Assignment 3 EDUC 4729/30

Unit of Work outline and extended writing on constructing a Unit of Work

This assignment asks you to write a referenced essay

justifying how and why you would construct a Unit of Work
for senior History.

Begin by completing the Unit of Work Outline before starting

the essay.

The word length for the Unit of Work Outline should be about 500
words

The word length for the essay should be 2000 words

UNIT PLAN OUTLINE TEMPLATE for Senior Secondary history

Submit it to FLO with your essay as one WORD document

Refer to the relevant SACE Stage 2 Statements

Topic 6 - Elective

Year level: 12 Length: 3 weeks

Year level theme Concept focus

- Significance of the atomic bombs - Significance
in WWII and modern history - Cause and Effect
- The cause and effect these
events placed on the world.

Knowledge and Understanding Inquiry and Skills

Know - Analyse, interpret, and synthesise evidence from
different types of sources to develop and sustain a
- What the atomic bombs were, reasoned historical argument
and how they came to happen - Recognise and evaluate differing perspectives on the
- The events and decisions that led past, such as different cultural perspectives, to
to the atomic bombs being understand the contestable nature of historical
employed knowledge and interpretation, draw reasoned and
- The key contributors and victims supported conclusions, and develop empathetic
understanding
- The cause and effect of such
events
- The significance of the events in
our modern history
Understand
- Why the atomic bombs
happened
- How the social and political
environment allowed for such
events to occur
- What the reasoning was for such
attacks to take place
Knowledge and Understanding: which Inquiry and Skills Achievement: which aspects to be
aspects to be assessed assessed

UE1 Understanding and exploration of AE1 Application of the skills of historical inquiry to examine
historical concepts. and evaluate sources and interpretations.
UE2 Understanding and exploration of the A1 Analysis of short-term and long-term impacts of
role of ideas, people, and events in developments and/or movements in the modern
history. world.
A2 Analysis of ways in which societies in the modern
world have been shaped by both internal and external
forces and challenges.

Brief description of the units purpose Key Inquiry questions to guide thinking
The purpose of this unit is to continue
developing the students as inquirers. As What were the atomic bombs?
this is an elective topic students will gain
the opportunity to formulate their own
essay question. This unit will focus largely What events took place prior to the atomic bombs?
on students developing an understanding
of the significance of the atomics bombs
How did the events prior to the atomic bombs shape the
as well as understanding the cause and
dramatic attacks?
effect these events had on modern
history and our world.
Why did the United States of America decide to take this
course of action?
The outline of the unit and the
assessment pieces created will guide the
students to a better understanding of What rationale do you believe the USA had in
these events, and improve their skills unleashing the atomic bombs?
within the discipline of history.

How would you feel about an attack of similar nature in

the current day?
Learning activities/experiences Assessment tasks

- Multimodal resources used Formative

throughout the unit - Pre/Post assessments from each lesson detailing
- Experience a deeper a short summary of their learning on the topic
understanding of the topic (see appendices for examples)
content, focusing on significance
and the cause and effect
- Group work used throughout to Summative (see assessment overview for further
develop the students ability to information)
think critically and express their - Essay (see appendices for further information)
point of view with their peers
- Opportunity to develop their own
essay question surrounding the
topic theme
- Experience understanding and
empathy to the victims of the
atomic bombs

ICT resources available Learning resources available

- Students Laptops - School Library
- Class Ipads - Handouts provided by teacher
- Electronic Whiteboard - Class Dictionary and Thesaurus
- Class History Glossary
Lesson outline for the 3 week unit
Week 1
Session 1 Introduction and the origins
of the atomic bombs
- Students to fill out a pre-
assessment card on their prior
knowledge of the atomic bombs
(see appendices for example),
this is creating an opportunity for
the teacher to see if the tasks
created will be the appropriate
level of challenge
- Teacher will use instruction and
class discussion to introduce
students to the atomic bombs
(Use of the EWB)
- Students will listen to instruction
and participate in class discussion
- Students will be given a sheet
with questions based around the
origins of the atomic bombs.
Students will have access to their
laptops and class Ipads to
research their answers on the
Internet. A list of websites will be
provided to help students that
are struggling with the ITC
component.
- The teacher will continue to
facilitate the learning by
answering questions and keeping
the students on task
- Exit Card
Session 2 Events in the pacific region
Based on two 90 minute periods per week
Week 2
Session 1 Hiroshima and Nagasaki
- Entry card reviewing what was learned in the
previous lesson
- This lesson will run similarly to the previous will
a small documentary on the attacks of
Hiroshima and Nagasaki, detailing the
incomparable destruction
- The main objective of this lesson is for students
to understand the effect of both attacks
- Students are introduced to the Essay
component of the topic
- Exit Card
Session 2 Life after the atomic bombs
- Entry Card reviewing what the students
learned in the previous lesson and if their
learning has impacted their thought process on
World Conflict
- Students will look at the implications for the
offenders and surviving victims following the
atomic bombs
- Teacher will provide students with a variety of
sources that give further evidence to life post
WWII, these sources will be in multimodal range
- Students to continue their development of their
essay question and have it confirmed by the end
of this lesson
that led to the atomic bombs - Once confirmed students will be reminded that
- Entry card reviewing what was it is due at the end of next weeks Friday lesson
learned in the previous lesson - Exit Card
- A documentary will be viewed
that focuses on the events that
led to the atomic bombs
- Students will take notes on the
documentary
- The teacher will highlight key
points raised in the documentary
to help focus attention to the
more important pieces of
information
- Students will answer questions
on an exit card so the teacher can
clarify they have understood the
important ideas and concepts
(Appendix II)
- Students will look at first hand
accounts of the victims of the
atomic bombs. Diary entries,
survivor interviews and the like
will be looked at to give them a
clearer image of the pain and
suffering the people of Japan had
to live with
- Teacher will run the lesson in
lecture-like fashion. Students will
be able to ask questions and
asked to take notes on key ideas
and concepts raised
- Exit Card

