EEO410 Learners learning about and for their world Human

Disciplines
Inquiry Unit on People in our World
Year Level: 3/4
Duration: 10 weeks
PLACE UNIT TITLE: People in our community
STUDENT NAMES: Emily Hill 213087576 and Natasha Vanstone 212196352

Inquiry Question

Teaching proposal

What and who are the people that have

had significant impacts on the
development of Australia and our local
communities?

Within this unit study students are able to learn

and discover the people who are important and
significant within our community and within our
country. Throughout the unit students are able
to investigate past and present influences and
how they contributed to the places, events and
history of our community, including how
Indigenous people have influenced and
shaped the Australia we live in today. As
students and their families are a part of the
community, this unit is relevant to them.
Students will be involved in creating and
building models of the local buildings and
interview family in relation to their involvement
and history. They will also develop timelines
and presentations that highlight the important
and significant events that occurred in
Australia over time and the people who were
involved, including the development of their
local area. Students will also explore the
relevance of culture, religion, status and
beliefs, as well as symbols and celebrations of
Australia. This will be supported by appropriate
literature, artefacts, excursions to the local
museum and library, dreamtime stories, and
videos.

BIG ideas
Australia has a large history and is
impacted by significant events and
people
Different religions, cultures, places
and people contribute to the
changes in our community
Buildings, locations, landmarks and
people have significant importance
and impact on our community

Our community is made up of people of all

cultures, religions, status and beliefs.Therefore
by gaining a broader knowledge of this,

students are able to be more accepting of the

community itself (Chen & Hamilton 2015) and
may also be more likely to gain identity in
knowing they are able to bring their differences
to the community as well.
By participating in learning of their community,
the people, events, and places that have
impacted the community, it gives them a
foundation of being able to establish how they
can participate and contribute to the
community themselves. As the Victorian
Curriculum (2016) states students explore
how individuals participate in their community,
cultural diversity and how belonging to different
groups can shape personal identity, further
explaining the importance of investigating and
identifying where they belong and contributions
they make.
Over the unit students will be able to discover
the large history Australia has and how people
have the ability to impact and shape it. They
will also gain insight into the different religions,
cultures, places and people who shape our
community. Students will also discover the
buildings, locations and landmarks that have a
significant impact on all members of our
community. The Victorian Curriculum (2016)
highlights that learning about history allows
students to develop curiosity and imagination,
and that being aware of history is important to
any society and that historical knowledge is
fundamental to understanding ourselves and
others. Learning about places also opens a
childs curiosity to the world. It is essential that
students have the opportunity to examine and
investigate particular places to understand how
they have developed certain characteristics,
and that exploring similarities and differences

of these places, investigating meanings and

significance to people, and examining how
they have changed over time (Victorian
Curriculum 2016), allows for students to gain
knowledge of the place they live.
The importance of teaching this is that it
promotes the understanding of societies,
events, movements and developments that
have shaped humanity from earliest times. It
helps students appreciate how the world and
its people have changed, as well as the
significant continuities that exist to the present
day (Victorian Curriculum 2016).
Throughout the unit students are able to
participate through visits to community centres
and be involved in hands- on activities within
the classroom in which focuses on people in
the community and the history of our
community. By enabling students to participate
in real world experiences and situations within
the classroom enables students to learn in a
meaningful way (Webster & Ryan, 2014).

Learning intentions
At the end of this unit, students will
understand that:
1. Students learn about the

significance that Aboriginal and

Torres Strait Islander individuals

have had on our community and

our country.
2. Historically, events and people

have changed Australia and

communities, and the way
individuals interact .
3. Buildings, locations and landmarks
have a significant influence on the
community and the people within.

