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TERM/WEEKS: Term 3 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Humanities: History

weeks 2 and 3

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Each student will have access to their own laptop, however some activities will share 1 laptop between a group of 3-4 students.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)


Week The Describe and discuss
Checking of Introduction:
2, accounts of the past
background - Recap of previous lesson (remind students what they
Lesson
experiences of Aboriginal knowledge
to the and Torres Strait Islander achieved, learnt how to use mind maps, stolen generation
1 struggle of people who were forcibly from the overview) (3 mins)
Aboriginal removed from their previous lesson - Introduce the lesson by playing a youtube clip that looks
and Torres families at a young girl’s personal experience during the Stolen Youtube clip
 Learn how to create a to make sure
Strait Generation, then debrief and discuss what the students
Islander
book chapter on the book people just saw to check understanding (6 mins)
creator website
Peoples for  Understand how the understood
rights and Body:
and
effects of the Stolen
freedoms Generation have - Tell students to access the weebly website for this lesson,
before 1965,
impacted aboriginal remembered the website will contain a blendspace page that includes Weebly Webpage
people, families and
including the communities the content. the instructions and steps to the lesson (1 min)

1938 Day of Blendspace Page

Mourning
and the
Stolen
Generations
(ACDSEH10
4)
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Stolen Getting

2, Generation - Walkthrough the first activity instructions for the
Lesson students to students, explaining how they will choose one story from
Scootle
1 upload their an article containing many and include that example
resource when they make their mind maps, which should also
chapters to
include information on how the stolen generation affects
padlet will and still continues to affect Indigenous Australians. (4
allow the mins)
- Students are then tasked to complete and access steps 2,
teacher to
3 and 4 on blendspace to complete the mind map activity
look and see individually on their laptops. Teacher should walk around
whether the and make sure everyone knows and understands what
they are doing (15 mins)
students
- After completing their mind maps, students will then
understood form into groups of 3-4, where they will work on a
the topic or specific group that was affected by the Stolen Generation.
Topics to be assigned to each group (Individuals, families
whether they or communities) (2 mins).
need more - Introduce students to the book creator website, show
help. them how to create a book using the instructions and
model on weebly (4 mins)
- Students will then consolidate the information on their
mind maps and create a book chapter on the topic they Book Creator
were given, which is to be completed on the Book Creator website
website (Step 5 on blendspace). Students need to include
each of their mind maps in the chapter and key notes on
how their group has been affected by the stolen
generation. (15 mins)
 Conclusion:
- Students will then upload their book chapters to the
padlet page (on the weebly website) so that other
students can access it, as well as the teacher to
Week make sure that the students understand the topic
2, and are on task. (2 mins)
Lesson - Recap what was achieved in this lesson (nominate a
1 Recap of the couple of students to highlight key aspects of what
lesson at the they learnt in todays lesson) (3 mins)

end to check
students Padlet
understanding.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: All students will have their own laptop, some activities will require them to use their laptop individually whilst other activities will
require one laptop per a group of 3-4.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The - Discuss and analyse Kevin Checking of Introduction:

3, background Rudds apology speech and
-
lesson the bringing them home knowledge Recap of the previous lesson (remind students
to the of what they achieved last lesson, book
2 struggle of report. from the
- creating, the effects of the stolen generation)(3
Aboriginal Create how to make a previous lesson
and Torres poster on smore mins).
to make sure
Strait - Watch youtube clip of Kevin Rudd’s apology
Islander people speech to introduce topic of the lesson, small
Peoples for understood Youtube Clip
class discussion after to debrief what they just
rights and and saw. (8 mins)
freedoms
before 1965, remembered
Body:
including the the content. - Students will be tasked to get into their groups from
1938 Day of the previous lesson. (2 mins)
Mourning
- Students tasked to access the class weebly, which
and the Weebly Webpage
will have the blendspace page for the lesson (1 min).
Stolen
Generations
Blendspace Page
(ACDSEH10
4)
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Stolen Getting

