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Unit Focus
Unit Duration
Year Level
History
1 hour lessons x 8
5-6
Unit Overview
This unit of work will provide students with the opportunity to learn about how different countries influenced Australia as a nation. Students will choose a
country to research and find out how that country influenced Australia. Students will create a presentation to the class in the form of a PowerPoint or
posters. ICT will be implemented throughout the unit as students will have the opportunity to explore different websites and other ICT resources. With their
final presentation it will be in the form of a report.
Focus Question
How did migrants from different countries influence our nation during and prior to Australias federation?
Learning Outcomes
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.
(ACHHK096)
Elaborations
Identifying the reasons why people migrated to Australia in the 1800s (for example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)
Investigating the experiences and contributions of a particular migrant group within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)
Elaborations
Studying Australias path to Federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900)
The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and migrants, to the development of Australian
society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)
Elaborations
Investigating the role of specific cultural groups in Australias economic and social development (for example the cattle industry, the Snowy
Mountains Scheme, the pearling industry)
Elaborations:
Using historical terms (such as the gold era, the Eureka Stockade, the Myall Creek Massacre, colony)
Elaborations:
Using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)
Understanding the internet domain names com, edu, gov as indicators of the provenance of a source
Elaborations:
Finding relevant historical information about colonial Australia from primary and secondary sources
Examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past
Elaborations:
Using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals
Lesson Plan
Lesson
Teacher needs to model, explain and scaffold the KWL and Word Wall
Model the types of notes/ note taking that would support their
excursion experience
Students will need to have their permissions notes signed by their
parents/carers
SSO or Indigenous support worker
Resources
Computer room or computer/Ipad access
Poster paper, pens, textas, rulers, scissors, glue.
Printer access
Library access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Country list for each group to research
Excursion permissions, Hazard Assessment, Bus booking and confirmation, extra support (SSO, Indigenous support worker or Parents), class lists
Camera/s
SSO or Indigenous Support Worker
Internet access
Maps
Interactive whiteboard
iPads
Teaching Strategies
Selecting groups to support all learners
Consideration of cultural backgrounds when selecting groups and nominating countries
Additional learning aids eg, communication tools, modified learning mediums,
Planning and visualising explicit processes.
Working non-verbally with self-reflective, hands-on methods.
Learning through images, symbols and metaphors.
Learning through place-responsive, environmental practice.
Using indirect, innovative and interdisciplinary approaches.
Modelling and scaffolding by working from wholes to parts.
Connecting learning to local values, needs and knowledge.
Additional learning aids eg, communication tools, modified learning mediums,
Modification of presenting factors, eg. Learners with difficulty presenting in front of whole class could present to just the teacher, or a smaller group.
Presenters can choose to stand at the front ofthe class or at their desks.
Learning experiences
Maritime Excursion
Role Play
Research phase
Presentation
Peer assessment
Develop Assessment
Type of
assessment
Participation
Research
Excursion
Presentation of
Learning
Poster/Powerpoint, Oral, audio and supporting documents (rough copies) Identifying of learning
journey and demonstrating historical understanding and knowledge
On completion (10%)
On Completion/Marking (40%)
Self and Peer
assessment
On Completion (10%)
References
All the Worlds At Sea : The Navy and WW1, Teacher Resource, Departmentt of Education and Childrens Services, South Australian Maritime Museum,
Accessed 9/915, From http://education.maritime.history.sa.gov.au/documents/AlltheWorldsatSea-TeacherResource.pdf
Association of Independent Schools of SA.(2012). Support and Resources. Retrieved September 6, 2015, from http://www.ais.sa.edu.au/teachinglearning/australian-curriculum/support-and-resources.