Key skills
At the conclusion of this unit students will be
able to:
Describe the history and the significant
events that have influenced our country
Identify the significance and impact of
places and people in our community
Record weekly learning in their journals
to be incorporated in their timeline
Investigate places and people who
have impacted our community and
country over time.
Justify reasoning for decisions made
during weekly learning.
Construct timelines and models in
which display the significance of the

4. Students learn about their own

individual and family roles in the
community.
5. History is learnt through stories,
artefacts and places.

past, present and future in our

community and country.

Assessment Evidence
Weekly reflections in journals

Historical timeline of events and people

Individual project on a person from Australia or the community
Annotated photos of observations and learning
(find something else)

Australian Curriculum areas covered in this inquiry unit related to

Humanities
Discipline

History

Knowledge &
Understanding
The significance of Country and
Place to Aboriginal and Torres
Strait Islander peoples who
belong to a local area
A significant example of change
and a significant example of
continuity over time in the local
community, region or
state/territory

Code
(VCHHK0
72)

(VCHHK07
3)

(VCHHK07
The role that people of diverse
backgrounds have played in the 4)
development and character of
the local community and/or other
societies
(VCHHK07
Significance of days and weeks 6)
celebrated or commemorated in
Australia and the importance of
symbols and emblems, including
Australia Day, ANZAC Day,
Harmony Week, National
Reconciliation Week, NAIDOC

Skills

Code

Sequence significant events in

chronological order to create a
narrative about one navigator, explorer
or trader and Australian settlement

(VCHHC0
66)

Identify the origin and content features

of primary sources when describing
the significance of people, places and
events
Identify and describe continuity and
change over time in the local
community, region or state and as a
result of the effects of European
exploration
Identify and explain the causes and
effects of European settlement and
exploration
Describe the significance of Australian
celebrations, symbols and emblems

(VCHHC0
67)

(VCHHC0
69)

(VCHHC0
70)
(VCHHC0
71)

week and National Sorry Day

The journey(s) of a significant
world navigator, explorer or
trader up to the late eighteenth
century, including their contacts
with and effects on other
societies
Stories of the First Fleet,
including causes and reasons for
the journey, who travelled to
Australia, and their experiences
and perspectives following
arrival
The nature of contact between
Aboriginal and Torres Strait
Islander peoples and others, for
example, the Macassans and the
Europeans, and the effects of
these interactions

Geography

(VCHHK07
9)

(VCHHK08
0)

(VCHHK08
1)

Similarities and differences

between places in terms of their
type of settlement, demographic
characteristics and the lives of
the people who live there

(VCGGK0
84)

Describe the different cultural,

religious and/or social groups to
which they and others in the
community may belong

(VCCCC0
07)

Investigate why and how people

participate within communities
and cultural and social groups

(VCCCC0
06)

Economics
& Business
Civics &
Citizenship

CROSS CURRICULUM PRIORITIES

Indigenous

Organising ideas

code

Organising ideas

code

Describe the different cultural,

religious and/or social groups to
which they and others in the
community may belong

(VCCCC0
07)

The significance of Country and Place

to Aboriginal and Torres Strait Islander
peoples who belong to a local area

(VCHHK0
72)

Investigate why and how people

participate within communities
and cultural and social groups
Similarities and differences
between places in terms of their
type of settlement, demographic
characteristics and the lives of
the people who live there
Compare their own and others
cultural practices, showing how
these may influence the ways
people relate to each other

Significance of days and weeks

celebrated or commemorated in
(VCCCC0 Australia and the importance of
06)
symbols and emblems, including
Australia Day, ANZAC Day, Harmony
Week, National Reconciliation Week,
NAIDOC week and National Sorry Day
(VCGGK0
84)
The nature of contact between
Aboriginal and Torres Strait Islander
peoples and others, for example, the
Macassans and the Europeans, and
the effects of these interactions
(VCICCB
005)

(VCHHK07
6)

(VCHHK08
1)

Asia
Sustainabil
ity
GENERAL CAPABILITIES
Intercultural
capability

Compare their
own and others
cultural practices,
showing how
these may
influence the ways
people relate to
each other
Explain the role of
cultural traditions
in the
development of
personal, group
and national
identities