3, Generation - Walkthrough the first activity instructions for
Lesson students to
Scootle the students, explaining how they will be
2 upload their Smore
resource creating a smore poster about one topic/aspect
posters to from the bringing them home report
padlet will recommendations (topics: acknowledgment
allow the and apology; guarantees against repetition;
teacher to land, culture and language restitution;
look and see monetary compensation), allocate topics. (5
mins)
whether the
- Explain how to use the smore program and how
students
to search for copyright free images on google
understood (model and further instructions will be on
the topic or weebly site) (5 mins)
whether they - Allow students to research and create their
need more posters, whilst teacher is walking around and
help. making sure everyone understands what they
are doing. Students should include copyright
free photos and resources to their posters (20
mins)

Conclusion:
- Get students to attach their smore poster to
the book they were creating last lesson on the
book creator website (embed or screenshot),
 then ask students to upload their posters to
padlet (5 mins).
Book Creator
- Recap what was achieved in this lesson
website
(nominate a couple of students to highlight key
Week aspects of what they learnt in todays lesson,
3, content and ICT) (3 mins)
lesson Padlet
2 Recap of the
lesson at the
end to check
students
understanding.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: 10 LEARNING AREA/TOPIC: Humanities: History

weeks 2 and 3

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Each student will have access to their own laptop, however some activities will share 1 laptop between a group of 3-4 students.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The - Discuss and research Checking of Introduction:

3, background - Recap of previous lesson (remind students what they
Lesson
influential people that
knowledge
to the have an important role in achieved, learnt how to create a poster on smore, learnt
3 struggle of the stolen generation from the about Kevin Rudd’s apology speech, the bringing them
Aboriginal narrative in Australia. previous lesson home report overview) (3 mins)
and Torres - Learn how to make a to make sure Body:
Strait
people
blabberize audio clip and
Islander - Tell students to access the weebly website for this lesson,
video.
Peoples for understood which will contain the instructions for the rest of the
lesson (2 mins)
rights and and Weebly Webpage
freedoms - Explain to the students that they will be researching a
before 1965, remembered particular individual who was an important figure during

including the the content. the events of the Stolen Generation. State that the
individuals allocated to each group (Kevin Rudd, A.O
1938 Day of
Neville, Archie Roach and lowitja O’Donoghue) are not
Mourning necessarily people who helped Indigenous Australians,
and the and that it is the students job to find out about their
Stolen individual (5 mins).
Generations
(ACDSEH10 - Task students to get into their stolen generation book
groups, and allocate the individuals. (2 mins)
4)
- Students will then be tasked to create a mind map, on
wither mindmeister or popplet, on their chosen
individual. Mind maps should include background
information and why their individual was an impotant Mindmeister
figure during the Stolen Generations. Teacher should walk
around and make sure all students understand what they
are doing (20 mins) Popplet
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Stolen Getting - Once they have finished their mind maps, students will
3, Generation then be told that there next task is to create a
Lesson students to conversation where there chosen individual is talking
Scootle
3 upload their about themselves to the class, by using the notes they
resource had researched and found on their individual. The
chapters to
students will then be taken through the instructions on
padlet will how to create a blabberize video of their individual (all Blabberize website
allow the instructions and model will be up on weebly). (5 mins)

teacher to
- Students are then to be told that the blabberizes can be
look and see from anywhere between 45 secs to 1 minute 30, and the
whether the image of their individual needs to be copy right free.
Quickly remind students of how they learnt to find copy
students right free images on google in a previous lesson. (2 mins)
understood
the topic or - Teacher should walk around class whilst students are
whether they recording their voiceovers and ensure that everyone is on
need more task and is not saying anything inappropriate. (10 mins).

help.
- Students will then be tasked to add in their mind maps
and group blabberize to the group’s stolen generation
book on the book creator website, making sure they leave
a page extra for the next lesson where they will finish Book Creator
their books. (3 mins)
website

Conclusion:
- Students will then upload their blabberize videos to
the padlet page (on the weebly website), as well as
 their mind maps on their specific individual so that
other students can access it, as well as the teacher
to make sure that the students understand the topic
and are on task. (2 mins)
- Recap what was achieved in this lesson (nominate a Padlet
couple of students to highlight key aspects of what
Week they learnt in todays lesson) (3 mins)
3,
Lesson
3 Recap of the
lesson at the
end to check
students
understanding.