Week 3

Session 1 Global Impact

- Entry card detailing the level
theyre up to with their
summative essay
- Last instructional lesson.
Students will look into the impact
the atomic bombs have had on
society today
- Population data and trends will
be looked at pre and post WWII
- Students to continue their work
on their summative essay,
teacher is able to ask any
questions regarding their work so
 far
- Exit Card

Session 2 Library Lesson/Computer

Room
- Entry card detailing their
empathy towards the people of
Hiroshima and Nagasaki
- Final chance for students to finish
their Summative Essay
- Summative Essay to be handed
up in hard copy format by the
end of the lesson, extensions to
be discussed at least 1 week prior
to this point
- Exit Card detailing the 3 most
telling points from their learning
on this topic

Topic background resources (for teacher
use only) to support teaching learning
for the unit
- Folley, J. H., Borges, W., &
Yamawaki, T. (1952). Incidence of
leukemia in survivors of the atomic
bomb in Hiroshima and Nagasaki,
Japan. The American journal of
medicine, 13(3), 311-321.
- https://www.youtube.com/watch?v
=FZxz7Op0D64
- Ham, P. (2013). Hiroshima Nagasaki,
The real story of the atomic
bombings and their aftermath, Black
Swan, Australia.
Pedagogical resources to support the teaching of the
unit
- Bain, R. B. (2005). They thought the world was
flat: Applying the principles of how people learn
in teaching high school history. How students
learn: History, mathematics, and science in the
classroom, 179-216.
- Barton, K. C. L. L. S. (2004). Teaching History for
the Common Good. Mahwah: Taylor and
Francis. Retrieved from
http://ebookcentral.proquest.com/lib/flinders/
detail.action?docID=234288
- Healey, M. (2005). Linking research and teaching
exploring disciplinary spaces and the role of
inquiry-based learning. Reshaping the university:
new relationships between research, scholarship
and teaching, 67-78.
Rubric for Essay Task
Knowledge and
Understanding
A Comprehensive and relevant
explanation of the issues
surrounding the atomic bombs
amongst society
Insightful and well-informed
identification and explanation
of historical concepts.
B Well-considered and relevant
explanation of the issues
surrounding the atomic bombs
amongst society
Well-informed identification
and explanation of historical
concepts.
C Considered and relevant
explanation of the issues
surrounding the atomic bombs
amongst society
Informed identification and
explanation of historical
concepts.
D Recognition and basic
understanding of the issues
surrounding the atomic bombs
amongst society
Basic awareness and some
description of historical
concepts.
E Limited awareness of the
issues surrounding the atomic
bombs amongst society
Some descriptions of historical
information.
Inquiry and Analysis
Perceptive application of
hypotheses and/or focusing
essay question to guide
historical inquiry.
Comprehensive and astute
analysis and evaluation of
sources.
Well-considered application
of hypotheses and/or
focusing essay question to
guide historical inquiry.
Well-considered analysis and
evaluation of sources.
Competent application of
hypotheses and/or focusing
essay question to guide
historical inquiry.
Considered analysis and
evaluation of sources.
Partial application of a
hypothesis and/or focusing
essay question to guide
historical inquiry.
Superficial analysis of sources,
tending towards description.
Attempted application of a
focusing essay question to
guide historical inquiry.
Description of one or more
sources.
Reflection
Well-informed and insightful
understanding of the
implications surrounding the
atomic bombs.
Well-informed
understanding of the
implications surrounding the
atomic bombs.
Informed understanding of
the implications surrounding
the atomic bombs.
Some awareness and
recognition of the
implications surrounding the
atomic bombs.
Emerging awareness of the
role of the implications
surrounding the atomic
bombs.
Communication
Well-structured and coherent
communication of well-
informed and relevant
arguments.
Consistent, clear, and
appropriate use of subject-
specific language and
conventions.
Structured and mostly coherent
communication of informed
and relevant arguments.
Clear and appropriate use of
subject-specific language and
conventions.
Generally coherent
communication of informed
and relevant arguments.
Mostly appropriate use of
subject-specific language and
conventions.
Basic communication of aspects
of an argument.
Some appropriate use of
subject-specific language and
conventions, with inaccuracies.
Attempted communication of
one or more aspects of an
argument.
Limited use of any appropriate
subject-specific language and
conventions.
References

Davies, M. A., & Wavering, M. (1999). Alternative assessment: New directions in teaching
and learning. Contemporary Education, 71(1), 39.

