Year

11 Unit Plan

Year level: Year 11 Length: 3 weeks

Year level theme Concept focus

• A class of 21 Year 11 students • Students are studying the Russian Revolution
• 3 students are identified with poor literacy and • Prior to this new unit students spent 3 weeks
processing skills approximately working at a year 9 discussing ‘The nature of the pre-revolutionary
literacy level society and government. Examples include social
• 1 gifted and talented student with a passion for structures, political structures, and economic
history conditions.’
• All other students have mixed abilities and skills • This was assessed formatively through a written
analysis and various class discussions
• The concept development that will be assessed at the
end of the 3-week unit is ‘The causes of revolution,
the role of revolutionaries, and the influence of key
ideas and ideologies. Examples include Marxism,
Nationalism, Republicanism, Anarchism; Social,
political, and economic circumstances; experiences of
revolutionaries; and external forces.’
• This will be assessed through a source analysis
(Assessment Type 1: Historical Skills) focusing on
‘ethical understanding’ and ‘intercultural
understanding’
Knowledge and Understanding Inquiry and Skills
• Of the key reasons for the cause of the Russian • To research and locate reliable sources for learning
Revolution • To form inquiry questions to guide research
• Of how to deconstruct and historically analyse • To have complete a source analysis using specific
primary and secondary sources historical research skills


Knowledge and Understanding: which aspects to be assessed Inquiry and Skills: which aspects to be assessed
• Students will be formatively assessed on their • Students will be formatively assessed on their inquiry
knowledge and understanding ‘of the key reasons for and skills ‘to research and locate reliable sources for
the cause of the Russian Revolution’ throughout the learning’ and ‘to form inquiry questions to guide
3-week unit research’ through various tasks during the 3-week
• This is assessed through class discussions, unit
worksheets, individual research and group work
• Students will be summatively assessed on their
• Students will be summatively assessed on their inquiry and skills ‘to complete a source analysis using
knowledge and understanding ‘Of how to deconstruct specific historical research skills’
and historically analyse primary and secondary • The final summative assessment task (a source
sources’ once at the end of the 3-week unit analysis) will test students’ knowledge and
• This assessment piece is an hour source analysis that understanding and inquiry and skills
is to be completed individually in the last lesson of
the unit

Brief description of the unit’s purpose Key Inquiry questions to guide thinking
• For students to understand the causes of the Russian • What were the main causes of the Russian

1
 Revolution with consideration of the role of Revolution?
revolutionaries and political ideologies • What were the role of revolutionaries?
• For students to engage with various primary and • What were some political ideologies?
secondary sources • What are the sources trying to communicate?
• For students to develop skills in deconstructing and
responding to sources in a form of a source analysis
Learning activities/experiences Assessment tasks
• Each lesson has a focus on 1 or more sources (either Formative
primary or secondary) for the class to engage with • Task sheet on the causes of the Russian Revolution
• Students have the experiences of working • Responding to the inquiry question the students
individually, in groups and as a class to develop individually wrote
different collaboration skills
Summative
• Learning activities include ICT research, worksheets,
source investigation and oral presentations • A source analysis
ICT resources available Learning resources available
• http://www.russianarchives.com • The Russian Revolution by Sheila Fitzpatrick
• http://alphahistory.com/russianrevolution/russian- • The House of Government, A Saga of the Russian
revolution-documents/ Revolution by Yuri Slezkine
• https://www.youtube.com/watch?v=KOK • Worksheets for answering questions based on sources
1TMSyKcM&t=5s








