzles timeline that relates to the lesson. Can be creative and include their posts/statuses from their Fakeboon profile.
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Conclusion
Small review of the lesson, asking questions of students and to reflect on the lesson. Praise students for their efforts and contributions throughout the lesson. Reiterate aims, intentions and outcomes of the lesson and whether or not they were achieved. Students to ask any questions and queries they may have regarding the lesson and content. A brief outline of the content of the next lesson, providing students with structure and the continuation of the unit.
Range of resources and sources of information for students to promote both higher order thinking and multi-literacy skills in students. http://australia.gov.au/about-australia/australian-story/eurekastockade http://adb.anu.edu.au/biography/hargraves-edward-hammond-3719 http://www.classtools.net/FB/home-page http://www.capzles.com/ Assessment: Students will be assessed informally through observations and discussions, where they demonstrate skills, knowledge and
Sources:
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understanding related to the content. Assessment of students work throughout the lesson will be matched against the AusVELS standards listed at the beginning of this document.
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Nathan and Nick

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Nathan and Nick

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New Learning Unit

New Learning Unit

Unit Overview and Rationale

Key Inquiry Questions

The Australian Curriculum: English aims to ensure that students:

4 weeks 10 lessons (doubles)

English Reading and viewing Language

Formative Class debate Collaborative group work Oral presentation Timelines

Assessment Summative Portfolios

Content/ Learning Activities

Resources and ICT

Text book and Tribes map, Timeline Intro (Capzles)

Lesson 3 Australian Gold rush. Excursion to Sovereign Hill. Timeframe: 1851

Explore and reflect on personal understanding of

Identify and analyze the perspectives of people from

Interpret and compare how representations of

Resources and ICT

Newspaper article Invasion or Arrival

http://www.sbs.com.au/gold/# http://education.sovereignhill.com. au/indexbaa6.html?id=excursions http://www.sovereignhill.com.au/t our/index.html http://www.capzles.com/

Content/ Learning Activities

Resources and ICT

http://australia.gov.au/aboutaustralia/australian-story/eurekastockade http://adb.anu.edu.au/biography/harg raves-edward-hammond-3719 http://www.classtools.net/FB/homepage http://www.capzles.com/

Wanted poster The Kelly gang Textbook,

Resources and ICT

Use of bubbl.us website, text book and internet.

Information had several inaccuracies OR was usually not clear.

The team did not show an adequate understanding of the topic.

Focus on the task

work responsibilities because of this person\'s procrastination.

because of this person\'s inadequate time management.

Working with Others

Listens to Other Presentations

It was hard to tell what the topic was.

Slouches and/or does not look at people during the presentation.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Student appears to have insufficient knowledge about the facts

or processes used in the portfolio.

Detailed Lesson Plans

Lesson Plan Two

Edmondo App Ipad Internet

Lesson Plan Three

Lesson Structure and Learning Activities:

Lesson Plan Four

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