About These Lessons |
Rationale Overview |
Time: 80 minutes
Stage Level: 5 Syllabus: History Depth Study: Making a Better World? Topic: 1b, The Movement of People. |
The lessons designed on this website are aimed at History students in Stage 5, studying: Depth Study 1: Making A Better World, Topic 1b: Movement of People.
Each lesson has 80 minutes worth of content, with activities that correspond to the syllabus dot points and outcomes. The content of the lesson is designed to be engaging and fun, I tried to steer clear of activities that require students to read chunks of information at a time by using multiliteracies combined with text, sound and images. Using multilitercies in this way is a purposeful attempt to hold student's attention and keep them interested in their learning. Prensky believes it is the balance between entertainment and learning that hold student's interest (Prensky, 2001). The structure of the lessons have been designed around key inquiry questions from the Australian History Syllabus. Key inquiry questions are used to organise lessons and help students connect to their learning. The lessons encourage learners to engage in higher order thinking based around the revised Blooms Taxonomy's "remember; understand; apply; evaluate and create (Anderson, Krathwohl & Bloom, 2001). Check Your Learning sections allow students an opportunity to demonstrate their deep understanding by providing an opportunity for them to submit their work to be marked. Activity 3 and 4 also encourage students to demonstrate the Quality Teaching dimension, Deep Understanding (NSW Department Education and Training, 2003). The Glogster and Bubbl.us activities are conducted on our Class/Team pages, allowing myself and peers to view each other's work. This is beneficial as it means their finished activities can be used as group work and future lessons. According to the National Framework for Values Education in Australian Schools, developing integrity, inclusion, understanding and tolerance is a teacher's responsibility to developing sustainable education (Dept. of Education, Science and Training, 2005) as such I have tried to make the lesson inclusive for all learners. Words have been highlighted in bold and where possible videos and images have been provided to assist students who have visual impairments or reading difficulties. |
Stage 5: Depth Study 1: Making a Better World Outcomes:
A student:
- Explains and assess the historical forces and factors the shaped the modern world and Australia HT5-1
- Sequences and explains significant patterns of continuity and change in the development of the modern world and Australia HT5-2
- Explains and analyses the causes and effects of events and developments in the modern world and australia HT5-4
- Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6
- Applies a range of relevant historical terms and concepts when communicating and understanding the past HT5-9
- Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10. (Board of Studies NSW, 2013).
Topic 1b: The Movement of People
Key Inquiry Questions:
- The experiences of convicts and free settlers and their reactions on arrival.
- How did the movement of people affect the lives of convicts and free settlers?
- Select an individual convict or free settler who came to Australia and use sources to construct the story of their experiences.
- How did the movement of people affect the lives of convicts and free settlers?
- What events influenced the movement of people around the world?
- The influence of the Industrial Revolution on the movement of peoples throughout the world.
- Use a variety of sources to investigate and report on the changing way of life of free settlers. (Board of Studies NSW, 2013).
Lesson Three
The first section of Lesson Three, being from the sections titled "Convicts" to "Demonstrate Your Learning #1", relate to the Key Inquiry Question "How did the movement of people affect the lives of free settlers" and the syllabus outcomes "Sequences and explains significant patterns of continuity and change in the development of the modern world and Australia, HT5-2"; and "Uses relevant evidence from sources to support historical narratives, explanations and analysis of the modern world and Australia, HT5-6".
The second section of Lesson Three, being from "Step 3 Examine", to "Demonstrate Your Learning #3", relate to the Key Inquiry Questions "What are some of the experiences of convicts and free settlers and their reactions on arrival?", and the syllabus outcomes "Explains and analyses the causes and effects of events and developments in the modern world an Australia HT5-4", and "Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10".