Lesson outline for the 3-week unit Based on 2@90 minute periods per week
Week 1 Week 2
Session 1 Session 1
• Recap of the nature of the pre-revolutionary society • Class discussion of how to analyse a source
and government, discussing social structure, political considering its pros and cons for a historian
structures and economic conditions (all discussed in • Students write the ideas in their books
the previous 3-week unit) • Explain that their summative assessment piece is a
• Introduction to the causes of revolution through a source analysis so there is a lot of time dedicated to
YouTube clip improving their skills
https://www.youtube.com/watch?v=KOK1TMSyKcM • Given a timeline worksheet to create an inquiry
&t=5s question to then guide either individually
• Class discussion of the key points mentioned collaborative research on the role of
(students take notes) events/revolutionaries using primary/ secondary
• An interactive lecture of the key events that caused sources (see appx 3)
the revolution (students take notes) • Focus on Cause and Effect and Significance
• Discuss the role of revolutionaries, and the influences • Formative assessment - responding to the inquiry
of key ideas and ideologies question the students individually wrote
• Introduction to first primary source on ‘Bloody • URLs are given form assistance if need be
Sunday January 9, 1905’ (see appx 1) • http://www.russianarchives.com
• Focus on Significance and Empathy • http://alphahistory.com/russianrevolution/russian-

2
 • In small groups decode the primary source and revolution-documents/
conduct further research using computers to then • Students report back to the class their research
report to the class the findings of the ‘Bloody Sunday’ through chosen method
• Understanding and Exploration • This is where their research is clarified and discussed
Session 2 • Understanding and Exploration and Analysis

• Continue interactive lecture discussing Session 2

• Nicholas II, Czar of Russia • Students spend individual time reading a chapter out
• Abolishing the Duma of ‘The Russian Revolution by Sheila Fitzpatrick’ or
• World War one complicating the structure of Russia ‘The House of Government, A Saga of the Russian
• Czar Nicholas taking command of the Army 1915 Revolution by Yuri Slezkine’ and making notes of the
• Primary and Secondary source introduced key ideas and influences of the Russian Revolution
• Individually or in groups analyse the sources to report • As a class students engage with Rasputin (see appx 4)
back to another group their findings (see appx 2) • Secondary source
• Focus on Perspectives and Contestability • Focus on Perspectives and Significance
• Complete a task sheet on the causes of the Russian • Students conduct individual research and fill out a
Revolution task sheet which is to be handed up (see appx 5)
• Understanding and Exploration and Application and • Understanding and Exploration and Analysis
Evaluation
Week 3
Session 1
• Lesson begins with a small source analysis that is to
be done individually for 30 minutes
• Primary and Secondary sources
• Focus on Contestability, Evidence and Perspectives
• Students have the time to ask questions if they need
clarification of how to do a source analysis
• Class interactive lecture about Marxism, Marxism,
Nationalism, Republicanism, Anarchism; social,
political, and economic circumstances; experiences of
revolutionaries; and external forces that contributed
to the Russian Revolution
• Students are reminded that the next lesson is their
summative assessment so they should ask questions
for clarification
• Understanding and Exploration and Analysis
Session 2
• Students separate their tables and complete a
summative source analysis for the whole lesson
• Primary and Secondary sources
• Focus on Contestability, Evidence and Perspectives
• Understanding and Exploration, Application and
Evaluation and Analysis
Topic background resources (for teacher use only) to support Pedagogical resources to support the teaching of the unit
teaching learning for the unit • Landale, I. (2001). The Practical Teacher, How to
• http://ph.rcps.info/common/pages/DisplayFile Teach History. Pro Quest.
aspx?itemId=10158894 • Hydn, T., Stephen, A., Arthur, J., Hunt, M. (2011).
• http://www.discoveryeducation.com/teachers/free- Learning to Teach History in the Secondary School. A
th
lesson-plans/the-russian-revolution.cfm companion to school experience. 4 ed, Routhledge,
• The Russian Revolution 1894-1924 by Christopher London.
Culpin, Enquiring History • https://www.youtube.com/watch?v=8eIvGtn1NAU

3
 • Reaction and Revolution: Russia 1894-1924 by Thomas Ketchell Ted Talk.
th
Michael Lynch, 4 Edition • https://www.youtube.com/watch?v=o7EgD0GctKI
• Analysing the Russian Revolution, by Richard Malone, LePort Montessori School
rd
3 Edition






















