High SES school – Compulsory B.Y.
O ICT Device policy
NORTH SYDNEY HIGH SCHOOL UNIT OUTLINE
Subject: Modern History Course: Stage 5 / year 10
Unit title: The Modern World & Australia: Rights & Freedoms
Key Concepts / Big Ideas
- Universal Declaration of Human Rights (UDHR)
- US Civil Rights Movement
- Early Aboriginal and Torres Strait Islander activism
- The Stolen Generations
- The Freedom Rides
- 1967 Referendum
- Eddie Mabo & Land Rights
Key Inquiry Questions:
1. How did the nature of the global conflict change during the
twentieth century?
2. What were the consequences of World War II? How did these
consequences shape the modern world?
3. How was Australian society affected by other significant
global events and changes in this period?
Unit context within Scope and Sequence/Purpose
Scope & Sequence: Term 1 of year 10.
Purpose: to prioritise the learning about human suffering in
context of the changing modern world.
NOTE: This school alternates History and Geography every 6
months. Stage 5 syllabus will start Term 1 of year 9.
Jessica Hayter - 18139336
Duration: 10 weeks Lessons: approx. 30 hrs
Overview: Undertaken in teacher centred lessons
The importance of this learning
Despite attempts to create a lasting peace at the end of World War I, the world was engaged in another
global conflict within 20 years. Not only did this conflict cause greater loss of life, it witnessed the
Holocaust and the first use of nuclear weapons. In the aftermath of this war decolonisation saw the end
of the great European empires and the emergence of new nations, particularly in Asia and Africa. At the
same time, the United States and the Soviet Union emerged from World War II as hostile superpowers
armed with nuclear weapons in a tense confrontation known as the Cold War. Despite a peaceful end to
the Cold War in 1991, the emergence of global terrorism and a shift in economic power to Asia have
contributed to ongoing uncertainty. The period since the end of the twentieth century has also been
characterised by rising concerns about issues such as globalisation, the environment and
sustainability. In spite of these uncertainties, there have been significant advances in technology,
especially in communications, public health and living conditions across the world.
Syllabus Outcomes
- HT5-2 sequences and explains the significant patterns of continuity and change in the
development of the modern world and Australia.
- HT5-3 explains and analyses the motives and actions of past individuals and groups in the
historical contexts that shaped the modern world and Australia.
- HT5-6 uses relevant evidence from sources to support historical narratives, explanations and
analyses of the modern world and Australia.
- HT5-8 selects and analyses a range of historical sources to locate information relevant to an
understanding of the past.
- HT5-9 applies a range of relevant historical terms and concepts when communicating an
understanding of the past.
- HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate
effectively about the past for different audiences.
History Curriculum – Assessment 2
Literacy Focus Numeracy Focus ICT Focus Differentiation
Historical terms Source data Youtube Universal Design for Learning
Vocabulary Timelines Google Classroom
- Multiple Means of Representation
Source comprehension Graphing data Filmed teacher lectures
Written responses Concept Maps – Program: C-maps - Multiple Means of Expression
Conceptual knowledge Timeline & graphing programs
- Multiple Means of Engagement
Online sources

