ACARA History Unit Plan

(Proforma utilising the 'Backwards by Design' by Wiggins and McTighe, based on the
Australian urriculum !ramework"
School and Class Description
Mi#ed ability class with $% &tudents ($ '(Ts and ) *+P"
Year Level: , Unit Length: - Weeks (- .essons / -0 Minutes 1er week"
Topic: The Making of the Modern World
Links to other Learning Areas: 'eogra1hy, +nglish, Technology, Media2
Strands
3istorical 4nowledge and 5nderstanding
3istorical &kills
Historical Skills Overvie
hronology, terms and conce1ts
3istorical 6uestions and research
Analysis and use of resources
Pers1ecti7es and inter1retations
+#1lanation and communication
!eneral Capa"ilities
.iteracy
*umeracy
8T com1etence
ritical and creati7e thinking
+thical understandings
Personal and social ca1ability
8ntercultural understanding2
Cross C#rric#l#$ Priorities
o Aboriginal and Torres &trait 8slander histories and cultures
Asia and Australia9s engagement with Asia
o &ustainability
!lo"al %d#cation Concepts
8nterde1endence ( 'lobalisation
8dentity ( cultural di7ersity
o &ocial :ustice ( human rights
Peace building ( con;ict resolution
o &ustainable futures
Stage & ' (denti)y Desired Res#lts
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
'What is worthy of understanding?'
Ai$s
What relevant curriculum aims will this design address?
8nterest in, and en:oyment of, historical study for lifelong learning and work, including
their ca1acity and willingness to be informed and acti7e citi?ens2
4nowledge, understanding and a11reciation of the 1ast and the forces that sha1e
societies, including Australian society2
5nderstanding and use of historical conce1ts, such as e7idence, continuity and
change, cause and e@ect, 1ers1ecti7es, em1athy, signiAcance and contestability2
a1acity to undertake historical in6uiry, including skills in the analysis and use of
sources, and in e#1lanation and communication2
AA<A ($%)=" B! C )% 3istory urriculumD <etrie7ed Eune $%)= from
www2australiancurriculum2edu2auF3istoryFAims
The *ig (dea: World War 8
Historical +noledge , Understandings
What students will KNOW and need to UNDERS!ND?
&tudents will in7estigate the key as1ects of World War 8, including the nature and
signiAcance of the war in both World and Australian history2
A broad idea of the causes of World War 8 and the reasons why men enlisted to Aght in
the war2 (AD&+3%$)"
The 1laces where Australians fought and the nature of warfare in World War 8, including
the 'alli1oli cam1aign2 (AD&+3%,0"
The im1act of World War 8, with 1articular em1hasis on Australia (&uch as the use of
1ro1aganda to in;uence the ci7ilian 1o1ulation, the changing role of women, the
conscri1tion debate" (AD&+3%,>"
The commemoration of World War 8, including debates about the nature
and signiAcance of the An?ac legend2 (AD&+3%,G"
AA<A ($%)=" B! C )% 3istory urriculumD <etrie7ed Eune $%)= from
www2australiancurriculum2edu2auF3istoryF!H)%
Historical Skills
What essential "uestions will foster SK#$$ Develo%ment?
What are the words we use to describe and document moments in historyI What are
the language con7entions used in writing a research re1ortI &'hronology( erms and
'once%ts)
What caused World War 8I 3ow did the entente and central %owers become in7ol7ed in
the WarI &*istorical +uestions and Research,)
3ow do we know if a source is historically accurateI Does anything a@ect the way in
which we document historyI &!nalysis and use of sources( %ers%ectives and
inter%retations)
AA<A ($%)=" B! C )% 3istory urriculumD <etrie7ed Eune $%)= from
www2australiancurriculum2edu2auF3istoryF!H)%
Acco$$odations )or Special -eeds and !i)ted , Talented
What accommodations will -e made for the diversity of learners?
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
&ee A11endi# )2A
Stage . ' Deter$ine Accepta"le %vidence
'What assessment evidence will determine Knowledge and
Understanding. *istorical #n"uiry and S/ill develo%ment?'
Assess$ent Tasks
What formative and summative tas/s will -e set to foster learning?