Assessment rubric for the unit

Performance Standards for Stage 1 Modern History

- Understanding and
Exploration
In-depth understanding and
A exploration of historical concepts.
Comprehensive understanding and
insightful exploration of the role of
ideas, people, and events in
history.
Application and
Evaluation
Perceptive application of the skills
of historical inquiry to critically
examine and evaluate sources and
interpretations.
Discerning use of relevant evidence
to support arguments and draw
insightful and relevant conclusions.
Communication of well-reasoned,
coherent, and insightful historical
arguments, with appropriate
acknowledgment of sources.
Analysis
Critical analysis of short-term and
long-term impacts of developments
and/or movements in the modern
world.
Insightful and critical analysis of
ways in which societies in the
modern world have been shaped by
both internal and external forces
and challenges.

4
 - Understanding and
Exploration
Some depth in understanding and
B exploration of historical concepts.
Some depth of understanding and
thoughtful exploration of the role of
ideas, people, and events in
history.
Application and
Evaluation
Thoughtful application of the skills
of historical inquiry to examine and
evaluate sources and
interpretations.
Well-considered use of mostly
relevant evidence to support
arguments, and draw mostly
relevant conclusions.
Communication of reasoned and
coherent historical arguments, with
some insights, and with appropriate
acknowledgment of sources.
Analysis
Some depth in analysis of
short-term and long-term impacts of
developments and/or movements in
the modern world.
Well-considered analysis of ways in
which societies in the modern world
have been shaped by both internal
and external forces and challenges.

Understanding and exploration of
C historical concepts.
Understanding and considered
exploration of the role of ideas,
people, and events in history.
Application of the skills of historical
inquiry to examine sources and
interpretations, with some
evaluation.
Use of generally relevant evidence
to support arguments, and draw
some relevant conclusions.
Communication of generally
reasoned and coherent historical
arguments, with acknowledgment
of sources.
Description, with some analysis, of
short-term and long-term impacts of
developments and/or movements in
the modern world.
Description, with some analysis, of
ways in which societies in the
modern world have been shaped by
both internal and external forces
and challenges.

Some recognition of historical
D concepts.
Recognition and basic
understanding of the role of ideas,
people, and events in history.
Basic application of some skills of
historical inquiry to select and use
sources.
Use of some information with partial
relevance to support an argument,
and draw basic conclusions.
Partial communication of a
historical argument, with attempted
acknowledgment of sources.
Description of basic short-term
and/or long-term impacts of a
development and/or movement in
the modern world.
Superficial description of one or
more ways in which societies in the
modern world have been shaped by
an internal or external force or
challenge.

Attempted engagement with one or
E more historical concepts.
Awareness of one or more ideas,
people, or events in history.
Attempted application of the skills
of historical inquiry to select and
use one or more sources.
Attempted use of information of
limited relevance.
Attempted description of a historical
event, with limited or no
acknowledgment of sources.
Attempted description of a
short-term or long-term impact of a
development or movement in the
modern world.
Attempted description of one way in
which a society in the modern world
has been shaped by an internal or
external force.

Appendix
Appendix 1
BLOODY SUNDAY JANUARY 9, 1905 The urban poor worked in factories for long hours, horrible
conditions and little pay. In 1905, they asked the Czar for help by presenting a petition to the Winter
palace. The Czar was not at home and his generals ordered the troops to open fire on the people.
Over 500 unarmed people were killed in an incident that became known as Bloody Sunday. The Czar
was forced to give up some of his power to a legislative branch called the Dumas.

PRIMARY SOURCE: Petition Prepared for Presentation to Nicholas II on "Bloody Sunday" (January 9,
1905)

“Sovereign!
We, workers and inhabitants of the city of St. Petersburg ... our wives, children, and helpless old

5
parents, have come to you, Sovereign, to seek justice and protection. We are impoverished and
oppressed, we are burdened with work, and insulted. ...And we have suffered, but we only get
pushed deeper and deeper into a gulf of misery, ignorance, and lack of rights ...And so we left our
work and declared to our employers that we will not return to work until they meet our demands. We
do not ask much; we only want that without which life is hard labour and eternal suffering....to reduce
the working day to eight hours ... to increase the wages of unskilled workers and women to one
rubble per day; to abolish overtime work; to provide medical care attentively and without insult; to
build shops so that it is possible to work there and not face death from the awful drafts, rain and
snow.”

