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City
Inquiry
question:
What
is
the
history
and
geographical
significance
of
Knox
city
-
our
local
community?
Big
ideas:
Knox
City
has
a
rich,
meaningful
history,
which
can
be
explored
through
its
people,
stories,
buildings,
suburbs,
and
landforms.
Teaching Proposal
The
unit
focuses
on
the
history,
geography
and
c ommunity
of
Knox
City
and
investigates
the
ways
the
past
has
had
an
impact
on
the
community
and
environment
of
the
city
today.
A
curriculum
rich
in
concepts
and
historical/geographical
skills
helps
young
people
appreciate
the
legacies
of
the
past,
understand
todays
world
and
weigh
up
possible
futures
(Gilbert
&
Hoepper,
2014,
p.
194).
As
the
Australian
Curriculum
for
History
states:
historical
knowledge
is
fundamental
to
understanding
ourselves
and
others
it
promotes
the
understanding
of
societies,
events,
movements
and
developments
that
have
shaped
humanity
from
earliest
times
(ACARA,
2015).
This
unit
overall
will
help
students
discover
who
they
are
and
the
world
they
live
in,
prepare
them
for
active
participation
in
civic
life
and
contribute
to
their
cultural
literacy
(National
Center
for
History
in
the
Schools,
2015).
From
this
unit,
students
will
enhance
their
skills
and
knowledge
on
the
local
people
and
places
within
Knox
City
through
the
analysis
of
stories,
videos,
and
information
found
through
research,
historical
documents,
and
historical
events
from
the
past.
Activities
including
creating
an
immigration
story/video,
placing
historical
events
in
sequential
order
and
comparisons
of
the
past
and
present
will
allow
effective
analysis
to
occur.
Students
will
use
mapping
skills
during
activities
including
a
mapping
puzzle,
poster
and
clay
formation
to
explore
the
geography
of
the
city
and
investigate
it
from
a
geographical
perspective.
This
will
help
students
build
a
holistic
understanding
of
the
world
(ACARA,
2015).
Students
will
understand
the
cultural
impact
on
the
community
through
investigation
into
the
Wurundjeri
tribe
that
inhabits
the
city
of
Knox.
They
will
explore
the
history,
beliefs,
food,
clothing,
shelter,
transport,
art
and
music
of
the
Indigenous
culture
through
videos
and
inquiry
based
activities.
Students
will
also
explore
the
topic
of
sustainability,
and
discover
ways
they
can
protect
the
environment
they
live
in.
In
order
to
contribute
to
the
democratic
process
in
their
society,
they
will
investigate
how
to
make
informed
personal
and
financial
choices
through
problem
solving
activities.
In
order
to
develop
a
deep
understanding
of
their
local
environment,
a
unit
on
place
exploring
Knox
Cities
past,
present
and
future
will
be
effective
as
well
as
highly
educational
for
students.
Through
exploring
the
city,
they
will
become
aware
of
the
rich
history,
geography,
people,
places,
and
landmarks
in
their
own
community.
As
students
attend
school
and
live
in
the
community
of
Knox
City,
this
unit
will
also
be
extremely
engaging
and
relevant
for
them.
The
topic
of
place
encourages
students
curiosity
about
the
diverse
places,
cultures,
people
and
environments
in
the
world.
It
allows
students
to
examine
why
places
have
particular
environmental
and
human
characteristics,
explore
the
similarities
and
differences
between
them,
investigate
their
meanings
and
significance
to
people
and
examine
how
they
are
managed
and
c hanged
(ACARA,
2015).
The
critical
inquiry
nature
of
the
unit
will
allow
students
to
be
active
participants
in
their
own
education.
Although
learning
outcomes
are
set,
students
have
the
flexibility
to
learn
at
their
own
level
using
their
preferred
learning
style
for
more
worthwhile,
educative
experiences
to
occur.
According
to
Gilbert
&
Hoepper
(2014,
pp.
68-69),
worthwhile
learning
experiences
unravel
new
understandings
about
the
world
and
its
peoples;
encourage
students
to
search
for
accurate
information
from
a
variety
of
sources;
promote
deep
and
authentic
learning
and
high
order
thinking
and
ensure
connectedness
to
the
world
beyond
the
classroom.
The
use
of
inquiry
based
learning
throughout
this
unit
aims
to
provide
a
valuable
context
for
learns
to
acquire,
clarify
and
apply
and
understanding
of
concepts
(Edelson,
Gordin
&
Pea
2011
p.
392).
Learning
Intentions
At
the
end
of
this
unit
s tudents
will
understand
that:
LI1:
Knox
City
is
rich
in
history
and
has
a
varied
past.
We
can
learn
about
this
through
artefacts,
stories,
research
and
books.
LI2:
Landforms,
buildings,
roads
and
settlements
make
up
the
city
of
Knox,
and
this
can
be
explored
from
a
geographical
point
of
view.