Week/ Teaching and Learning Strategies Adjustments/

Syllabus Content Resources
Sequence including assessment for learning. Accommodations
Week 1 The origins and significance of the - In groups of 3, students are to discuss - C-maps requires students’ - Whole class mind-
Introduction Universal Declaration of Human Rights and create a ‘Universal Declaration of personal iPads/computers or just map on the
(UDHR), including Australia’s Student Rights’. Create a concept map of concept map in notebooks whiteboard
involvement in the development of the what Student Rights should include. - Google Classroom, whiteboard - Class discussion
declaration. - Teacher filmed lecture posted to Google and whiteboard markers. Pearson using ‘spirit stick’
Students: Maps on origins and purpose of United Modern History NSW Year 10 concept – whoever
- Outline the purpose of the United Nations, UDHR, drafting and adopting the textbooks. holds object
Nations and describe the origins of Declaration and Australia’s involvement. - http://www.un.org/en/universal- speaks
the UDHR, including Australia’s Shown in class. Class discussion on who declaration-human-rights/ unhindered.
involvement might have been excluded, have they - Printing UDHR and cutting time. - In UDHR
- Explain the significance of the UDHR always been excluded. Students to Students’ personal presentations,
Historical Skills: answer relevant questions from Pearson iPads/computers for creating students can use
- Comprehension: chronology, terms textbook. presentation. USBs ICT, or pen &
and concepts - In groups, students are allocated one - Eleanor Roosevelt hard copy paper, or
- Analysis and use of sources article of UDHR, and must provide books just in case students do not whiteboard.
interpretation in a visual presentation to have internet access at home. - Students can
the class. submit research
report
Homework: Research Report – students are electronically or
to individually research Eleanor Roosevelt’s manually, provided
contribution to Human Rights for homework. it is clear. Option is
500 words minimum. there for comic of
significant events.
Week 2 Background to the struggle of - Teacher films lecture on Aboriginal - Google Classroom, whiteboard and - Extension:
Indigenous Aboriginal & Torres Strait Islander struggles prior to 1965 at home, posts to whiteboard markers. Pearson Research other
activism peoples for rights and freedoms before Google Classroom Show in class. Plus ‘Aboriginal

Jessica Hayter - 18139336 History Curriculum – Assessment 2

 1965, including the 1938 Day of describe purpose of the Aboriginal Modern History NSW Year 10 Protection’ type
Mourning and the Stolen Generations. Protection Board. Students to answer textbooks. groups. For
Students: questions from Pearson textbook. - Google Classroom. Pearson example:
- Explain the purpose and significance of Teacher’s filmed lecture on Day of Modern History NSW Year 10 Australian
early twentieth century Aboriginal Mourning shown from Google Classroom. textbooks. Youtube clip: Aunty Aboriginal Progress
activism including the 1938 Day of Students to analyse source in Pearson Faye on Cummeragunia Walk Off: Association, The
Mourning protest. textbook. Class discussion. https://www.youtube.com/watch? Australian
- Outline the rights and freedoms - Teacher films lecture on Cummeragunia v=6TwabveihRc Aborigines League,
denied to Indigenous people before Walk Off, shows from Google Classroom. - Google Classroom. Notebooks and and the Aborigines
1965 and the role and policies of the Aunty Faye Youtube Clip [stop at pens. Progressive
Aboriginal Protection Board 3:30min]. Individually, students are to - Optional Youtube clip: Association.
- Describe the effects of the assimilation write a paragraph explaining what was Contemporary Aboriginals’ opinion - Class discussion
policy for rights and freedoms of achieved by those that walked off the of Australia Day: using ‘spirit stick’
Indigenous peoples. mission. Write an imaginary day in the https://www.youtube.com/watch? concept – whoever
Historical Skills: life of children on the mission. v=G8czHlPYXew holds object
- Comprehension: chronology, terms - Teacher filmed lecture on Assimilation - Optional Youtube clip: British 1938 speaks
and concepts Policy, including the right to citizenship, radio broadcast of 150-year unhindered.
- Analysis and use of sources and certificate of exemption, posted to anniversary of 1788 landing: - Extension: What
- Perspectives & interpretations Google Classroom, shown in class. https://www.youtube.com/watch? other ‘walk-off’
- Empathetic understanding Students must answer the following v=VhIsaB5g7IQ protests occurred
question: was the granting of exemption prior to 1990?
certificates a true restoration of civil - Subtitles. When
rights to Indigenous Australian? Why or doing the creative
Why not? writing task,
students can use
ICT or notebook
and pens.
- Subtitles for
lecture. Upload the
question to Google
Classroom and
have students
interact in digital
discussion.
Week 3 Background to the struggle of - View an excerpt from ‘Rabbit Proof - Youtube clip: Stolen Generations, - Subtitles. Have
The Stolen Aboriginal & Torres Strait Islander Fence’. Teacher to provide information Rabbit Proof Fence excerpt: digital template for
Generations peoples for rights and freedoms before about The Stolen Generations. Students https://www.youtube.com/watch? letter on Google