/or$ative Tasks:
Partici1ation in class discussions and in6uiry2
Weekly Jui??es on key dates, 1laces and 1eo1le2 (!or +#am1leK &ee A11endi#
)2B"
S#$$ative Tasks:
8ndi7idual <esearch re1ort2 ()%%% Words" (&ee A11endi# )2"
Lral Presentation on one of the ma:or battles of World War 82 (&ee A11endi#
)2D"
Achieve$ent Standards
What criteria will used to assess student %erformance?
By the end of Mear ,, students refer to key e7ents and the actions of indi7iduals and grou1s
to e#1lain 1atterns of change and continuity o7er time2 They analyse the causes and e@ects
of e7ents and de7elo1ments and make :udgments about their im1ortance2 They e#1lain the
moti7es and actions of 1eo1le at the time2 &tudents e#1lain the signiAcance of these e7ents
and de7elo1ments o7er the short and long term2 They e#1lain di@erent inter1retations of the
1ast2
&tudents se6uence e7ents and de7elo1ments within a chronological framework, with
reference to 1eriods of time and their duration2 When researching, students de7elo1
di@erent kinds of 6uestions to frame an historical in6uiry2 TheyN inter1ret,
1rocess, analyse and organise information from a range of 1rimary and secondary sources
and use it as e7idence to answer in6uiry 6uestions2 &tudents e#amine sources to com1are
di@erent 1oints of 7iew2 When e7aluating these sources, they analyse origin and 1ur1ose,
and draw conclusions about their usefulness2 They de7elo1 their own inter1retations about
the 1ast2 &tudents de7elo1 te#ts, 1articularly e#1lanations and discussions, incor1orating
historical inter1retations2 8n de7elo1ing these te#ts, and organising and 1resenting their
conclusions, they use historical terms and conce1ts, e7idence identiAed in sources, and they
reference these sources2
A %0cellent achie7ement beyond what is e#1ected at this year le7el
B !ood achie7ement of what is e#1ected at this year le7el
Satis)actory achie7ement of what is e#1ected at this year le7el
D Partial achie7ement of what is e#1ected at this year le7el
+ 1ini$al achie7ement of what is e#1ected at this year le7el
Types o) Tasks
testsF 6ui??es anecdotal comments o dis1lay
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
obser7ations
o work sam1les
oral 1resentations
essayF re1orts
o checklists
o 1ortfolios
o 1rom1ts
o 1oster
o 1ractical
demonstration
conferencesF
discussions
o other
Stage 2 ' Plan Learning %0periences: Scope and Se3#ence o)
Lessons
0What learning e1%eriences will ena-le students to achieve the desired
results?2
Lesson Activity Reso#rces
T#ning (n
+uro1e at large2 .abel the ma1 of +uro1e to gi7e an
idea of where each country is2 .ook at the locations of
the ma:or battles in World War 82
+uro1e ountries Jui?2
Atlas or ma12
/inding O#t
lass discussion in7estigating 1rior knowledge of World
War 8, the causes of World War 8 and any signiAcant
facts that they already know2 reate a timeline or mind
ma1 of e7ents in chronological order2
WatchMo:o Moutube li1s
www2youtube2comFwatchI
7On:8*i,i8rA
Black Adder Pideo li12
www2youtube2comFwatchI
7Okf#rTDHkP1s
Sorting O#t
&elect a battle to research for your oral 1resentation2
5sing in6uiry 1rocess, students construct a 1ersuasi7e
essay 6uestion about the commemoration of World War
8 and debates about the nature and signiAcance of the
An?ac legend2
B3ow to gi7e an oral
1resentation2D Discussion and
8nstructional hand out2
Pictorian &tate .ibrary <esource
on <esearch <e1orts
www2ergo2sl727ic2go72auF
Pisit the library and And
e#am1les of 1rimary and
secondary resources2
!oing /#rther
5nderstand the reasons why men :oined the war e@ort
and the e@ects of World War 8 on Australia through
in6uiry and research2 ontinue working on re1ort and
oral 1resentation2
3istory Ali7eK , C !or the
Australian urriculum2 (Te#t
BookFWorkbook ha1ter Q"
1aking Concl#sions
Presentation of Lral on a key idea concerning World
War 82 om1lete 1ersuasi7e essay for assessment2
Assessment <ubric2 (Peer
assessment as1ect 1ossibility
de1ending on students2"
Taking Action
onsider the e@ect that a World War would ha7e in
today9s society2 4ey JuestionsK Would the same issues
a11ly to the modern worldI What has changedI
3istory Ali7eK , C !or the
Australian urriculum2 (Te#t
BookFWorkbook ha1ter Q"
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
Thinking Tools
o 4W3.
