EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on PLACE

Year Level: 5/6
Duration: 10 weeks
PLACE UNIT TITLE: The Shrine of Remembrance Australia and its Identity
STUDENT NAMES: Alanah Bresnehan (212210385) & Prudence Freeth (212187605)
Inquiry Question
Teaching proposal
Through this unit it is envisaged that students will learn about:
What is the history and significance of the ANZACs in relation
Emotional connections between literary and visual stimulus that links
to Australian identity?
to the Shrine of Remembrance. (Eg. Students creating emotional links
to soldiers stories and then reflecting when visiting and learning about
BIG ideas
the Shrine of Remembrance)
The ANZACs are a part of Australian history that
How people can react in situations to form positive relationships
represents the ideal Australian identity (eg. Mate-ship
Develop mapping skills and conventions by looking at where the Shrine
and camaraderie)
of Remembrance is situated. (Where, Why, How)
Have an understanding that the location of place could
Understand cultural differences from one place to another
be symbolic
The social and emotional impacts of events on people
The Shrine of Remembrance is a place that allows
The exploration of how people may have felt, what they saw and
contemporary Australians to commemorate and reflect
interpretation of the event through images and artefacts
Understanding that remembrance is not only about
Working together in groups to create solutions and discussions that
celebrations but of the sacrifices and negative aspects
prompt critical thinking (eg. Class discussion and debates)
that shaped Australias Identity
This is important because:
helps students gather emotional connections to historical events that
Australia is known for in history
have an understanding of geographical skills and conventions in order
to search for reasons of certain architectural structures
have an understanding that there is different types of environments
through according to different events and countries in history
enforcing the ability to work as a team even in hard circumstances
it develops student opinion on certain topics (eg. Do we need a place
to commemorate the ANZACS?) therefore creating an active citizen
Ive read something about this in: (Textbook, Resources)
History is a disciplinary process of inquiry into the past that develops
students curiosity and imagination (Hoepper, 2014, pp. 179)
Empapthetic procedures is when a issue is remote from the students
own lives (Gilbert. 2014, pp. 131)

Learning intentions
At the end of this unit, students will understand that:
1. Historical and geographical impacts and factors that
make up what 'Australian Identity' is perceived as
2. To understand the reasons for remembrance of the
ANZACS
3. Looking through photographs, paintings and artefacts
students can gain understanding of the war the
Australians fought and creating emotional link
4. History is created through actions of people and how
there is reaction and impact from certain events.
5. The Shrine of Remembrance is a symbol of Australian
history for the bravery, mate-ship and war.
6. Looking at the location geographically of the Shrine of
Remembrance and the reasons why it was built in that
part of Melbourne city

Assessment Evidence

Quality instructional approach will incorporate well-planned hands on

activities as part of a well-engineered program (Campbell & Jane,
2012, pp. 1)
Intrinsic motivation doing an activity for its inherent satisfaction and
contend hat both creativity and deep learning result when intrinsic
motivation is high (Campbell & Jane, 2012, pp. 3)
Children learn in social and cultural contexts these discussions are
fruitful (Campbell et. al. 2004, pp. 9)
Students explore their own identity, Australias heritage and cultural
diversity, and Australias identity as a nation in the world. They
examine the significance of traditions and shared values within
society. (ACARA, 2014)
Melbourne Deceleration on Educational Goals for Young Australians Appreciate Australias social, cultural, linguistic and religious diversity,
and have an understanding of Australias system of government,
history and culture (MCEECDYA, 2008, pp. 9)
Key skills
At the conclusion of this unit students will be able to:

Identify events and places that are significant to Australian history and
explain the significance in relation to Australian identity
Analyse images, stories and artefacts that are linked to the ANZACs
Navigate by using mapping conventions and skills to conduct research
and mapping of the location of the Shrine of Remembrance
Predict the sights, emotions and social aspects of Australian Soldiers
through the use of artefacts and images from reliable sources
Record in a journal their own work that is related to geography, history
and sustainability. This can be documented through digital and hard
copy journals

Assessment of this unit will be done through:

Formative Assessment Mind mapping of What is Australian Identity to check for prior knowledge and understanding
Formative Assessment- Working in pairs and communication as a group on key terms
Summative Assessment- An analysis of lyrics/poetry and the meaning behind the authors message through answering a questionnaire
Formative and Summative Assessment- Assessing students understanding of an image in a historical context through the use of
observation and note taking
Summative and Formative Assessment- Creation of an artefact that represents the students image and discussion based around the
artefact
Summative Assessment- Presentation on the Shrine of Remembrance and the geography and Indigenous heritage of the land
Formative Assessment- Images collated after the excursion to the Shrine
Summative and Formative Assessment- Timeline created on Time Toast web app by individual students
Summative and Formative Assessment- Letter to Home through the use of an image discussed with partner
Summative and Formative Assessment- Adding to mind map from first lesson on what students have learnt about being Australian
Australian Curriculum areas covered in this inquiry unit related to Humanities
Discipline
Knowledge & Understanding
code
Skills
code
History
Experiences of Australian democracy and (ACHHK114)
Sequence historical people and events
(ACHHS098)
citizenship.
Identify and locate a range of relevant sources (ACHHS101)

Geography

The influence of people, including

Aboriginal and Torres Strait Islander
Peoples, on the environmental
characteristics of Australian places (grade
5)

(ACHGK027)

Identify points of view in the past and present.

(ACHHS104)

Identify questions to inform an historical

inquiry

(ACHHS119)

Collect and record relevant geographical data

and information, using ethical protocols, from
primary and secondary sources, for example,
people, maps, plans, photographs, satellite
images, statistical sources and reports.

(ACHGS034)

(ACHGK028)
The influence of the environment on the
human characteristics of a place
(ACHGK029)

Represent the location and features of places

and different types of geographical information (ACHGS043)
by constructing large-scale and small-scale
maps that conform to cartographic conventions
including border, source, scale, legend, title

The influence people have on the human

characteristics of places and the
management of spaces within them

and north point, using spatial technologies as

appropriate
Reflect on their learning to propose individual
and collective action in response to a
contemporary geographical challenge and
describe the expected effects of their proposal
on different groups of people

Economics &
Business

Civics &
Citizenship

The difference between needs and wants

and why choices need to be made about
how limited resources are used.
Types of resources (natural, human,
capital) and the ways societies use them
in order to satisfy the needs and wants of
present and future generations
The roles and responsibilities of key
personnel in law enforcement and in the
legal system.

(ACHEK001)

Identify alternative responses to an issue or

event, and consider the advantages and
disadvantages of preferring one to others

(ACHGS046)

(ACHES006)

(ACHEK002)

(ACHCK026)

Why people work in groups to achieve

(ACHCK027)
their aims, and how they can express their
shared beliefs and values and exercise
influence.

Identify over-generalized statements in relation (ACHCS029)

to civics and citizenship topics and issues.
Use and evaluate a range of information to
develop a point of view
Interact with others with respect, identify
different points of view and share personal
perspectives and opinions.

(ACHCS030)

(ACHCS031)

CROSS CURRICULUM PRIORITIES

Indigenous

Organizing ideas
Aboriginal and Torres Strait Islander
Peoples have unique belief systems and
are spiritually connected to land

code
OI.3

Organizing ideas
Aboriginal and Torres Strait Islander communities
maintain a special connection to and responsibility for
Country/Place throughout Australia

Code
OI.2

Asia
Sustainability Futures result from actions designed to
preserve and/or restore the quality and
uniqueness of environments

Literacy
(AusVELS)

OI.9

Reflect[ion of] values of care, respect and

responsibility, and require us to explore and
understand environments
GENERAL CAPABILITIES

Create literary
texts that
experiment with
structures, ideas
and stylistic
features of
selected authors
(ACELT1798)

Identify aspects
of literary texts
that convey
details or
information
about particular
social, cultural
and historical
contexts
(ACELT1608)

Use
comprehensio
n strategies to
interpret and
analyse
information
and ideas,
comparing
content from
a variety of
textual
sources
including
media and
digital texts
(ACELY1713)

Use
metalanguage to
describe the
effects of ideas,
text structures
and language
features on
particular
audiences
(ACELT1795)

Make
connections
between
students own
experiences and
those of
characters and
events
represented in
texts drawn
from different
historical, social

Create literary
texts that
adapt or
combine
aspects of
texts students
have
experienced in
innovative
ways
(ACELT1618)

Personal and Social

Capability
(Learning Continuum)

OI.6

Level 4- Recognize Emotions:

Explain the appropriateness
of emotional responses
influences behaviour

and cultural
contexts
(ACELT1613)
Numeracy

(ICT)
capability

They use ICT to visualise

their thinking in order to
make sense of ideas,
concepts and issues from
all domains, and to
reflect on their learning
(AusVELS Stages of
Learning in Information
and Communications
Technologies)