Denning, D. (1992). Video in theory and practice: Issues for classroom use and teacher video
evaluation. Victoria: InNATURE productions.

Dirkx, J. M. (2001). The power of feelings: Emotion, imagination, and the construction of
meaning in adult learning. New directions for adult and continuing education, 2001(89), 63-
72.

Haydn, T., Arthur, J., Hunt, M., & Stephen, A. (2008). Learning to Teach History in the
Secondary School (3rd Edtion ed.). Milton Park, Oxon: Routledge.

Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role
of inquiry-based learning. Reshaping the university: new relationships between research,
scholarship and teaching, 67-78.

Lindsey, D. B., & Lindsey, R. B. (2007). A Tool for Engaging Every Learner. Engaging every
learner, 1, 37.

Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student
reflection and learninga teaching model. Innovations in Education and Teaching
International, 47(1), 125-135.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and

distinctions. Essential readings in problem-based learning: Exploring and extending the
legacy of Howard S. Barrows, 5-15.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience
supports the learner-friendly classroom. Solution Tree Press.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... &
Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest,
and learning profile in academically diverse classrooms: A review of literature. Journal for
the Education of the Gifted, 27(2-3), 119-145.

Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United
States. Peabody journal of Education, 72(1), 67-88.
Appendices:

Pre-assessment for unit on the atomic bombs

This information below will most likely be presented on the whiteboard

On a blank piece of paper, write everything you know about the atomic bombs.
What was it?
Who was involved?
Where did they take place?
When did they happen?
Why did they happen?

Example of an Exit Card to be used

The information below will most likely be presented on the whiteboard

On a scrap piece of paper, answer the following questions. Once finished, hand over to the
teacher and you may go off to lunch

1. Who was involved in the later stages of WWII?

2. Name something you learned that was significant to you in that lesson?
3. On a scale of 1-10, how difficult was the documentary you viewed to understand. 1
being really easy, 10 being extremely difficult
Essay for Student Folio

Summative Assessment Essay

Over the next two weeks, you will design a question based on a topic focused around the atomic
bombs. Once an appropriate question has been created, you will then independently research and
attempt to answer your question in an essay. Before you begin writing your essay, you MUST
double-check with the teacher that it is appropriate for the task. You will be expected to include a
bibliography with at least 5 different sources, using the correct formatting that we focused on in the
previous term. On the following page you can see the assessment criteria sheet for this task. The
criteria you will be assessed to are highlighted in bold. You will be given lesson time to work on
researching and drafting your essay, but you will be expected use you own time too.

If you are struggling to design a question, then ask the teacher for guidance.

Due date: End of Lesson FRIDAY WEEK 3

Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, Assessment conditions
(Assessment Type) ways in which students show evidence that demonstrates their learning against the as appropriate (e.g. task
performance standards, including to the highest standard) type, word length, time
allocated, supervision)
Summative Essay With teacher guidance and approval, students will create an Essay question based on concepts Students will be given
learned within the unit on the Holocaust. They will be expected to show evidence of extended two weeks to plan and
research by incorporating a bibliography into their work. write the essay. Some
Curriculum Standards: lesson time will be
AE1 Application of the skills of historical inquiry to examine and evaluate sources and interpretations. allocated to the task, but
A1 Analysis of short-term and long-term impacts of developments and/or movements in the modern world. students will also be
A2 Analysis of ways in which societies in the modern world have been shaped by both internal and external expected to work on it
forces and challenges. for homework. Teacher
UE1 Understanding and exploration of historical concepts. will help the the drafting
UE2 Understanding and exploration of the role of ideas, people, and events in history. process and creating an
appropriate question.
1000 word limit,
Bibliography must be
included.
 F P C D HD COMMENT
A minimum of 4 peer reviewed
academic articles or chapters
used.

Demonstrated ability for

effective descriptions

Demonstrated ability for

effective explanations

Followed a logical and coherent

structure

Included some substantially

developed ideas that
demonstrate complex thinking

Provided well-substantiated
argumentation with evidence in
support of claims made

Demonstrated ability to research

relevant academic sources.
(University research essays include
peer reviewed academic articles, or
chapters, or books.
Please follow the library slides on
FLO and given by Peggy Brooksby in
class to find academic works )
TOTAL /100