Appendix 2

CZAR NICHOLAS TAKES COMMAND OF ARMY 1915 Russian troops were not as strong as the Western
European industrial nations of Germany and Austria. The war went badly with many Russian
casualties. At home, citizens were becoming more and more upset and angry over the deaths of their
sons and fathers. Over fifteen million men were drafted into the Russian army from farms and
factories. Food and other supplies were in desperate need for the people. Nicholas finally decided to
go to the Eastern Front and lead his own troops.

PRIMARY SOURCE - Serbian telegram to Russian Czar July 1914 - We have been given too short a limit.
We can be attacked after the expiration of the time-limit by the Austro-Hungarian Army which is
concentrating on our frontier...It is impossible for us to defend ourselves, and we supplicate your
Majesty to give us your aid as soon as possible.

6
PRIMARY SOURCE - Russian Czar Nicholas II to his commander in chief of the army. 5 September 1915
- My duty to my country, which has been entrusted to me by God, impels me to-day, when the enemy
has penetrated into the interior of the Empire, to take the supreme command of the active forces and
to share with my army the fatigues of war, and to safeguard with it Russian soil from the attempts of
the enemy.

Death toll, WORLD WAR ONE

Appendix 3

Task – Using the timeline choose either an event or revolutionary of interest to you and form a broad
question to guide your research. Report back to the class in an oral format individually or in a group.

Appendix 4

PRIMARY SOURCE: Alexander Kerensky, Russia and History's Turning Point (1965)

8
The Tsarina's blind faith in Rasputin led her to seek his counsel not only in personal matters but also
on questions of state policy. General Alekseyev, held in high esteem by Nicholas II, tried to talk to the
Tsarina about Rasputin, but only succeeded in making an implacable enemy of her. General Alexseyev
told me later about his profound concern on learning that a secret map of military operations had
found its way into the Tsarina's hands. But like many others, he was powerless to take any action

PRIMARY SOURCE: Assassination of Rasputin, 29 December 1916

A small table was spread with cakes and rare wines - three kinds of the wine were poisoned and so
were the cakes. We were seized with an insane dread that this man was inviolable, that he was
superhuman, that he couldn't be killed. It was a frightful sensation. He glared at us with his black,
black eyes as though he read our minds and would fool us.

And then after a time he rose and walked to the door. We were afraid that our work had been in vain.
Suddenly, as he turned at the door, someone shot at him quickly with a frightful scream Rasputin
whirled and fell, face down, on the floor. The others came bounding over to him and stood over his
prostrate, writhing body.

It was suggested that two more shots be fired to make certain of his death, but one of those present
said, "No, no; it is his last agony now." Suddenly we heard a strange and unearthly sound behind the
huge door that led into the library. The door was slowly pushed open, and there was Rasputin on his
hands and knees, the bloody froth gushing from his mouth, his terrible eyes bulging from their
sockets. With an amazing strength, he sprang toward the door that led into the gardens, wrenched it
open and passed out.

As he seemed to be disappearing in the darkness, F. Purishkevich, who had been standing by, reached
over and picked up an American-made automatic revolver and fired two shots swiftly into his
retreating figure. We heard him fall with a groan, and later when we approached the body he was
very still and cold and - dead.

