Year 6 unit overview Australian Curriculum: History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation10, <www.australiancurriculum.edu.au/History/Curriculum/F-10>. School name Unit title Duration of unit Holy Family Contribution of people to Australian society 6 Weeks
Unit outline Key Inquiry Questions: What contribution have significant individuals and groups made to the development of Australian society?
2 | Year X unit overview Years 36 Australian Curriculum: History Identify curriculum Content descriptions to be taught General capabilities and cross-curriculum priorities Historical Knowledge and Understanding Historical Skills 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) Chronology, terms and concepts 1. Sequence historical people and events. (ACHHS117) 2. Use historical terms and concepts (ACHHS118) Historical questions and research 1. Identify questions to inform an historical inquiry (ACHHS119) Analysis and use of sources 1. Locate information related to inquiry questions in a range of sources. (ACHHS121) Perspectives and interpretations 1. Identify points of view in the past and present (ACHHS123) Explanation and communication 1. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) Literacy
ICT capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Queensland Studies Authority March 2012 | 3 Identify curriculum Achievement standard By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group. Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.
Relevant prior curriculum Curriculum working towards Students need to make use of prior learning from Term 3, which investigated the way of life of people who migrated to Australia and their contributions to Australias economic and social development. Students also need to capitalise on teaching provided and skills learnt relating to source work and incorporating historical terms and concepts within their written work. Year 7 History Curriculum. Bridging content
Links to other learning areas English novel study
4 | Year X unit overview Years 36 Australian Curriculum: History
Assessment Make judgments Describe the assessment Assessment date Use a variety of Historical skills to identify: Who were the people that came to Australia? Why did they come? What was their contribution to Australian society and what legacy did they leave? Students have been asked to nominate a recipient to receive the Outstanding Australian Contribution Award. Students are required to research an individual or group, who has made a significant contribution to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.
The individual or group will be recognised for their actions that have benefitted the wider Australian community. Students will use what they have learned in class to describe why this group or individuals contribution is so noteworthy to our countrys development. Students will be asked to address the following headings in their nomination: Name of Nominee: Date and Place of Birth: Summary of early life: Summary of work/actions: Reasons why you wish to nominate this individual or group:
Students are to present their nomination so their chosen individual or group has the best chance of winning the Award. Week 6
Queensland Studies Authority March 2012 | 5 Teaching and Learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Week One Contribution to the Nation Recap students knowledge of stories of migration. Discuss how migrants have contributed to Australian society in many different ways. After more than 200 years of migration, Australia has become a very multicultural society a melting pot of different religions, foods, languages and ideas. Discuss how migrants have helped Australias economy (spending on housing, starting and expanding businesses, boosting workforce etc). Students read Handout Contributions to the Nation Students complete Activity Sheets 1 and 2. Discuss as a class when finished.
Week Two The Contribution of specific individuals and groups: Making a difference
Focus: Shirley Smith and Lowitja ODonoghue (Examine the positive role of Indigenous people to the development of todays Australia).
Every society has its unsung heroes, people who by their selfless actions make a difference to the lives of others, without expecting the rewards of fame and glory. But sometimes, those deeds have a positive effect on the lives of so many people that they do not go unnoticed. The stories of Shirley Smith and Lowitja ODonoghue are two such examples. As a class, read Handout Making a Difference 1. Discuss these two stories and provide some more background information on Shirley and Lowitja (teaching notes p 62).
Handout and Activity Sheets: Ready-Ed Australia as a Nation textbook. Pages 49-51
Handout and Activity Sheets: Australian Curriculum Australia as a Nation textbook. Pages 62-65.
6 | Year X unit overview Years 36 Australian Curriculum: History
Students to complete Activity Sheet Making a Difference 2. Research Activity: students to research an Indigenous Australian whom you would nominate for the award that recognises how the actions of an individual have benefitted the wider community. Use the following headings to record information about your chosen person and the reasons why you would nominate him or her. Name of nominee: Date and place of birth: Summary of early life: Summary of work/actions: Reasons why you wish to nominate this person:
Some good websites to research include: http://www.australianoftheyear.org.au/the-awards/awards-history/first- australians/ http://www.creativespirits.info/aboriginalculture/people/famous-aboriginal- people-role-models
Week Three The Contribution of specific individuals and groups: Making a difference
Focus: Surf Live Saving Australia (Examine the contribution made by surf lifesavers to the development of todays Australia).
Australia is famous across the globe for its beach culture which includes the populare sport of Ironman and Ironwoman. Today, this sport is a combination of swimming, board paddling, ski paddling and running. It was originally created as a way to keep lifesavers fit and develop their rescue
Handout and Activity Sheets: Australian Curriculum Australia as a Nation textbook. Pages 66-69.