Critical and
creative
thinking

Construct and use

open and closed
questions for
different purposes

(VCICCB
005)

Personal and
social capability

Examine the
similarities and
differences between
individuals and
groups based on
factors such as sex,
age, ability,
language, culture
and religion

(VCPSCS
O020)

Ethical capability

Explore the extent to

which particular acts
might be regarded by
different people as

(VCECU0
05)

(VCICCD
007)

(VCCCTQ
010)

Consider concrete
and pictorial
models to facilitate
thinking, including
a range of
visualisation
strategies

(VCCCTM
018)

Examine an
increased range of
learning strategies,
including
visualisation, notetaking, peer
instruction and
incubation, and
reflect on how
these can be
applied to different
tasks to reach a
goal

(VCCCTM
019)

good or bad, right or

wrong, better or
worse, and explain
why
Discuss the ways to
identify ethical
considerations in a
range of problems

(VCECU0
06)

Stage 1: IMMERSION - establishing what we want to find out: Posing

questions and planning inquiry
Learning
Intention:

Activity & Resource

VC links

Use websites to teach students about the history of

the Indigenous culture. In groups of 3 or 4 students
then choose a language from the Indigenous map and
each member in the group researches one of the four
key questions each:
How did the people live?
What were the roles of men/women/children?
What were the main beliefs and events the
Indigenous take part in?
Who are some people who are significant to the
Indigenous community?
Students then present all information as a
powerpoint.

VCICCD00
7,
VCCCTQ0
10,
VCCCTM0
18,
VCECU00
5,
VCECU00
6,
VCPSCSO
020,
VCHHK08

1,
Dreamtime stories VCHHK07
http://www.abc.net.au/dustechoes/dustEchoesFlash.ht 2
m
Indigenous map http://aiatsis.gov.au/explore/articles/aiatsis-mapindigenous-australia
Games http://www.creativespirits.info/aboriginalculture/sport/
traditional-aboriginal-games-activities#axzz47jiY5pqi
Aboriginal symbols http://www.aboriginalartstore.com.au/aboriginal-artculture/aboriginal-symbols-glossary/
Students can also explore AIATSIS (Australian
Institute of Aboriginal and Torres Strait Islander
Studies) - http://aiatsis.gov.au/explore/history
2

Discuss with students that they are going on a trip

back to 1788. Put photos up around the room of
different events, different people and tribes. Then
hand out the corresponding information one to each
pair. Jump into a box made ship and travel around the
room to the different photos. As you get to each
photo have the student with the corresponding
information read it aloud to the rest of the class.

Students investigate the importance of different

locations, landmarks and buildings in our community.
Ask students to research one in our community and
then create a model of that
building/location/landmark and discuss to the class
the importance and the significance of the building

VCECU00
5,
VCECU00
6,
VCHHK08
0,
VCHHC06
9,
VCHHC07
0
VCCCC00
7,
VCCCC00
6,
VCHHK07
3

from the past or from the present time.

2

Students choose one person who contributes to the

local community, e.g.. own shops, built buildings,
have streets named after them, part of sporting
groups/created them, mayors, settlers of the area,
farmers. They develop questions they would like to
research about and then use ipads to research about
the role of that person. Students then create a
collage of the information and images collected
during research.

VCICCB00
5,
VCICCD00
7,
VCCCTQ0
10,
VCPSCSO
020,
VCCCC00
7,
VCCCC00
6,
VCHHK07
4

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing

evidence
Learning
intention:

Activity & Resource

VC links

Students draw their family tree and next to each

person, they name something important that person
brings to the community, whether its a job, an event,
a special quality. From this information students get
into small groups and create question they would like
to ask their family members about the history of their
family, about important events their family has been
part of, about any cultural significance their family
has and to identify familys impact on the local
community past and present. Teacher will then create
a class proforma of questions to take home and ask
their families.