Prior 4nowledge
o De Bono9s 3ats
o +#tended Brain
&torming
Bloom9s Ta#onomy
o reati7e Problem
&ol7ing
Juestion Matri#
o Thinkers 4eys
o 'ra1hic Lrganisers
o Moral Dilemmas
'ardiner Multi1le
8ntelligences
o Lther
eLearning Considerations
5se trusted online sources for research 1ur1oses2 (&ee A11endices )2 and )2D"
5se the &tate .ibrary of Pictoria website to hel1 understand the 1rocess of writing a
research re1ort2 htt1KFFergo2sl727ic2go72auF
5se the WatchMo:o youtube channel to watch the short 7ideos e#1laining 7arious
as1ects of World War 8 including its cause and its e@ects2
5se of 'oogle ma1s to 7iew a to1ogra1hical ma1 of the areas in +uro1e and across
the world where battles took 1lace2
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
Unit %val#ation4Co$$entary
ontent 4nowledgeF8ssuesK
The following unit, which has been 1lanned and ready to be im1lemented into a school
setting, introduces students to the to1ic of World War 82 &1eciAcally it will address
Australia9s in7ol7ement in World War 8 and the ways in which WW8 subse6uently a@ected
Australian society2 The main contentious issue that will be e#1lored throughout the to1ic
is bias and 1ers1ecti7e2 (AA<A, $%)=" This is 1articularly rele7ant when in7estigating
the A*RA traditions and legends2 8t will become im1ortant for students to understand
that the way history documented is often in;uenced by the author or 1ers1ecti7e2
<eliability of sources and source analyses will become a main em1hasis of the to1ic and
students will be gi7en the o11ortunity to use their skills in critical analysis and
1ers1ecti7e to determine if a source is reliable or slanted2 (AA<A, $%)="
urriculum DocumentsK
This unit follows the achie7ement standards, content descri1tors, bands and skills of the
AA<A !oundation to Mear )% 3istory urriculum2 Both the Mear , *istorical Knowledge 3
Understanding and *istorical S/ills (AA<A, $%)=" bands are co7ered in this unit with
1articular em1hasis on the content descri1tions and elaborations regarding the World
War 8 de1th study2 The aims of the unit corres1ond with the aims of the AA<A history
curriculum in Mear , and the standard of assessment being utilised in this unit is the
national standard A C + format2 (AA<A, $%)="
8n6uiry A11roach to .earningK
3istory is a curriculum area that is 7astly enhanced by the use of the in6uiry a11roach to
learning2 This refers to the idea that rather than sim1ly mastering content and
memorising dates, history can lead students to make conclusions and connections
between to1ics2 8n 8n6uiry .earning there is more em1hasis on the skills used in the
1ursuit of knowledge rather than the knowledge itself2 The students are hea7ily in7ol7ed
in directing their own learning e#1erience and this is e7ident in the assessment tasks
where students are asked to write their own essay 6uestion and use their skills to
determine the key ideas of the to1ic2 (4rause et al, $%)$"
!ormati7e Assessment TasksK
The formati7e assessment tasks in this to1ic consist of weekly 6ui??es on the sub:ect of
World War 8 and 1artici1ation in class discussions on the to1ic2 !ormati7e assessment
forms an im1ortant 1art of the curriculum as it hel1s to form the base u1on which the
students will build their knowledge of World War 82 !ormati7e assessment also allows
teachers to diagnose any issues the student may ha7e academically 1rior to formal or
summati7e assessment2 (Taylor et al, $%)$"
&ummati7e Assessment Task ) H Lral Presentation <ationaleK
The oral 1resentation task will 1ro7ide students will an o11ortunity to demonstrate their
understanding of the to1ic using their 7erbal communication skills and 7isual aids2 The
oral 1resentation theoretically 1ro7ides students with an o11ortunity to share their
knowledge of content to their classmates and 1ro7ides an o11ortunity for students to
generate and synthesise new ideas2 As well as these two crucial under1inning aims,
students will learn from each other in their own discourse and be encouraged by their