Activity Three relates to the Key Inquiry Question; "Select an individual convict or free settler who came to Australia and use sources to construct the story of their experiences" and the syllabus outcome "Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10", and "Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6". I chose William Buckley as a focus for students as his story provides depth and empathy into both the European colonial perspective and the Indigenous perspectives of the time. Students will be looking further into the impact European colonisation had on the Indigenous people next lesson, so I felt this was a useful introduction. By using Glogster are able to use appropriate forms of communication. They can create their diaries using the inbuilt, video, audio recording or photo tools, using the built-in webcam/recorder. This can be done automatically within the glog by selecting Tools, choosing either Video, Audio, or Image, and selecting “Grab" (Team, 2015). Glogster also allows the student to collaborate online as a class on the "Classmates" section. Once the activity is completed they will break into groups on three and create and Glogster timeline with the resources used in the diary. Providing students with the opportunity to collaborate was important for this activity as it makes the work more authentic than if it were achieved by an individual learner (Reeves, Herrington & Oliver, 2002). The team activity also gives them an opportunity to engage in the social support (NSW Department of Education and Training, 2003).
The second section of Lesson Three, being from "Step 3 Examine", to "Demonstrate Your Learning #3", relate to the Key Inquiry Questions "What are some of the experiences of convicts and free settlers and their reactions on arrival?", and the syllabus outcomes "Explains and analyses the causes and effects of events and developments in the modern world an Australia HT5-4", and "Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10".
Activity Three relates to the Key Inquiry Question; "Select an individual convict or free settler who came to Australia and use sources to construct the story of their experiences" and the syllabus outcome "Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10", and "Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6". I chose William Buckley as a focus for students as his story provides depth and empathy into both the European colonial perspective and the Indigenous perspectives of the time. Students will be looking further into the impact European colonisation had on the Indigenous people next lesson, so I felt this was a useful introduction. By using Glogster are able to use appropriate forms of communication. They can create their diaries using the inbuilt, video, audio recording or photo tools, using the built-in webcam/recorder. This can be done automatically within the glog by selecting Tools, choosing either Video, Audio, or Image, and selecting “Grab" (Team, 2015). Glogster also allows the student to collaborate online as a class on the "Classmates" section. Once the activity is completed they will break into groups on three and create and Glogster timeline with the resources used in the diary. Providing students with the opportunity to collaborate was important for this activity as it makes the work more authentic than if it were achieved by an individual learner (Reeves, Herrington & Oliver, 2002). The team activity also gives them an opportunity to engage in the social support (NSW Department of Education and Training, 2003).
Lesson Four
The first part of Lesson Four, being from the sections "Free Settlers to Check your learning #1", relate to the Key Inquiry Questions "what events influenced the movement of people around the world?" and "the influence of the Industrial Revolution on the movement of peoples throughout the world". The syllabus outcomes it relates to are "explains and analyses the causes and effects of events and developments in the modern world and australia HT5-4", "explains and assess the historical forces and factors the shaped the modern world and Australia HT5-1" and "applies a range of relevant historical terms and concepts when communicating and understanding the past HT5-9 ".
The second part of Lesson Four, being from "Female Immigrants, to the "Painting by Tom Roberts", relate to the Key Inquiry Questions "how did the movement of people affect the lives of convicts and free settlers?" and "use a variety of sources to investigate and report on the changing way of life of free settlers". The Syllabus outcomes it relates to are; "sequences and explains significant patterns of continuity and change in the development of the modern world and Australia HT5-2" and "uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6". The "Demonstrate your Learning" sections are designed to give student an opportunity to show deep understanding and engage in higher order thinking in alignment with the syllabus outcomes.
Activity Four is designed around what Prensky calls "partnering" (2012). Partnering is a means for students to use technology to find information and create a product that demonstrates their understanding. Bubbl.us.com was chosen as a multiliteracies tool because it enables students to create mind mapping and brainstorming diagrams around the concept of migration (Web 2.0 Teaching Tools, 2015). It also gave students an opportunity to engage in historical empathy as they put themselves in the shoes of a would be free settler living in England during the industrial revolution. Students are required to use appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences and therefore relate to the HT5-10 syllabus outcome. Bubbl.us is also effective as it provides students with an activity that enables them to examine the task from more than one perspective and engage with the quality teaching dimension "Problematic Knowledge" (NSW Department Education and Training, 2003). Having the skills to see things from multiple perspectives is an important historical concept and enables the learner to detect relevant from non relevant information (Reeves, Herrington and Oliver, 2002). Using bubbl.us also meant I could demonstrate Explicit Quality Criteria by providing a model of an in-progress mind map on our team page.
