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Topic: Indigenous History Question to be investigated: What impact did European colonisation
have on Aboriginal and Torres Strait Islander Peoples?
Duration: 16 lessons for 3 hours per week over 6 weeks Term: Term 3
Humanities Integration: History, Civics and Citizenship and Geography. Background to learning: This will follow on from a unit focusing on the
life of Aboriginal and Torres Strait Islander Peoples before European
Settlement
Rationale:
This unit of work answers a key inquiry question outlined by AusVELS in the Level 4 History domain; What was the nature and consequence of
contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers? (AusVELS, 2015). Through a range of
activities students will work towards answering this question. This unit is critical in Australian childrens education as it allows them to learn about a
significant time in Australias history and be able to be their own investigators of the past through independent research.
There is several Historical Key Concepts addressed and covered in this unit of work. Perspectives are looked at in depth as children explore the idea
of different points of view and feelings towards the same event. In lessons 6-8 this is investigated and students list, compare and contrast different
perspectives to the same occurrence, in this instance the arrival of European Settlers and first interactions. Because students are looking at the past
from several points of view it places them in a position to be able to draw conclusions and create their own informed opinion about past historical
events. By exploring the emotions felt by those involved as well as the values and motivators behind their actions students are engaging in the
concept of empathy. When they investigate the impact that colonisation had on the Aboriginal and Torres Strait Islander Peoples and Communities
they are also connecting their learning to the concept of cause and effect (AusVELS, 2015).
Because this is a unit of work around Aboriginal People, some traditional Aboriginal ways of learning have been introduced. According to the
Indigenous Australia website, oral language and oral tradition is how information is passed down and new things taught and learnt in the Indigenous
community. Students will participate in oral language and learning by communicating new information to their class through speech and language.
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This is also varying the mode of delivery so that another style of learning is reached and therefore there are more students engaged and
understanding the learning.
There are several differentiated tasks in the unit. Heacox stresses the importance that differentiated work means different work, not simply more or
less work (Heacox, 2001, pg. 99). The tasks are differentiated according to a tiered by complexity approach which means that students are divided
into groups according to ability and then they engage in a activities that vary in the order of thinking required so that all students are challenged but
supported.
There is a range of forms of assessment throughout the unit, including diagnostic, formative and summative. This means that both students and
teachers are able to track progress and see what they have learnt. There is also the opportunity for self reflection and peer reflection of the major
project that occurs in the Taking Action stage of learning which means that students get a variety of feedback and are able to think in depth about
what they have learnt.
Overall this unit addresses key concepts, skills and standards according to AusVELS while giving students meaningful learning experiences. The
differentiated tasks challenge students at their own level and provide necessary support while also incorporating forms in Indigenous learning
meaning students are not only learning about traditional customs but also learning from them.
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Standards: Assessments:
The following are achievement standards taken directly from AusVELS A range of diagnostic, formative and summative assessment is used
under the domain of History. Students will be able to achieve these throughout this unit of work. Through the use of KWL charts students are
outcomes by the conclusion of the unit. able to participate in an ongoing assessment and then use the chart as a
tool for self reflection at the conclusion of the unit. This is also a
By the end of Level 4, students explain how and why life changed in the
summative assessment as it concludes what they have learnt.
past, and identify aspects that remained the same... They pose a range
Students will be informally assessed throughout using observation,
of questions about the past. They identify sources (written, physical,
questioning and tick sheets to ensure they meet the stated criteria of the
visual, oral), and locate information to answer these questions. They
tasks.
recognise different points of view. Students develop and present texts,
including narratives, using historical terms (AusVELS, 2015). There are two formal assessments throughout the unit that are based on
differentiated tasks. These are assessed through rubrics.
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museum. They will then research independently using independent research create visually
a range of resources to answer their questions. appealing posters with
These questions and answers will be made into a questions for
display/another learning tool in the classroom. classroom display
Making -What is the most Lesson 12: Creating information for wax museum- -Create an oral -Computers to type up -Formal
connections important See Appendix 5.1 presentation that goes speeches assessment. See
Activities that information about -In preparation for the wax museum students will need for one minute that -Something to time Appendix 5.1
help students put your chosen to create a speech for one minute that gives follows required speeches with
it all together and person? information about their chosen person so that viewers components outlined -Using a tick sheet
draw some of the museum will be able to learn more about them. on the task sheet. to ensure all criteria
conclusions -Computers/iPads/ are met, assess
about what they Lesson 13: Creating a visual aid for wax museum -Create a visually -Paper to create visual students ability to
have learnt. -Create a poster/power point/prezi/other form of visual pleasing presentation display collate their found
presentation that gives information about the chosen that incorporates information.
person to help give an extra visual element to your relevant information
display at the wax museum. -Through carefully
viewing each
Lesson 14: Dress rehearsal
students visual aid,
-Dress rehearsal of wax museum for students to assess on accuracy
practice, set up their displays and make any of facts and
adjustments that they need. presentation.