Students use a wider

range of ICT tools,
techniques and functions
to support their thinking
processes, to model
systems, to solve
problems and to create
information products for
a variety of purposes
(AusVELS Stages of
Learning in Information

Ethical
Understanding
Capability
(Learning
Continuum)

Level 4Recognise Ethical

Concepts:
Examine and
explain ethical
concepts such as
truth and justice
that contribute to
achievement of
particular
outcome
Level 4- Reflect on
Ethical Action:
Articulate a range
of ethical
responses to
situations in
various social
contexts

Level 4- Explore
Ethical Concepts in
Context:
Explain what
constitutes an
ethically better or
worse outcome
and how it might
be accomplised

Intercultural
Understanding
Capability
(Learning
Continuum)

Level 4Investigate Culture

and Cultural
Identity:
Identify and
describe the roles
that culture and
language play in
shaping group and
national identities

Level 4- Consider
and Develop
Multiple
Perspective
Explain
perspectives that
differ to expand
their
understanding of
an issues

and Communications
Technologies)

Critical and
creative
thinking

Clarify
Critically analyse
informati information and
on and
evidence according
ideas
to criteria such as
from
validity and
texts or
relevance
images
when
exploring
challengi
ng issues
Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Learning
Activity & Resource
Intention:
1
Individual mind mapping of What is Australian Identity?
Resource: Mind Map
2
Analysing song lyrics of Spirit of the ANZACS by Lee Kernaghan
Resource: The Spirit of the ANZAC YouTube Clip
https://www.youtube.com/watch?v=Q20DUaIzYJg
2, 3

Pose questions
to probe
assumptions and
investigate
complex issues

Researching and inquiring about key terms that students may come across through the unit
Resource: List conducted with key terms from the Shrine of Remembrance education program Activity and
Resource Sheets WWI (http://www.shrine.org.au/Shrine/Files/d8/d85f35cd-6ed9-40cf-a57207fa9589ee59.pdf)
3, 4
Investigating images and encrypting elements of the image that target environment, emotions and resources
at the time of the photograph
Resource: The Shrine of Remembrance website (http://www.shrine.org.au/Home)
The Australian War Memorial Website (https://www.awm.gov.au)
YouDoodle app (https://itunes.apple.com/au/app/you-doodle-draw-on-photos/id517871755?mt=8)
Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

AC links
ACHCS029,
ACHHS119
ACHHK114,
ACHCK027,
ACHCS030,
ACHCS031,
ACHHS119
ACHCS031,
ACHHS101,
ACHCS030,
ACHCK026
ACHHS101,
ACHHS104,
ACHGS034,
ACHGK028,
ACHEK001

Learning
intention:
2, 3, 4

Activity & Resource

AC links

Creating an artefact that reflects the meanings behind the photograph from lesson before.
Resources: Craft materials, Image from last lesson on iPad

Presentation on the geographical area of the Shrine of Remembrance and the land it is on. Including
geographical birds eye view of the place to have an understanding why is was constructed in that place.
Resources: Prezi (http://prezi.com)
Google Map (https://www.google.com.au/maps/@-37.8483253,145.1102876,15z)

5, 6

Excursion to place
Resources: iPad, photographs, guided tour of the shrine and exhibition of the Shrine

2, 4, 5

Creating a timeline of events that happened in the lead up and through Gallipoli to understand the reasons
for The Shrine of Remembrance
Resource: Timetoast (http://www.timetoast.com)
The Shrine of Remembrance website (http://www.shrine.org.au/Home)
The Australian War Memorial Website (https://www.awm.gov.au)
ANZACs Site (http://www.anzacsite.gov.au)
Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?
Concluding, reflecting on and responding to the inquiry
Activity & Resource

ACHHS104,
ACHHS119,
ACHHS101,
ACHES006,
ACHCK026,
ACHCS030
ACHGK027,
ACHGK028,
ACHGK029,
ACHGS034,
ACHGS043,
ACHGS046,
ACHCS031,
ACHHS101
ACHCS030,
ACHCS031,
ACHCK026,
ACHGK029,
ACHGK028,
ACHGK027,
ACHGS034,
ACHHS119,
ACHHS104,
ACHHS101,
ACHHS098,
ACHHK114
ACHHS098,
ACHHS101,
ACHEK001