1eers2 &tudents will also learn the skills re6uired to become an engaging 1ublic s1eaker
which can be transferred to other sub:ect areas2
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
&ummati7e Assessment Task $ C Persuasi7e +ssay <ationaleK
The 1ersuasi7e essay will allow students to demonstrate their understanding of the to1ic
using a scholarly a11roach2 The students will need to use their skills in critical analysis
and research in order to determine the most a11ro1riate sources to use in their te#t2
This skill can be transferred to other sub:ect areas2 (J&A, $%)%" Both of these
summati7e tasks will be marked using the rubric attached in the a11endi# which is
designed using the A C + standard model of assessment2 (AA<A, $%)="
ross urriculum .inksF8ntegrated A11roach to .earningK
This unit can link in with many other curriculum areas and is best taught as 1art of an
integrated curriculum2 The summati7e assessment tasks in this unit clearly incor1orate
skills which can be ado1ted in +nglish or other humanities sub:ects such asN s1eaking
and listening, writing 1ersuasi7e te#ts and research using multi1le resources2 'eogra1hy
1lays a role in the unit as well with students being asked to locate the s1eciAc areas in
which battles occurred on a ma12 Lne of the formati7e assessments also re6uires
students to ha7e some basic geogra1hical knowledge of continental +uro1e and the
5nited 4ingdom2 Another formati7e assessment task re6uires students to use their skills
in 8nformation ommunication Technologies to com1lete a 1ower1oint to accom1any
their oral 1resentation2 These 8T skills are also transferable2 8n addition to these links
there is also the 1otential for this unit 1lan to include links to Mathematics through the
use of statistics and 1ercentages in reference to War casualties2
Wider Theoretical +lementsK
This unit 1lan could be used in collaboration with Bruner9s &ca@olding Theory which
would in7ol7e gi7ing the students a chance to build their knowledge of World War 8
gradually and 1rogressi7ely2 This would be done through limiting the amount of content
deli7ered at one time and com1leting smaller e#ercises in more de1th2 (4rause et al,
$%)$" .e7 Pygotsky9s &ocial .earning theory a11lies to this unit in terms of class
discussion, 1artici1ation in small grou1s and the oral 1resentation assessment task
which relies hea7ily on social interaction for success (Taylor, $%)$"2 3owe7er there is
much singular research which relies more hea7ily on an indi7idual constructi7ist 7iew of
learning2 By including both of these learning theories in the unit 1lan there is more
o11ortunity for students to succeed as the unit is di@erentiated to incor1orate di@erent
learning styles (4rause et al, $%)$"2
'lobal Pers1ecti7es onsiderationK
There are o11ortunities in this unit to incor1orate 1arts of the 'lobal Pers1ecti7es
framework as outlined by the 'lobal +ducation Pro:ect2 The 'lobal Pers1ecti7es areas
that can be directly linked to this unit are Peace Building and on;ict <esolution, 8dentity
and ultural Di7ersity and 8nterde1endence and 'lobalisation (+&A, $%%Q"2 Peace
Building and on;ict <esolution can refer to students identifying ways in which
Australians contributed to 1eaceHbuilding during and after World War 8 (+&A, $%%Q"2
Another framework area is 8dentity and ultural Di7ersity2 8n the conte#t of World War 8
and the in7estigation of the A*RA legend, students may connect the Australian identity
with the Turkish identity as a way of in7estigating similarities and di@erences in beliefs
and cultures of 1eo1le around the world2 This might include looking at the 'alli1oli
landing from another culture9s 1ers1ecti7e2 &tudents will also be encouraged to e#1lore
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>
social, cultural, geogra1hic and economic connections between 1eo1le through shared
e#1eriences of war (+&A, $%%Q"2
(Alice" <ose Dunn 3A&& 5nit Plan $%,$,=>