The second part of Lesson Four, being from "Female Immigrants, to the "Painting by Tom Roberts", relate to the Key Inquiry Questions "how did the movement of people affect the lives of convicts and free settlers?" and "use a variety of sources to investigate and report on the changing way of life of free settlers". The Syllabus outcomes it relates to are; "sequences and explains significant patterns of continuity and change in the development of the modern world and Australia HT5-2" and "uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6". The "Demonstrate your Learning" sections are designed to give student an opportunity to show deep understanding and engage in higher order thinking in alignment with the syllabus outcomes.
Activity Four is designed around what Prensky calls "partnering" (2012). Partnering is a means for students to use technology to find information and create a product that demonstrates their understanding. Bubbl.us.com was chosen as a multiliteracies tool because it enables students to create mind mapping and brainstorming diagrams around the concept of migration (Web 2.0 Teaching Tools, 2015). It also gave students an opportunity to engage in historical empathy as they put themselves in the shoes of a would be free settler living in England during the industrial revolution. Students are required to use appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences and therefore relate to the HT5-10 syllabus outcome. Bubbl.us is also effective as it provides students with an activity that enables them to examine the task from more than one perspective and engage with the quality teaching dimension "Problematic Knowledge" (NSW Department Education and Training, 2003). Having the skills to see things from multiple perspectives is an important historical concept and enables the learner to detect relevant from non relevant information (Reeves, Herrington and Oliver, 2002). Using bubbl.us also meant I could demonstrate Explicit Quality Criteria by providing a model of an in-progress mind map on our team page.
References
Adb.anu.edu.au,. (2015). Biography - William Buckley - Australian Dictionary of Biography. Retrieved 21 September 2015, from http://adb.anu.edu.au/biography/buckley-william-1844
Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
Australia, E. (2015). Home - Scootle. Scootle.edu.au. Retrieved 21 September 2015, from http://www.scootle.edu.au
Blaxland High Library,. (2015). Bloom's Taxonomy. Retrieved 15 September 2015, from http://www.blaxlandhighlibrary.com/blooms-taxonomy.html
Board of Studies New South Wales. (2013). NSW Syllabus for the Australian Curriculum: History K-10 Syllabus (pp. 85, 87). Sydney: Board of Studies New South Wales.
Boundforsouthaustralia.com.au,. (2015). Bound for South Australia 1836 - Home Page. Retrieved 21 September 2015, from http://boundforsouthaustralia.com.au
Bubbl.us,. (2015). bubbl.us - brainstorm and mind map online.. Retrieved 21 September 2015, from http://bubbl.us
Carrodus, G. (2012). History 9. South Melbourne, Vic.: Oxford University Press.
Culture Victoria,. (2015). Retrieved 21 September 2015, from http://www.cv.vic.gov.au
Decembermedia.com.au,. (2015). December Films. Retrieved 21 September 2015, from http://www.decembermedia.com.au/
Dept. of Education, Science and Training. (2005). National framework for values education in Australian schools. Canberra: Dept. of Education, Science and Training. Retrieved from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_
Ergo.slv.vic.gov.au,. (2015). William Buckley's escape | Ergo. Retrieved 21 September 2015, from http://ergo.slv.vic.gov.au/explore-history/colonial-melbourne/convicts/william-buckleys-escape
Myplace.edu.au,. (2015). Home | My Place for teachers. Retrieved 21 September 2015, from http://www.myplace.edu.au
Ngv.vic.gov.au,. (2015). NGV. Retrieved 21 September 2015, from http://www.ngv.vic.gov.au
NSW Department of Education and Training. (2003). Quality Teaching in NSW Public Schools: Starting the Discussion. Sydney: Professional Support and Curriculum Directorate. Retrieved from https://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2012). From digital natives to digital wisdom. Thousand Oaks, Calif.: Corwin.
Records.nsw.gov.au,. (2015). State Records Authority of New South Wales — State Records NSW. Retrieved 21 September 2015, from http://www.records.nsw.gov.au
Reeves, T., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA.