Taking Action Lesson 15: WAX MUSEUM!!!- See Appendix 6 -Students will bring -Formal
Activities that -Wax museum where everyone picks a person that -Deliver their their own costumes assessment. See
give students the they want to represent in a museum about Australian information with -Room set up like a appendix 5.2 for
opportunity to act History and Colonization and tell their perspective of confidence and make museum with different rubric
upon what they first interactions between settlers and Aboriginal and use the presentation displays
have learnt Torres Strait Islander Peoples. that has been created.
-What do you -Summative
know now that you Lesson 16: Reflecting on how much we have learnt -Summarise new -Mind map template assessment.
didnt know -Create a mind map of what students now know and knowledge learnt. Summarising new
before? compare to original KWL chart so they can see how knowledge learnt.
much they have learnt. -Be able to find both -Self assessment of
-Self reflection on success of wax museum positives and success of final
presentation. negatives in delivery project
of presentation.
Elizabeth Blackwell- S00126377
References
AusVELS,. (2015). AusVELS - Level 4. Ausvels.vcaa.vic.edu.au. Retrieved 20 May 2015, from http://ausvels.vcaa.vic.edu.au/Level4
Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Pub.
Appendix 1- Lesson 3
Books
Encyclopaedias
Appendix 2- Lesson 5
Flour and sugar Was this a good or a bad thing? Were the
Indigenous People used to having this in their
diet? What were the consequences of them
eating it? How was this different to the way they
were used to getting their food?
Write down your findings in your inquiry book and get it checked before you
grab an iPad.
Happy researching!!
Appendix 3- Lesson 7
OR
Yellow Group
Write down 5 things you can see in the painting you choose. Write down some feelings that the people in
the painting might have felt. Aim for three feelings from the Aboriginal Peoples point of view and three
feelings from the settlers point of view
Green Group
Write down 5 things that you can see in the painting you choose. Write down some feelings that the
people in the painting might have felt. Are these feeling the same? Are they different?
Purple Group
Write down 5 things that you can see in the painting you choose. What sort of feelings would the people
in the paintings be having? Would everyone be feeling the same thing? Describe why people would be
feeling the emotions you have listed.
Elizabeth Blackwell- S00126377
Creating a narrative
Today we will be creating our own narrative from the perspective of
someone who was there when the European settlers arrived.
Choose a perspective you focused on in you Venn Diagram and include facts you
researched to make your story more realistic.
Things your narrative has to have
Get creative!!
Appendix 4.2- Rubric
Length of My story was less My story was one My story was more
than one page long page long than one page long
story
Perspective My story included one My story included one My story included one
perspective detailed perspective detailed perspective
but it considered the
perspectives of other
characters
Convict guards
You will have a one minute script planned of information you will give when somebody
presses the button at your display. Your display will need to include
One minute worth of spoken information
A visual aid to help give your information to the audience. Can be a poster, power point
presentation, prezi, video etc.
A buzzer/bell/button for the audience to press so you can begin speaking and giving your
information
You will be pretending to be a wax figure which means you will stay still and quiet
until somebody comes along and presses the button to know more about you!
This is your chance to show the rest of the school all the exciting and interesting
work we do in Grade 4!
Elizabeth Blackwell- S00126377
Content I did not have any of I had most of the I had all of the
the required facts in required facts in my required facts in my
Knowledge my speech speech speech
Visual aid My visual aid had My visual aid had 3 My visual aid had 5 or
less than 3 facts or more facts about more facts about my
about my person my person chosen person
Time I can speak for less I can speak for one I can speak for more
than one minute minute than one minute
Character I did not put effort into I made a good I made an excellent
getting into character. attempt at getting into attempt at getting into
I did not try to be a character. I tried very character. I had props
wax figure. hard to be a wax and a costume. I was
figure a convincing wax
figure
Appendix 5.2- Rubric
Elizabeth Blackwell- S00126377
EBI (Even Better If) EBI (Even Better If) EBI (Even Better If)
Appendix 6- Lesson 16
Overall this is how I feel about the unit of work (circle one)