We bundled him up in a sheet and carried him to the river's edge. Ice had formed, but we broke it and
threw him in

Appendix 5 – Through individual research students focus on the sources that have been presented in
the class to fill out the task sheet, discussing long and short term causes of the Russian Revolution

Unit Plan Report

This unit of work is designed for a Year 11, Stage 1 Modern History class of 21 students and is on
‘Topic 5: Russian Revolution’. The three-week unit focuses on the study area of ‘The causes of

10
revolution, the role of revolutionaries, and the influence of key ideas and ideologies. Examples include
Marxism, Nationalism, Republicanism, Anarchism; social, political, and economic circumstances;
experiences of revolutionaries; and external forces,’ and is carefully constructed to focus on enabling
the students to be knowledge, skillful and original (SACE, 2018). The unit plan has been tailored to
meet the learning needs of all students in the class, as there are three identified students with poor
literacy, 1 gifted student and mixed abilities and skills amongst the other students. The contextual
information of the class is the basis of how the unit was designed with the focus of allowing all
students to meet the SACE History guidelines. This justification will unpack the unit plan providing an
understanding of how and why the lessons were constructed in the way they were, as well as
providing insight to the overall goal of the unit. With the consideration of work prior to this three-
week unit, student differentiation, learning preferences and the understanding of the SACE website,
the unit plan will be justified.

The unit is a follow on from the students exploring ‘The nature of the pre-revolutionary society and
government. Examples include social structures, political structures, and economic conditions,’ for
three weeks. Through this introduction to the Russian Revolution, students gained a sufficient
understanding of contextual information and the foundations on which the Russian Revolution began.
Session one, Week one recaps the pre-revolutionary society and government to ensure students
grasped the foundation information before moving into studying the causes of revolution with
adequate revision. Landale (2001) reinforces the importance of recapping previous information as a
casual form of assessment and a reflection of if the teaching strategies used were successful. Through
the use of YouTube clips, primary and secondary sources, group work, individual research, worksheets
and lectures, the unit will enable students to be knowledge, skilful and original when approaching
historical concepts and events.

Considering student differentiation and catering to the needs of the students is the basis of designing
a successful and meaningful learning experience (Jarvis, 2016). Effective unit plans are the ones that
support students learning by engaging the class in work that is at the appropriate level. Work that is
purely designed from the SACE website with no consideration of student differentiation, the class will
either be very disengaged as the work is far too hard or too easy. Nilholm (2010) suggests that to
begin planning a unit, every students’ capabilities and readiness should be considered. Therefore, this
unit plan is an example of beginning with the class’s contextual information through the knowledge of
differentiation in students, supported by Tomlinson (2001). This unit plan began with deciphering

11
what the ‘knowledge and understanding’ and the ‘inquiry and skills’ will be, as this is where student
differentiation is considered. Within both areas there is variation in what is required from the SACE
guidelines and extending students. This is done to ensure that all students are able to meet the
guidelines and pass the subject but to extend and challenge the students that are capable of it.
Therefore, the unit consist of various learning experiences and teaching strategies to support all
students in their historical learning.

To ensure students become knowledgeable and skilful with the subject area of History, it is critical
that the learning styles of the students are considered. This unit is intense and content rich to build
upon the students’ knowledge of the Russian Revolution. To ensure all students are capable of
learning, their specific learning styles are met through different methods of teaching. Tomlinson
(2001) suggests that varying teaching methods when delivering content will only enhance students
learning experiences and it is then more likely students will engage well with information. Learning
styles are considered as sources are chosen to challenge and meet the students’ overall needs.
Activities, interactive lectures, individual work and group work are all planed tasks to build students’
knowledge of the Russian Revolution through different means supported by Hattie (2014). The variety
in tasks allow students to feel supported in their learning styles, as visual learners are given
opportunities to use images and videos to understand content, similarly the students who like to read
are given texts and sources and similar again, to the students who like to hear context delivered
which is through interactive lectures. These ways of delivering content are not to just specific
students with that learning style, rather the whole class is exposed to all learning styles. Gibson (2013)
suggests that by not always playing to the students leaning style, it is building upon other methods of
learning. Students’ skills of understanding and comprehending information are challenged and
improved when they learn through a learning style they were not their original preference. The unit
plan constructed, aimed to work with students learning styles but also to stretch and challenge
students to become skilful in learning through other methods. Students’ knowledge and
understanding of the Russian Revolution intertwined with the SACE curriculum and responding to
student learning styles allowed the unit plan to be successful (SACE, 2018).