Jessica Hayter - 18139336 History Curriculum – Assessment 2

 1965, including the 1938 Day of
Mourning and the Stolen Generations.
Students:
- Using a range of sources, describe the
experiences of Indigenous peoples
who were forcibly removed from their
families (Stolen Generations)
Historical Skills:
- Comprehension: chronology, terms
and concepts
- Analysis and use of sources
- Perspectives & interpretations
- Empathetic understanding
Homework: watch “Rabbit Proof Fence”.
Week 4 The US Civil Rights Movement and its
US Civil Rights influence on Australia.
Movement Students:
- Outline the aims and methods of the
US Civil Rights Movement
Jessica Hayter - 18139336
in pairs are to write down how they think v=XaZtOIsgBqQ Powerpoint slides Classroom.
families would be affected, at the time of on Stolen Generations. Students load
separation, growing up, and once they Optional video: completed letter
were adults looking back. Then: http://stolengenerationstestimoni to Google
individually imagine if you could time es.com/index.php/about_stolen_g Classroom or
travel with this knowledge – write a enerations.html validity/reliability compose by hand.
letter to the authorities and give them exercise. - Class discussion
reasons to stop mistreatment of - Google Classroom. whiteboard, using ‘spirit stick’
Aboriginal people. whiteboard markers. Retroactive 2 concept – whoever
- Teacher filmed lecture on missions and NSW textbooks. ICT. holds object
institutions that Aboriginal children were Optional: Stolen Generations: speaks
taken to, posted to Google Classroom, https://www.creativespirits.info/a unhindered.
and watched in class. Students to answer boriginalculture/politics/a-guide- - Students can
following questions: who are the stolen to-australias-stolen-generations utilise internet
generations? What aspects of family and - Website of A.O. Neville’s work: research instead of
community life did they miss out on? https://collections.museumvictoria Radioactive
How did the Australian governments .com.au/items/1496210. Printing textbooks to
organise the removal of indigenous and cutting of A.D.A.M.A.N.T answer the
children from their parents? What did worksheets. Gluesticks. questions.
they claim were the reasons for - Rabbit Proof Fence movie. - Extension:
removing children from their families and Students are to
what was the real reason? Describe the research the term
kind of life the institutions offered ‘Social Darwinism’
children. Source analysis: Retroactive and create a
textbook. poster that defines
- Visual Source Workshop: A.D.A.M.A.N.T. it and illustrates it.
What can we learn about the Stolen
Generations from this Primary Source.
- Show Youtube clip on Civil Rights - Youtube clip: US Civil Rights - Extension: Source
overview in US. Students are to take overview: booklet, students
notes while viewing. Teacher filmed https://www.youtube.com/watch? go through and
lecture on Jim Crows Laws, posted to v=URxwe6LPvkM. Google analyse each
Google Classroom, and shown in the Classroom. Jim Crow Laws source. Video with
worksheet. subtitles.
History Curriculum – Assessment 2
 - Explain how the Freedom Rides in US classroom. Complete worksheet on Jim - Pearson Modern History NSW Year - Students can
inspired civil rights campaigners in Crows Laws. 10 textbooks. Youtube clip: research online
Australia. - Students are to read Pearson textbooks Freedom Rides: opposed to
Historical Skills: on Bus Boycotts, Martin Luther King Jr https://www.youtube.com/watch? textbook, but must
- Comprehension: chronology, terms and The Freedom Rides. Students are to v=d8CAKAXR-AM cite sources
and concepts answer the following question: who were - Malcolm X History website: correctly.
- Analysis and use of sources the freedom riders and what did they http://www.history.com/topics/bl - Exemplar:
- Perspectives and interpretations achieve? As summary, watch Youtube ack-history/malcolm-x Students Comparison
- Explanation and communication Clip on The Freedom Riders. require their iPads/computers. between Malcolm
- Students to read through Malcolm X - Martin Luther King Jr hard copy X’s POV and
history webpage then answer questions. books just in case students do not another personally
Source analysis of this webpage. Use have internet access at home. researched
internet to research a different group/person to
perspective. Write a summary of be displayed on
Malcolm X’s view versus your researched whiteboard.
point of view. - Report handed in
digitally or
Homework: Research Report – Students are manually. Option is
to individually research Martin Luther King there to draw a
Jr, including significant historical events and comic of significant
people for homework – 500 words events.
minimum.
Week 5 The US Civil Rights Movement and its - Students watch the movie “The Help”. - The Help movie - Subtitles. Students
US Civil Rights influence on Australia. - Based on the movie The Help, answer the - notebooks and pens. Whiteboard, can watch movie
impact on Students: following questions: what famous whiteboard markers. at home, and do
Australia - Explain how the Freedom Rides in US historical events are discussed or alluded - Watch “The Sapphires” excerpt: close passage of
inspired civil rights campaigners in to? What details of everyday life does Youtube clip: summary instead.
Australia. this film present that give the audience a https://www.youtube.com/watch? - Class discussion
Historical Skills: sense of experience of living as an v=7Zl1FcN_q0E Kahoot created for using ‘spirit stick’
- Comprehension: chronology, terms African-American woman in the deep revision of Civil Rights. concept – whoever
and concepts south in 1961? What details and specifics - Optional Youtube clip on stigma of holds object
- Analysis and use of sources did you find most compelling about these being Aboriginal: speaks
- Perspectives and interpretations women’s lives and why? Who has power https://www.youtube.com/watch? unhindered.
- Explanation and communication among these women, what kind of v=VwAUL4Hu_9U - Answers can be
power and how do they use it? What role written as group
does gender have in the story line of this on whiteboard,
film? into Google