Australian Curriculum Assessment and Reporting Authority(ACARA). (2013). The Australian curriculum. History. Retrieved August 27, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1
Australian Communities: Chinese Australians. Retrieved on September 9, 2015 from
http://www.racismnoway.com.au/teaching-resources/factsheets/74.html
Australian National University. Biographies. Retrieved on August 31, 2015, from
http://www.aab.anu.edu.au/biography
History Teachers Association of Australia.(2013). AC History units. Retrieved September 5, 2015, from http://www.achistoryunits.edu.au/year-6/unitprogram/y6-overview-v2.html
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning. Victoria, Australia: ACER Pres
Appendix 1
Country List for students to research
Ireland
Germany
Netherlands
England
Scotland
Australia
United States of America
China
Appendix 2
Rubric Year 5/6 History Unit
Curriculum
Knowledge
and
Understanding
of the unit
Criteria/
outcomes
Identify
the causes
and
effects of
change on
particular
communit
ies and
describe
aspects of
the past
that
remained
the same.
(change
and
continuity
)
Describe
the
different
experienc
es of
people in
the past
(empathy)
Describe
Excellent
Insightful and
comprehensive
knowledge and
understanding of
the concepts of:
change
empathy
significance
Good
Satisfactory
Partial
Minimal
Substantial
knowledge and
understanding
of the concepts
of:
change
empathy
significance
Adequate
knowledge and
understanding of
the concepts of:
change
empathy
significance
Partial
knowledge and
understanding of
the concepts of:
change
empathy
significance
Minimal
knowledge and
understanding of
the concepts of:
change
empathy
significance
the
significanc
e of
people
and
events in
bringing
about
change.
(significan
ce)
Historical skills
When
researching,
students
develop
questions to
frame their
historical
inquiry on
Include highly
relevant and
focussed questions
about the correct
time frame
Pose mostly
relevant
questions about
the correct time
frame
Pose fairly
relevant
questions about
the correct time
frame
Pose some
relevant
questions about
the correct time
frame
Pose minimal
questions about
the correct time
frame
Identify a
range of
sources and
locate and
record
information
related to this
inquiry
Source a diverse
range of sources
Identify a wide
range of
sources
Identify an
adequate range
of sources
Identify a narrow
range of sources
Identify a limited
range
Source highly
relevant and
sophisticated
information
Locate mostly
relevant
information
Locate
reasonably
relevant
information
Locate some
relevant
information
Locate minimal
information
Record information
in a highly accurate
Record
information in a
Record
information in a
Record
information in a
Record
information with
Use of ICT
and precise
manner
mostly accurate
manner
moderately
accurate manner
partially
accurate manner
limited accuracy
Examine
sources to
identify points
of view
Examine sources to
identify points of
view in a highly
competent and
discerning manner
Examine
sources
proficiently to
identify points
of view
Examine sources
competently to
identify points of
view
Partially
examine sources
to identify points
of view
Attempt to
examine sources
to identify points
of view
Develop,
organise and
present texts,
particularly
narratives and
descriptions
using
historical
terms and
concepts
Development of
highly effective
texts that
articulate complex
ideas in a coherent
and extensively
reasoned manner
Development of
mostly effective
texts that
articulate wellconsidered
ideas in a clear
and mostly
logical manner
Development of
reasonably
effective texts
that articulate
thoughtful ideas
in a moderately
clear manner
Development of
texts that
articulate some
ideas in an
partially clear
manner
Development of
texts that are
inarticulate
Students
develop ICT
capability
when they
locate,
process,
analyse and
communicate
historical
information
using a range
of ICT sources
and methods
A good range of
ICT resources
used
throughout the
unit and
presentation
Evidence of
several areas of
ICT use in the
unit and
presentation
Evidence of
minimal ICT
resource use in
the unit and
presentation
Little or no use
of ICT resources
in the unit and
presentation
Evidence of
working
collaboratively
Teacher
observation of
students
helping,
participating,
questioning,
respecting
and sharing as
a group from
the beginning
of the unit
until the final
presentation
is complete
High levels of
teamwork present
at all times
A good attitude
and work ethic
towards the
best interests of
the group
Evidence of
teamwork
throughout the
unit most of the
time
Low levels of
team work
throughout the
unit. Some
evidence of
input towards
the group
Little or no input
towards the
group, separated
from discussions
and showed little
care towards
group dynamics
Appendix 3
Maritime Museum Excursion Worksheet
In your groups, brainstorm the following questions during the excursions, and write some dot points. Answers will be discussed as a class in the next
lesson.