Queensland Studies Authority March 2012 | 7 skills. As a class, read Handout Surf Live Saving Australia - 1. Discuss the worthwhile contribution this group makes to society and provide some more background information on this volunteer group (teaching notes p 66). Students to complete Activity Sheet Surf Live Saving Australia - 2. Research Activity: Question 1 on page 69? Or students could research a specific Surf Live Saving Club in Australia and report back to the class on their findings, which might include questions such as: When was the Club formed? How many members? What is the clubs community focus? http://sls.com.au/
Week Four The Contribution of specific individuals and groups: Making a difference
Focus: Australias multicultural pearling industry (Exploring the contribution made by divers in the pearling industry, to the development of todays Australia).
Australias pearling industry has survived the Great Depression of the 1930s, the disastrous cyclone of 1935, the fallout of two World Wars and the invention of the plastic button (The switch from mother of pearl to plastic was caused by the invention of the plastic button in 1957. The plastic button was easier to produce and less expensive). Producing 60% of the worlds South Sea cultured pearls, the industry now plays a significant role in the countrys economy. But who have been the forces behind this exclusive business? As a class, read Handout Australias multicultural pearling industry - 1. Discuss the worthwhile contribution these divers continue to make to
Handout and Activity Sheets: Australian Curriculum Australia as a Nation textbook. Pages 74-77.
8 | Year X unit overview Years 36 Australian Curriculum: History society and provide some more background information on this industry (background notes p 66). Students to complete Activity Sheet Australias multicultural pearling industry - 2. Research Activity: Have students research pictures/images of pearl divers both naked divers and helmet divers and compare the differences, making sure to also research the advantages and disadvantages of each. Students to complete the activity sheet on page 77. http://australia.gov.au/about-australia/australian-story/australias-pearling- industry
HAND OUT ASSESSMENT TASK AND EXPLAIN. STUDENTS TO COMPLETE TASK AT HOME, ASSESSMENT DUE WEEK 6. REMIND STUDENTS OF USEFUL WEBSITES TO RESEARCH SIGNIFICANT INDIVIDUALS AND GROUPS: http://www.australianoftheyear.org.au/ http://www.philanthropy.org.au/join/who-are-our-members/ as well as many other organisations such as Landcare Australia, Clean Up Australia, Catholic Mission.
Week Five The Contribution of specific individuals and groups: Making a difference
Focus: Eddie Mabo and the Native Title Act (Examine the contribution of Eddie Mabo for all Indigenous Australians in their right to claim native title on land). Eddie Mabo, born Edward Koiki Sambo, is one of Australias most famous Torres Strait Islanders. Discuss as a class if anyone has heard of Mabo, as well as what is meant by terms such as native title and land rights students should write notes
Handout and Activity Sheets: Australian Curriculum Australia as a Nation textbook. Pages 78-81.
Queensland Studies Authority March 2012 | 9
Use feedback Ways to monitor learning and assessment Year 6 teachers: initially meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners meet weekly to discuss implementation of program and discuss learning activities cross mark tasks and moderate to achieve consensus and consistency of teacher judgment moderate the QCATs to identify AE samples to take to cluster moderation in Term 4 participate in cluster moderation of the QCATs. Curriculum leaders: in books. Background/Teacher information is included on page 78. As a class, read Handout Eddie Mabo and the Native Title Act - 1. Discuss the significant contribution Eddie Mabo made to society, particularly Indigenous Australians (background notes p 78). Students could watch the following ABC newsclip on Eddie Mabo (6.30mins): http://www.youtube.com/watch?v=e2KPAuuwYfs
Students to complete Activity Sheet Eddie Mabo and the Native Title Act - 2. Research Activity: Have students research all aspects of Eddie Mabos varied and colourful life to build a more complete image of this great man. Students to complete the activity sheet on page 81.
Week Six Assessment Due
Students pin their Assessment Task (Nomination Forms) on classroom board and peers spend time reading each one and voting on their choice for Outstanding Australian Contribution Award. Votes are tallied and winner is announced. Spend time discussing other nominations.
10 | Year X unit overview Years 36 Australian Curriculum: History Use feedback randomly sample student work to check for consistency of teacher judgments. Feedback to students Teachers: plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to students on their strengths and areas for improvement reflect on and review learning opportunities to individualise learning experiences as required provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills. Students: identify, reflect and discuss with their teachers or peers what they can do well and what they need to improve Reflection on the unit plan At the conclusion of the unit all teachers who have been involved in planning, teaching, learning and assessment will come together to reflect on the successes and challenges of the unit. They will come with their personal reflections through answers to the following questions: What worked well in this unit? What was a stumbling block? How would you refine it? What trends and gaps in learning have you identified? How will you build on these learning experiences next term and beyond?