Jessica Hayter - 18139336 History Curriculum – Assessment 2


Week 6 The US Civil Rights Movement and its
The Australian influence on Australia.
Freedom Rides Students:
- Explain how the Freedom Rides in US
inspired civil rights campaigners in
Australia.
- Discuss the impact of the NSW
Freedom Ride on the Civil Rights of the
Aboriginal and Torres Strait Islander
people
Historical Skills:
- Comprehension: chronology, terms
and concepts
- Analysis and use of sources
- Research
- Explanation and communication
Week 7 The significance of the following for the
The path to civil rights of Aboriginal and Torres
the 1967 Strait Islander peoples: 1962 right to
Referendum vote federally; 1967 Referendum;
Reconciliation; Mabo decision; Bringing
Them Home Report (the Stolen
Generations); The Apology.
Students:
- Outline the background, aims and
significance of key developments in
Indigenous peoples’ struggles for
rights and freedoms.
Jessica Hayter - 18139336
- Students to watch The Sapphires excerpt. Classroom
Answer questions about the treatment of discussion board
Aboriginals in Australia. Kahoot revision. or into notebooks.
- Watch Australian Screen documentary of - Charles Perkins the beginnings of - Subtitles. Options
Charles Perkins. Analyse this as a source, Australia’s Freedom Riders. for students to
using A.D.A.M.A.N.T. Research Charles https://aso.gov.au/titles/documen work individually,
Perkins life, and achievements. Write a taries/freedom-ride-blood- in pairs, or in
paragraph summary of his life. brothers/clip1/ Need students’ groups. In the
- Provide research time for students to personal iPads/computers to quiet corner, at
read about Freedom Rides. Students are research Charles Perkins. desks or on the
to imagine that they are journalists and Optional website: Activism and floor. Individual
have the opportunity to interview key change: summaries
activists. Students are given template for http://www.australiangeographic. written.
interview. com.au/topics/history- - Modelled on the
- Watch video on “How has Aboriginal culture/2011/07/how-aboriginal- whiteboard, levels
rights changed over time?” Students to activism-brought-about-change of questioning.
complete questions on video. Complete - Students’ personal - Subtitles
the ‘Decision Makers’ worksheet from iPads/computers. Interview
Australian History Mysteries webpage. template worksheets printed.
Discuss responses. - Watch video and associated
worksheet.
https://www.australianhistorymys
teries.info/casestudies/indigenous
-peoples-rights/
- Interactive timeline leading up to the - Students need personal ICT. - Timeline can be
1967 referendum. Timeline: done digitally or in
- Students are to complete Case Study and http://www.readwritethink.org/fil notebooks.
then interactive activity based on 1967 es/resources/interactives/timeline Extension: Pick one
Referendum from the Australian History _2/ significant event
Mysteries webpage. - Students need personal ICT. and provide the
- Students are to research the following: Webpage: class with a 1min
Fill in template with details from the https://www.australianhistorymys presentation on
Kimberley Strike, Equal Pay Decision, teries.info/casestudies/indigenous why it was
Wave Hill land handover, Racial -peoples-rights/ significant.
Discrimination Act, Government Land - Students need personal ICT for - Students can write
Rights case, *Native Title Act, *Mabo research, textbooks for research, answers into
and worksheets.
History Curriculum – Assessment 2
 Methods used by civil rights activists to
achieve change for Indigenous people,
and the role of ONE individual or group
in the struggle.
Students:
- Investigate and explain the role of ONE
individual or group in the struggle for
Indigenous people’s rights and
freedoms.
Historical skills:
- Comprehension: chronology, terms
and concepts
- Analysis and use of sources
- Empathic understanding
- Explanation and communication
Week 8 Methods used by civil rights activists to
Achieving achieve change for Indigenous people,
change and the role of ONE individual or group
in the struggle.
Students:
- Outline common methods used by civil
rights activists in the struggle for rights
and freedoms of Indigenous people.
Historical skills:
- Comprehension: chronology, terms
and concepts
- Analysis and use of sources
- Perspectives and interpretations
- Empathic understanding
- Explanation and communication
Week 9 The continuing nature of efforts to civil
Other rights and freedoms in Australia, and
developments throughout the world, such as the
Declaration of the Rights of Indigenous
Peoples.
Jessica Hayter - 18139336
decision, and *Wik decision. Asterisks notebook if