LI3: Local historical people, sites and buildings have significance to the community.
LI4:
The
traditional
Indigenous
landowners
of
Knox
City
and
the
Indigenous
members
of
our
community
today
are
important
contributors
to
the
community
of
Knox
City.
LI5:
Preserving
and
protecting
the
community
of
Knox
City
is
of
great
importance,
and
members
of
the
community
as
well
as
community
services
can
contribute
to
this.
LI6:
Members
of
the
community
must
make
informed
personal
and
financial
choices
in
order
to
contribute
to
the
democratic
process.
Skills
developed:
At
the
conclusion
of
the
unit
students
will
be
able
to:
Identify
the
local
people
and
places
within
Knox
City,
and
explain
their
significance
to
our
community.
Analyse
stories,
videos,
information
found
through
research,
historical
documents,
and
historical
events
from
the
past.
Navigate
their
way
around
Knox
City
and
understand
the
cities
formation
using
mapping
skills
and
knowledge.
Record
and
express
weekly
learning
through
a
journal
as
well
as
the
formation
of
graphic
representations
of
the
units
work.
Assessment evidence:
Journal
kept
throughout
whole
unit
that
will
provide
rich
summative
as
well
as
formative
data
outlining
the
learning
process
and
the
level
of
understanding
each
student
has
acquired.
Inquiry
based
projects
that
include
groups
working
on
specific
topics
outlining
significant
features
regarding
history,
geography,
and
Indigenous
culture.
Other
lesson
activities
including
mapping
puzzle,
poster,
clay
formation
etc.
Brainstorm
maps.
Classroom
observations/discussions/participation.
Letter
piece
that
will
be
assessed
regarding
indigenous
culture
and
sustainability.
Mini
presentations
of
work
samples
will
occur
regularly
after
each
topic
is
c ompleted.
KWL
chart
that
will
be
used
as
a
pre
and
post
assessment.
Gallery
walk
summative
task.
Australian
Curriculum:
History,
Geography,
Economics
&
B usiness,
Civics
&
Citizenship,
Cross-Curriculum
Priorities:
Sustainability
&
Aboriginal
and
Torres
Straight
Islander
Histories
and
Cultures,
and
General
Capabilities:
Literacy,
Numeracy,
ICT
Capability,
Critical
&
Creative
Thinking,
Personal
&
Social
Capability,
Ethical
Understanding
and
Cultural
Understanding
(Refer
to
Inquiry
Planner
Document).
Lesson
1
Learning
intention:
Knox
City
is
rich
in
history
and
has
a
varied
past.
We
can
learn
about
this
through
artefacts,
stories,
research
and
books.
Activity:
The
Little
Refugee
(Do,
2011)
will
be
read
to
students
followed
by
class
discussion,
adding
ideas
to
a
concept
map.
Possible
questions
include:
Who
were
the
first
people
to
migrate
to
Australia?
Why
do
you
think
people
migrated
to
Australia?
Where
do
you
think
they
came
from?
How
do
you
think
they
came
to
Australia?
Students
will
then
use
their
imagination
to
encompass
what
an
immigrant
would
have
felt,
smelt,
seen
and
heard
on
their
journey
to
Australia
through
a
short
story
or
video.
Expectations
of
reflective
journal
writing
will
be
introduced.
Resources:
Student journals
Cameras/computers
Australian
Curriculum:
(ACHHK096),
(ACHHK097)
Assessment:
Students
produced
story
or
video.
Lesson
2
Learning
intention:
Landforms,
buildings,
roads
and
settlements
make
up
the
city
of
Knox,
and
this
can
be
explored
from
a
geographical
point
of
view.
Activity:
Students
will
be
introduced
to
the
area
of
Knox
city
through
displaying
a
map
of
the
city
with
grid
references.
Exploration
of
Knox
City
through
a
mapping
activity
where
students
place
puzzle
pieces
together
following
a
set
of
clear
instructions
to
create
a
cohesive
map
of
Knox
City
using
grid
references.
Adding
reflection
to
journal.
Resources:
Puzzle pieces
Instructions
Smartboard
Website:
http://profile.id.com.au/knox/about
Australian
Curriculum:
(ACHGK029),
(ACHHK097),
(ACHGS037)
Assessment:
Observations
of
students
mapping
skills
during
activity
as
well
as
completed
puzzle.
Lesson
3
Learning
intention:
Landforms,
buildings,
roads
and
settlements
make
up
the
city
of
Knox,
and
this
can
be
explored
from
a
geographical
point
of
view.
Activity:
Students
are
placed
into
suburb
groups,
and
use
a
website
resource
provided
to
research
their
specific
areas,
focusing
on
major
landforms
in
the
suburb.
Students
will
then
create
a
poster
or
a
clay
formation
of
their
chosen
landform.