Each lesson within the unit focuses on a performance standard and primary/ secondary source to
meet the SACE guidelines. With a focus for the lesson it allows the curriculum guidelines to be met

12
but also to continue to reinforce and practice historical skills to support students’ knowledge of the
Russian Revolution. The content of the unit plan is moulded on the SACE guidelines however has
creative ways to enhance student learning experiences. Assessment is a critical part of the unit plan to
gauge the success of the teaching strategies used and the response of the students to the information
(Moon, 2005). There are two formative assessment pieces which are intertwined throughout the unit
as teaching and learning tools to support students to complete a final summative piece. All
assessments are spread throughout the unit to allow students to reflect upon the assessments and
receive feedback with efficient time to improve, supported by Collis (2001). Each assessment is
different and requires different skills to cater for all types of learners. Individual and group work is
assessed as well as the students’ oral, written and listening skills. This is done to ensure not all
assessments are written therefore favours students with strong literacy skills (Jarvis, 2016). Through
all assessments, it will be feedback for future teaching and learning plans based on how well the
students responded to the assessment (Haydn, 2015). Blooms Taxonomy (1956) is taken into
consideration when planning the assessment pieces, to ensure students are well prepared and have
the knowledge and skills as well as originality to undertake a source analysis. Knowledge, application
and analysis are all skills in which are required when completing all of the assessment pieces and is
the basis of Blooms Taxonomy. The unit prepares and practices these skills through various tasks to
enable students to work through the Russian Revolution with a solid foundation of historical skills and
knowledge.

It is critical that tasks revolve around developing students’ historical knowledge and skills as well as
incorporating the general capabilities (Bliss et al., 2013). Literacy skills are required of students,
however are assessed differently to cater for differentiation. Class and assessment tasks can practice
students’ literacy skills through means of reading, writing and oral presentation. The unit designed
can cater for various forms of literacy to practice the students’ skills but to also challenge and support
other students. ICT and numeracy skills are utilised through students’ research and the understanding
of timelines and sequential information throughout the Russian Revolution. Students’ Ethical and
Intercultural understanding were the key thought processes focused on in this unit. As the focus for
the three-weeks were “The causes of revolution, the role of revolutionaries, and the influence of key
ideas and ideologies. Examples include Marxism, nationalism, republicanism, anarchism; social,
political, and economic circumstances; experiences of revolutionaries; and external forces,” it was
critical that students could study this topic through an ethical and intercultural lens. This is reinforced
by Tomlinson (2001) supporting the pedagogy of unpacking a historical event through various
viewpoints. Scope and depth as well as considering the cause, course and consequence are all critical

13
thinking processes that are implemented throughout the unit. Each lesson has a History key concept
focus to allow students to practice analysis through various lenses which is a continual progress of
students’ knowledge and understanding.

Effective teaching strategies were implemented, as at the beginning of each lesson as the learning
objectives were highlighted to ensure students understood the overall goal of the learning task.
McTighe and O’Conner’s (2005), reinforce the importance of clarifying to students what the aim is
through their concept of ‘Seven Practices for Effective Learning’, to ensure there is gradual and
continue growth in students’ historical knowledge and skills. It is clear that with the differentiation in
students’ learning abilities and content knowledge, that learning activities to enhance students’
knowledge and skills of the Russian Revolution must differ throughout the unit. Through evidence
based research and the support of SACE (2018), it is critical that students have the knowledge and
understanding of historical events during the Russian Revolution, therefore this unit’s task revolves
around enhancing students’ knowledge. Each lesson has a specific focus of which historical skill and
information is delivered to ensure students’ originality and historical understanding is a continual
learning journey such as applying thinking skills of continuity and change, evidence, cause and effect,
perspectives, empathy, significance and contestability reinforced by Monceaux (2018).