must be completed by all students. preferred.
- Can submit
Homework: Timeline – Students need to digitally or
create a chronological list of key events in manually.
Eddie Mabo’s life. Include significant people, - Can submit
events and annotate why they were digitally via
important historically – put information into readwritethink link
a timeline. or manually.
- Students read and analyse textbook - Pearson Modern History NSW Year - In groups, in pairs,
sources p.40. Complete activities 1-5. 10 textbooks. individually, on the
What is tent city? - Worksheet with boxes to list names. floor, at tables or
- Out of the list of 129 Australian Aboriginal Students need personal ICT for in the quiet corner.
Rights Activists, research 10, and their research. Names: Class discussion
method of activism. Students are to graph https://en.wikipedia.org/wiki/Categ using ‘spirit stick’
this information found into a bar graph. ory:Australian_indigenous_rights_ac concept – whoever
Class discussion. tivists Create graph website: holds object
- Using information in textbook p46. Create https://nces.ed.gov/nceskids/create speaks
a timeline of key events on the road agraph/default.aspx?ID=30cd785c38 unhindered.
towards Reconciliation. f54a5ba52994afc3e48a1f - Students can work
- Pearson Modern History NSW Year into their
20 textbooks. Students need notebooks
personal ICT or ntoebooks. opposed to digital
Interactive timeline website: if preferred.
http://www.readwritethink.org/files
/resources/interactives/timeline_2/
- Students watch the Sorry speech: - Sorry Speech Youtube Clip: - Presentations can
Allocated 2 lessons to research task. https://www.youtube.com/watch?v be made orally at
Students are to research ‘Sorry Day’ events =b3TZOGpG6cM Students will need the front of the
held since 1998. Write a report about personal ICT. classroom,
Stolen Generations and ‘Sorry Day’. The students can make
History Curriculum – Assessment 2
& the Students: report should be both text and visual - Pearsons Modern History NSW Year a prezi, or
continuing - Identify current struggles for civil material. The report may be completed in 10 textbooks. Students personal ICT. powerpoint etc.
fight rights and freedoms throughout the pairs or as an individual study. Students Notebooks and pens or C-maps - Completed and
world; such as the United Nations use following questions to guide research: concept map building program. submitted digitally
Conventions on the Rights of The Child Why was a sorry day organised? Why was Google Classroom. or manually.
(1990) and the Declaration on the the first sorry day organised in 1998? What
Rights of Indigenous Peoples (2007) connection is there between sorry day and
- Identify different methods used stolen generations? What was recorded in
globally to attain civil rights and the sorry books? What happened on sorry
freedoms day? Why do you think sorry day has
- Evaluate the methods and become an annual event? When is sorry
effectiveness of ONE campaign for civil day observed each year?
rights and freedoms in Australia or - Using the information in the textbooks
another country. p.51 “Declaration on the Rights of
Historical Skills: Indigenous Peoples, students are to create
- Comprehension: chronology, terms a concept map. With Declaration on the
and concepts Rights of Indigenous Peoples as central
- Analysis and use of sources heading, use these headings to help order:
- Explanation and communication Dates, Articles, Responses, Purpose &
Australia. Students are to read the ten
principles of the Rights of the Child. Rank
them in order of importance to you. Write
2-3 paragraphs explaining your rank.
Assessment Details Outcomes Evaluation of the Learning & Teaching
Summative: - HT5-2 sequences and explains the significant patterns of continuity and change in the Formative:
 Research report on significance of development of the modern world and Australia. - Concept maps
Eleanor Roosevelt - HT5-3 explains and analyses the motives and actions of past individuals and groups in - Practice research responses
 Research report on significance of the historical contexts that shaped the modern world and Australia. - Source analyses
Martin Luther King - HT5-6 uses relevant evidence from sources to support historical narratives, - Letter writing
 Research report on Sorry Day explanations and analyses of the modern world and Australia. - Worksheets
 Timeline of Eddie Mabo’s - HT5-8 selects and analyses a range of historical sources to locate information relevant - Timelines
achievements to an understanding of the past. - Visual presentation
- HT5-9 applies a range of relevant historical terms and concepts when communicating
an understanding of the past.