VCCCTQ0
10,
VCCCTM0
19,
VCGGK08
4,
VCHHK07
4

Students go to Knox Historical Society museum. Use

Inquiry journals to make important notes, sketches
and annotations throughout. Students can also write
questions about what they want to find out, what

VCICCD00
7,
VCCCTQ0
10,

they think will help them with later projects/answer

questions about previous lessons activities.

VCCCTM0
18,
VCCCTM0
19

Watch a video on reconciliation. Then discuss the

different celebrations that we have in our community.
Have 4 activities set up on different tables in which
focus on different celebrations throughout Australia
(Anzac Day, National Sorry Day, Harmony Week,
National Reconciliation Week) and the community.
Students then rotate through the activities.

VCICCB00
5,
VCICCD00
7,
VCECU00
6,
VCHHK07
6,
VCHHC07
1

Students go to the local library and use the resources

and facilities to research one person they would like
to discover more about who has impacted our
country or our community, whether its in the past or
someone who is currently impacting our community.
Students will need to take rough notes in their Inquiry
journals as they discover this information.

VCCCTM0
19,
VCCCC00
7,
VCGGK08
4,
VCHHK07
9

Website of names (optional for students):

http://www.australia.com/en/articles/famous-australians.html

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve

found?
Concluding, reflecting on and responding to the inquiry
Learning
intention:

Activity & Resource

VC links

Show a short video of Australia past and present and

ask students to take notes in their journals. Then
show students the website on how to create a
timeline, what they need to include and how they can
use the website to create their own timeline including

VCCCTM0
18,
VCHHK07
9,
VCHHK07

audio and visuals. In the timeline ask the students to

put in information they already know and that they
have learnt in previous lessons, also ask students to
put into their timelines any information they received
from their family interviews. Collaborate as a class
after finished and share what important dates and
events should be on the timeline.

3,
VCHHC06
6,
VCHHC06
9

Read Write Think timeline website:

http://www.readwritethink.org/files/resources/interactives/timeline_
2/
2

Students create an EXPO style presentation of their

chosen person, with information regarding their
significance and details about them, artefacts related
to them and students to come dressed as their
significant person.

VCCCTM0
19,
VCHHK07
9,
VCHHC06
7

Include references AND images if appropriate here:

Images of field day at Ambleside Homestead and Museum:(All images taken on field day)

Bibliography:
ABC 2007, Dust Echoes: Ancient stories, New voices, retrieved 5th May 2016,
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
Australia 2016, Famous Australians, Australia.com, Touris Australia, retrieved 5th May 2016,
http://www.australia.com/en/articles/famous-australians.html
Central Art 2016, Aboriginal symbols glossary, Central Art: aboriginal art store, retrieved 5th May 2016,
http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-symbols-glossary/
Chen, J.M. & Hamilton, D.L 2015, Understanding Diversity The Importance of Social Acceptance. Personality
and Social Psychology Bulletin, vol. 41, no. 4, pp.586-598, retrieved 6 May 2016 from
http://psp.sagepub.com.ezproxy-b.deakin.edu.au/content/41/4/586.short

Horton, D.R 1996, AIATSIS Map of Indigenous Australia, Aboriginal Studies Press, AIATSIS, retrieved 5th
May 2016, http://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia
Korff, J 2015, Traditional Aboriginal games & activities, Creative Spirits, retrieved 5th May 2016,
http://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-activities#axzz47jiY5pqi
Read Write Think n.d., Timeline, retrieved 4th May 2016,
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Victorian Curriculum 2016, Level 3 & 4,Victorian Curriculum: Foundation-10 (VC), Victorian Curriculum and
Assessment Authority (VCAA), retrieved 5th May 2016, http://victoriancurriculum.vcaa.vic.edu.au/
Webster, S & Ryan, A 2014, Understanding Curriculum: The Australian Context, Cambridge, Port Melbourne,
Australia.