Learning
intention:
3, 4

Write a Letter to Home from the point of view from a ANZAC using an image to merge your own face into
using iPad app

AC links
ACHCS029,
ACHCS030,

Resource: Pages app on iPad

Add to mind map from first lesson to share what they have learnt about Australian identity through the unit
Resource: Original mind map from first lesson, other pieces of work from the unit of work
Bibliography:
Include references AND images if appropriate here:

ACHCS031,
ACHCK027,
ACHHS101,
ACHHS104,
ACHGS034,
ACHGK028,
ACHEK001
ACHCS029,
ACHHS119

Resource References:
ABC Music. (2015). Spirit of the Anzacs (Official Music Video). YouTube, YouTube. [Online]. Available at:
https://www.youtube.com/watch?v=Q20DUaIzYJg [Accessed: 25 April 2015].
Anon. (n.d.). Lee Kernaghan - Spirit Of The Anzacs Lyrics. [Online]. Available at: http://www.metrolyrics.com/spirit-of-the-anzacs-lyrics-leekernaghan.html [Accessed: 1 May 2015].
Apple Inc. (2015). You Doodle - draw on photos and add text with this full art studio editor. You Doodle - draw on photos and add text with
this full art studio editor By Digital Ruby, LLC, App Store. [Online]. Available at: https://itunes.apple.com/au/app/you-doodle-draw-onphotos/id517871755?mt=8 [Accessed: 12 May 2015].
Australian War Memorial. (n.d.). Home | Australian War Memorial. Australian War Memorial -Homepage. [Online]. Available at:
https://www.awm.gov.au [Accessed: 25 April 2015].
Google. (n.d.). Google Maps. Google Maps, Google Maps. [Online]. Available at: https://www.google.com.au/maps/@37.8483253,145.1102876,15z [Accessed: 10 May 2015].
Office of the Board of Studies NSW and Branch, I. S. (2001). Visit Gallipoli. ANZAC SITE, Office of the Board of Studies NSW, Information
Services Branch, GPO Box 5300 Sydney NSW 2001 Australia. [Online]. Available at: http://www.anzacsite.gov.au [Accessed: 1 May 2015].
Prezi Inc. (2015). Presentation Software. prezi.com. [Online]. Available at: http://www.prezi.com [Accessed: 1 May 2015].
The Shrine of Remembrance -Melbourne. (2011). The Shrine of Remembrance -Education Program: Activity and Resource Sheets. [Online].
Available at: (http://www.shrine.org.au/Shrine/Files/d8/d85f35cd-6ed9-40cf-a572-07fa9589ee59.pdf) [Accessed: 30 April 2015].
The Shrine of Remembrance -Melbourne. (n.d.). Shrine of Remembrance | Melbourne - Home. The Shrine of Remembrance -Homepage.
[Online]. Available at: http://www.shrine.org.au/Home [Accessed: 20 April 2015].
Timetoast. (2014). Create timelines, share them on the web | Timetoast timelines. Timetoast -Homepage. [Online]. Available at:
http://www.timetoast.com [Accessed: 1 May 2015].

Teaching Proposal References:

ACARA. (n.d.). Humanities and Social Sciences: Key ideas - The Australian Curriculum v7.4. Australian Curriculum. [Online]. Available at:
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/key-ideas [Accessed: 1 April 2015].
Campbell, C. and Jane, B. (2012). Motivating children to learn: the role of technology education. International Journal of Technology and
Design Education, 22 (1), Springer, p.111. [Online]. Available at: doi:10.1007/s10798-010-9134-4.
Gilbert, R. (2013). Chapter 6- Developing Values and Ethical Understanding. In: Teaching Humanities and Social Sciences: History,
Geography, Economics and Citizenship in the Australian Curriculum with Student Resource Access 12 Months, Australia: Cengage Learning
Australia, p.115135.
Haynes, B. (2010). History Teaching for Patriotic Citizenship in Australia. Patriotism and Citizenship Education, p.444459. [Online].
Available at: doi:10.1002/9781444322842.ch4.
Hoepper, B. (2013). Chapter 9- History in the Australian Curriculum. In: Teaching Humanities and Social Sciences: History, Geography,
Economics and Citizenship in the Australian Curriculum with Student Resource Access 12 Months, Australia: Cengage Learning Australia,
p.176196.
Field Work Day 2:

The Shrine of Remembrance -30 April 2015