Jessica Hayter - 18139336 History Curriculum – Assessment 2

Justification:
North Sydney High School is in a high socio-economic area. As a result, this school

has implemented a bring-your-own device policy. This is due to Australian Professional

Standards for Teachers (APST), Standard 2.6, which dictates teachers must implement

Information and Communications Technology (ICT) to expand on curriculum (AITSL,

2017). Teachers and students can benefit from utilising this break from conventional

teaching, to achieve academic success. In the literature review by Chandra & Mills (2015),

research proves that there is a correlation between ICT, student engagement and improved

outcomes (p.286). There are considerations to be made for the efficacy of ICT in classrooms,

regarding pedagogical application. Teacher’s creativity and knowledge of ICT is important.

Gil-Flores., et al. (2017) state that classroom use requires a positive attitude towards ICT

and its applications, and a constructivist methodology (p.442). My pedagogical aims are for

students to learn how to use technology effectively, to further their own educational goals.

Therefore, my unit outline makes use of many relevant ICT strategies to increase my

students’ interest and build students’ skill in historical inquiry.

My students have access to Google Classroom, where I will film lectures in advance,

to be shown in class, and then viewed again after hours, perhaps for revision. I have chosen

to deliver a mini-lecture like this, rather than physically, as I can ensure I deliver the content

efficiently and timely, and be able to address possible behaviour issues simultaneously. The

lecture is succinct, and students can ask questions digitally through a Google Classroom

discussion board, or in class. This ICT approach is good if students are away, or are not very

good at taking notes, and so can pause and rewind if necessary. For additional needs, I can

program subtitles to go with my lectures.

Jessica Hayter - 18139336 History Curriculum – Assessment 2

 In addition to these Google Classroom features, this unit contains online case studies,

YouTube clips, mapping and graphing programs, and online research. The use of ICT aids

visual learners; such as students with Autism Spectrum Disorder (ASD) (Rogers, 2013,

p.17). History requires substantial explanation, and is a word heavy subject which can

become disheartening for learners. When explanations are paired with visual tools, students

have more opportunity to comprehend (Rogers, 2013, p.17). Therefore, visual learners can

really grasp a concept when they are offered many ways to embed the content knowledge;

whether through class discussion, text, images or videos.

The Universal Design for Learning (UDL) offers students a variety of learning

opportunities. Teachers can employ this framework to instruct a diverse classroom, and

minimise behaviour management (Johnson-Harris & Mundschenk, 2014). UDL has three

principles; Multiple Means of Representation, Multiple Means of Expression, and Multiple