Adding
reflection
to
journal
Resources:
Website:
http://profile.id.com.au/knox/about
IPads/computers to research
Clay
Lesson
4
Learning
intention:
Local
historical
people,
sites
and
buildings
have
significance
to
the
community.
Activity:
Students
will
attend
an
excursion
to
the
Ambleside
Park
Museum
located
in
Ferntree
Gully.
Here,
students
will
learn
the
local
geography
and
history
in
more
depth
through
images,
artefacts,
the
historical
school
photograph
collection
and
through
exploration
of
the
Ambleside
Park
Gardens.
Adding
reflection
to
journal.
Resources:
Student journals
Lesson
6
Learning
intention:
The
traditional
Indigenous
landowners
of
Knox
City
and
the
Indigenous
members
of
our
community
today
are
important
contributors
to
the
community
of
Knox
City.
Activity:
Students
will
be
introduced
to
the
Wurundjeri
tribe,
who
were
the
original
inhabitants
of
the
Knox
City
land
through
an
educational
video.
They
will
design
a
creative
piece
to
demonstrate
their
knowledge
and
understanding
on
their
given
topic
(beliefs,
food,
clothing,
shelter,
transport,
art
and
music).
For
example,
the
group
investigating
food
can
come
up
with
a
Wurundjeri
food
menu.
Adding
reflection
to
journal.
Resources:
http://aboriginalhistoryofyarra.com.au/
Lesson
7
Learning
intention:
Preserving
and
protecting
the
community
of
Knox
City
is
of
great
importance,
and
members
of
the
community
as
well
as
community
services
can
contribute
to
this.
Activity:
Individually,
students
will
write
a
letter
envisioning
themselves
as
Wurundjeri
tribe
members.
They
will
write
a
letter
to
another
Indigenous
tribe,
describing
their
lifestyle
(what
they
see
and
do,
how
they
live
off
the
land,
how
they
protect
their
environment
and
why
they
protect
their
environment).
Students
can
use
sustainable
materials
to
decorate
their
letters
and
can
justify
why
they
chose
those
certain
materials.
Adding
reflection
to
journal.
Resources:
Sustainable
materials
Australian
Curriculum:
(ACHHK097),
(ACHGK033),
OI.3
Assessment:
Letter
to
another
Indigenous
Tribe
Member.
Lesson
8
Learning
intention:
Preserving
and
protecting
the
community
of
Knox
City
is
of
great
importance,
and
members
of
the
community
as
well
as
community
services
can
contribute
to
this.
Activity:
Four
corner
debate:
Each
student
will
construct
a
list
of
4
ways
their
suburb
in
Knox
City
can
be
a
sustainable
living
environment
and
4
ways
that
can
negatively
impact
the
environment.
Each
student
will
present
their
statements
while
the
rest
of
the
class
will
decide
whether
they
strongly
agree,
agree,
disagree
or
strongly
disagree.
Adding
reflection
to
journal.
Resources:
Workbooks
Pens/pencils
Australian
Curriculum:
Cross-curricular
priorities
-
OI.7,
OI.8
Assessment:
Students
sustainability
lists
as
well
as
observation
and
notes
of
student
participation
and
input
in
four-corner
debate.
Lesson
9
Learning
intention:
Members
of
the
community
must
make
informed
personal
and
financial
choices
in
order
to
contribute
to
the
democratic
process.
Activity:
Problem
Solving
Activity:
Students
will
use
magazines
and
catalogues
to
find
images
and
prices
of
the
essentials
they
want
in
their
house
in
order
to
fit
the
given
budget.
They
must
use
the
images
to
create
a
poster
of
their
ideal
household.
The
students
will
have
a
design
brief
to
follow
(refer
to
inquiry
planner
document).
Adding
reflection
to
journal.
Resources:
Scissors
Glue
Calculators
Australian
Curriculum:
(ACHEK002),
(ACHEK003)
Assessment:
Students
solution
to
the
task
using
their
completed
posters.
Lesson
5
Learning
intention:
Local
historical
people,
sites
and
buildings
have
significance
to
the
community.
Activity:
Short
discussion
reflecting
on
excursion,
exploring
how
the
community
has
changed/evolved
from
past
to
present.
Compare
and
contrast
of
what
community
services
were
accessible
in
the
past
and
present.
Students
will
then
create
a
short
cartoon/animation
on
key
personnel
in
law
enforcement.
Students
will
also
show
reference
to
their
duties
from
the
past
and
present.
Adding
reflection
to
journal.
Resources:
http://profile.id.com.au/knox/about
http://home.vicnet.net.au/~khsinc/about.ht
ml
http://www.knox.vic.gov.au/Page/Page.asp
x?Page_Id=3697
Computers/IPads
Students
journals
Australian
Curriculum:
All
previous
lesson
curriculum
links
combined.
Assessment:
The
Gallery
walk
activity,
which
will
be
used
as
summative
assessment.