State Library NSW. (2015). Home | State Library of New South Wales. Retrieved 21 September 2015, from http://www.sl.nsw.gov.au
Sydney Living Museums,. (2015). Homepage. Retrieved 21 September 2015, from http://sydneylivingmuseums.com.au
Team, G. (2015). Glogster: Multimedia Posters | Online Educational Content. Edu.glogster.com. Retrieved 21 September 2015, from http://edu.glogster.com/?ref=com
Web 2.0 Teaching Tools,. (2015). Bubbl.us, a Web 2.0 teaching tool supporting 21st century learning skills. Retrieved 21 September 2015, from http://www.web2teachingtools.com/bubbl_us.html
Yahoo 7 TV,. (2015). Australia the Story of Us. Retrieved 19 September 2015, from https://au.tv.yahoo.com/plus7/australia-the-story-of-us/-/watch/26393110/caroline-chisholm/
Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
Australia, E. (2015). Home - Scootle. Scootle.edu.au. Retrieved 21 September 2015, from http://www.scootle.edu.au
Blaxland High Library,. (2015). Bloom's Taxonomy. Retrieved 15 September 2015, from http://www.blaxlandhighlibrary.com/blooms-taxonomy.html
Board of Studies New South Wales. (2013). NSW Syllabus for the Australian Curriculum: History K-10 Syllabus (pp. 85, 87). Sydney: Board of Studies New South Wales.
Boundforsouthaustralia.com.au,. (2015). Bound for South Australia 1836 - Home Page. Retrieved 21 September 2015, from http://boundforsouthaustralia.com.au
Bubbl.us,. (2015). bubbl.us - brainstorm and mind map online.. Retrieved 21 September 2015, from http://bubbl.us
Carrodus, G. (2012). History 9. South Melbourne, Vic.: Oxford University Press.
Culture Victoria,. (2015). Retrieved 21 September 2015, from http://www.cv.vic.gov.au
Decembermedia.com.au,. (2015). December Films. Retrieved 21 September 2015, from http://www.decembermedia.com.au/
Dept. of Education, Science and Training. (2005). National framework for values education in Australian schools. Canberra: Dept. of Education, Science and Training. Retrieved from http://www.curriculum.edu.au/verve/_resources/Framework_PDF_
Ergo.slv.vic.gov.au,. (2015). William Buckley's escape | Ergo. Retrieved 21 September 2015, from http://ergo.slv.vic.gov.au/explore-history/colonial-melbourne/convicts/william-buckleys-escape
Myplace.edu.au,. (2015). Home | My Place for teachers. Retrieved 21 September 2015, from http://www.myplace.edu.au
Ngv.vic.gov.au,. (2015). NGV. Retrieved 21 September 2015, from http://www.ngv.vic.gov.au
NSW Department of Education and Training. (2003). Quality Teaching in NSW Public Schools: Starting the Discussion. Sydney: Professional Support and Curriculum Directorate. Retrieved from https://www.det.nsw.edu.au/proflearn/areas/qt/resources.htm
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2012). From digital natives to digital wisdom. Thousand Oaks, Calif.: Corwin.
Records.nsw.gov.au,. (2015). State Records Authority of New South Wales — State Records NSW. Retrieved 21 September 2015, from http://www.records.nsw.gov.au
Reeves, T., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA.
State Library NSW. (2015). Home | State Library of New South Wales. Retrieved 21 September 2015, from http://www.sl.nsw.gov.au
Sydney Living Museums,. (2015). Homepage. Retrieved 21 September 2015, from http://sydneylivingmuseums.com.au
Team, G. (2015). Glogster: Multimedia Posters | Online Educational Content. Edu.glogster.com. Retrieved 21 September 2015, from http://edu.glogster.com/?ref=com
Web 2.0 Teaching Tools,. (2015). Bubbl.us, a Web 2.0 teaching tool supporting 21st century learning skills. Retrieved 21 September 2015, from http://www.web2teachingtools.com/bubbl_us.html
Yahoo 7 TV,. (2015). Australia the Story of Us. Retrieved 19 September 2015, from https://au.tv.yahoo.com/plus7/australia-the-story-of-us/-/watch/26393110/caroline-chisholm/