Means of Engagement. These three principles interact to provide students with many

avenues to achieve understanding. Multiple Means of Representation, is the delivery of

content. The unit outline reflects options such as Google Classroom, class discussions or

source analysis. This will give students the opportunity to ‘get-it’, if the first instructional

method failed. The Multiple Means of Expression is where students get to use the

information they have acquired. Activities are provided, which students can choose from, to

engage with the content. The lesson on Charles Perkins’ documentary source analysis,

provides students with the options to work in pairs, in groups, or individually to complete

the inquiry based learning. The Multiple Means of Engagement comes into effect when

judging the activities offered. Students must be able to work on the activities without

teachers, thereby, utilising self-regulation and motivation (Abell, Jung & Taylor, 2011,

p.173). Teachers will gain insights into their students’ individual needs, and create learning

opportunities to suit all students. By providing options for students to engage in their own

Jessica Hayter - 18139336 History Curriculum – Assessment 2

learning, teachers alleviate students’ boredom, and target possible problem behaviours that

arise from incomprehension.

Another strategy for diverse classrooms, is structuring and pacing class discussions.

Blizzard & Foster (2007) recommend the use of a ‘beanie baby’ [a stuffed toy] to be used as

a type of ‘spirit stick’. Unless you are holding the object, you are not speaking. If you wish

to speak, you must wait until the object has been passed to you. This structure allows students

with Autism Spectrum Disorder (ASD) to follow conversation without the cacophony of

multiple speakers. ESL students also benefit as it allows them time to self-translate. In a

history classroom discussion, multiple perspectives and interpretations of an person or event

can be shared, therefore, students can learn historical skills from their peers. Because of the

inclusion of a ‘beanie baby’, all students have time to build stronger responses between

speakers. As a result, the classroom will no longer require raised voices, and should have an

increase in students’ engagement.

Inquiry Based Learning (IBL) is the principle theory underlying my unit outline. Most

lessons reflect a student-centred classroom, with teacher as facilitator. IBL requires students

to ask questions, engage in research and satiate their curiosity (Voet & De Wever, 2016, p.58).

Blessinger & Carfora (2014) state that IBL creates self-sufficient learners, as they ask relevant

historical questions, and study answers themselves (p.7). IBL is a step towards an alternative

classroom, where students do not need to rely upon the teacher for knowledge, but on peers

(Chase, 2012). Vygotsky’s (1980) ‘zone of proximal development’ has been included to set

teacher as facilitator, merely to scaffold the lesson to a point where students can take off in

any direction of inquiry, while still achieving the lesson outcomes. Students can use

textbooks, or their growing digital competency to research evidence, and then branches of

their own interpretations.

Jessica Hayter - 18139336 History Curriculum – Assessment 2

 Understanding Learning by Design (UbD), has been embedded in my unit outline. It

emphasizes everything discussed so far. McTighe & Wiggins (2012) outline the seven tenets

of UbD, which can be linked to my unit outline in the following ways; Syllabus content points

are expanded using ICT, content points are aligned with relevant Historical Skills which are

perpetual in study of history, summative and formative assessments to judge students’

learning, IBL tasks throughout, for students to take ownership of knowledge, and the inclusion

of theories and strategies in the building of my unit outline, to reflect its scholarly foundation.

Therefore, my unit outline has utilised academic sources and theorists to provide students with

the mandatory NSW Stage 5 Syllabus, through Inquiry Based Learning, and differentiated

instruction.

ICT Source for Assessment 2:

Filmed Google Classroom Lecture:
https://www.youtube.com/watch?v=fePWR-GU93k

Jessica Hayter - 18139336 History Curriculum – Assessment 2

References

Abell, M., Jung, E., & Taylor, M. (2011). Students' Perceptions of Classroom Instructional

Environments in the Context of 'Universal Design for Learning'. Learning Environments

Research, 14(2), 171-185.

AITSL. (2017). Australian Professional Standards for Teachers: Graduate Teachers. Retrieved from

Australian Institute of Teaching and School Leadership:

https://www.aitsl.edu.au/teach/standards

Blessinger, P., & Carfora, J. M. (2014). Inquiry-Based Learning for the Arts, Humanities and Social

Sciences : A Conceptual and Practical Resource for Educators . Emerald Group Publishing

Limited.

Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in

Classrooms Through ICT. Technology, Pedagogy and Education, 24(3), 285-301.

Chase, K. (2012, Oct 16). When Students Do the Teaching. Retrieved Oct 4, 2017, from Edutopia:

https://www.edutopia.org/blog/blended-learning-students-teach-students-envision-

schools

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