Week one had a key focus on building students’ knowledge on the main causes of revolution, the
roles of revolutionaries, key ideologies and WWI. The skills build upon during the first week were
analysis and deconstruction of sources and research skills. Similarly, Week two had a focus on
students’ knowledge of completing a source analysis, discussing the skill of finding the pros and cons
to sources, timelines, roles of revolutionaries and Rasputin. Source analysis skills were focused on in
week two to prepare students for their summative assessment piece set by SACE. Nilholm (2010)
reinforces that by revising and applying a skill to various tasks will not only build students’ confidence
but the skill will become transferable to other areas. The last week of the unit focused of building
students’ knowledge of Marxism, Nationalism, Republicanism, Anarchism; Social, Political, and
economic circumstances; experiences of revolutionaries; and external forces that contributed to the
Russian Revolution. Students were challenged with each task to present and think originally and to
develop their creative thoughts of how to tackle tasks. This is done throughout the unit by giving

14
flexibility in students’ research tasks and presentations back to the class, all in which is supported by
Jarvis (2016). The unit plan does not only gradually build upon the students’ knowledge and
understanding of the Russian Revolution in an appropriate time sequence, guided by assessment but
requires different historical skills and thought processes. Students are continually challenged, yet
supported throughout the unit to ensure they become creative in their research and thinking
approaches but also develop originality towards responding to tasks.

The unit plan designed was to create a positive and successful learning experience for Year 11
students to study the Russian Revolution, specifically ‘The causes of revolution, the role of
revolutionaries, and the influence of key ideas and ideologies. Examples include Marxism,
Nationalism, Republicanism, Anarchism; social, political, and economic circumstances; experiences of
revolutionaries; and external forces.’ Through in-depth research of effective teaching strategies and
student differentiation and learning styles, the unit catered for the class. With the end goal in mind,
the Backwards by Design process was used to ensure the unit had clear direction and would meet the
standards but support and engage students (McTighe, 2005). Each lesson revolved around either a
primary or secondary source with original and different learning tasks to build students’ knowledge
and develop students’ historical skills. The unit was supported with evidence based research with
relevant and appropriate assessments to support and guide teaching and learning strategies to ensure
the Russian Revolution was a positive and successful learning experience. Overall the unit focused on
building upon students existing historical knowledge of the Russian Revolution with the incorporation
of developing students’ originality in thinking and presenting process with the development of their
historical skills in a gradual and appropriately successful way.

Bibliography for Unit Plan and Report

Bliss, J., Askew N., Macrae S., Effective teaching and learning (2013). Scaffolding Revisited. Oxford
Review of Education, Volume 22, Issue 1.

15
Bloom, B.S. (1956) Taxonomy of Educational Objectives: Cognitive Domain, London: David McKay.

Collis, B,. (2001). Flexible learning in a digital world. Experiences and expectations of learners.
Education, Oxford Press.

Gibson, J. (2013). The Ecological Approach to Visual Perception. Education Psychology. Psychology
Press, New York.

Hattie. John. Yates. Gregory. (2014). Analysing your students’ style of learning. In Hattie, John Visible
learning for teachers: maximizing impact on learning. Routledge, London, pp115-137.

Haydn, et al. (2015). ‘Assessment in the classroom”., in., Hayden et al, Learning to Teach History In
the Secondary School, Routledge, New York, NY., pp. 268-290

Jarvis, J. (2016). EDUC9406: Module 1 Foundations of Inclusion and Differentiation. Bedford Park, SA.

Landale, I. (2001). The Practical Teacher, How to Teach History. Pro Quest.

McTighe. J., O’Conner, K. (2005). Seven practices for effective learning. Educational Leadership, vol.
63, no. 3, pp. 10-17.

Moon, T. (2005). The role of assessment in differentiation. Theory into practice. Vol 44, no.3.

Monceaux, A. (2018). The importance of warm-up activities. Finders University Tutorial. Flinders
University 4th Year Education. Bedford Park, South Australia.

Nilholm, C. (2010). An inclusive classroom? A case study of inclusiveness, teacher strategies and
children’s experiences. Education Journal. Special needs in Education. Taylor and Francis.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd ed. Association
for Supervision and Curriculum Development.

16