Contemporary Teacher Leadership

Assignment One – Jarod Leis

REDESIGNED UNIT – STAGE FOUR HISTORY ‘ABORIGINAL AND INDIGENOUS PEOPLES, COLONISATION
AND CONTACT HISTORY (SECTION B – NORTH AMERICA)’ CRANEBROOK HIGH SCHOOL.

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Table of contents:

Objective…………………………………………………………………………………………………………………………………………………3
Context……………………………………………………………………………………………………………………………………………………3
Goals……………………………………………………………………………………………………………………………………………………….4
Recommendations…………………………………………………………………………………………………………………………………..4
Background Information………………………………………………………………………………………………………………………….5
Comparative Table of unit differences…………………………………………………………………………………………………….6
Report of Recommendations………………………………………………………………………………………………………………….11
Scope and sequence……………………………………………………………………………………………………………………………….16
Concept map…………………………………………………………………………………………………………………………………………..18
Assessment task and marking criteria……………………………………………………………………………………………………..19
Redesigned unit outline…………………………………………………………………………………………………………………………..26
References……………………………………………………………………………………………………………………………………………….37
Appendix………………………………………………………………………………………………………………………………………………….41

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 Executive Summary

Objective:

The following report provides numerous suggested recommendations to develop and redesign the ‘first six weeks’ of the Stage Four History

module – Topic 6d: Aboriginal and Indigenous Peoples, Colonisation and Contact History provided by Cranebrook High School; a Western

Sydney public school located at the foot of the Blue Mountains. The following recommendations endeavour to focus on incorporating

strategies for gifted and talented students and students with diverse teaching and learning needs.

Context:

The listed recommendations are established to support critical and higher order thinking throughout the stage four curriculum. Specific target

areas include literacy and numeracy skills and increasing ICT capabilities. The amended unit has the purpose of increasing engagement and

motivation of students and also boost content understanding relevant to the Stage Four History syllabus. The report incorporates a

reconstructed unit outline with a concept map, assessment task and a scope and sequence. Careful consideration of the Understanding by

Design Framework (McTighe & Wiggins, 2012) and the Universal Design for Framework (Israel., Ribuffo and Smith, 2014) was used in

reconstructing the unit of work as both are key frameworks that support sustained improvement of classroom progress and success. A concept

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map, assessment task and marking criteria were not received during Secondary Professional Practice One. An incomplete Scope and Sequence

was provided.

Goals:

The primary goal of this report is to assist the HSIE faculty of Cranebrook High School in creating a unit of work that incorporates teaching and

learning strategies that cater for students that are both gifted and talented and those that have learning difficulties of any capacity. After

reflecting from teaching the unit over a six-week period, the amendment of strategies and learning activities are designed to promote

engagement, increase motivation and encourage participation of all students. The amendments will assist in the continued improvement in

students’ ability to think analytically in both individual and group based activities within the stage four history classroom.

Recommendations:
* Incorporation of Student Centred learning by:

 Utilising small scale collaborative learning activities such as Think/Pair/Share to assist with learning (Bamiro, 2015).

 Allowing for less teacher led activities and implementing more student led tasks.

* Integration of more Information and Communication Technologies to:

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  Allow students to demonstrate their knowledge and express their creativity in creating information using a wide pool of information

(Wang & Murota, 2015).

 Create more engaging content material and allow for a wider scope of activities

 Further support students with learning difficulties as ICT opens up new opportunities for participation (Rabah, 2015).

* Developing student’s literacy, numeracy and social skills by:

 Developing social skills through collaborative activities and assessments (Lee, 2015).

 Incorporating numeracy and literacy into the classroom consistently on a daily basis.

* Incorporation of higher order thinking and differentiated learning by:

 Knowing students and how they learn in order to differentiate learning activities (AITSL, 2011).

 Becoming an agent for change and continuously challenging students to extend their learning capacity.

Background Information:

This report has been produced for the HSIE department of Cranebrook High School; a secondary boys and girls public school located in

Western Sydney. The intention of this report was to develop the program Aboriginal and Indigenous Peoples, Colonisation and Contact History:

Topic Four, studied during the stage four history curriculum for year eight students. The original unit of work incorporates a variety of teacher-

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led instruction, student-led activities and collaborative activities. The unit of work has been designed for a mixed-ability year eight cohort with

no specific mention whether or not students who are gifted and talented or those with learning difficulties are incorporated. Cranebrook High

School prides itself on quality teaching and learning and allowing all students the opportunity to achieve their personal best in all aspects of

school life. Taking this into consideration, the included recommendations that have been made for the program endeavour to accommodate

both students who are gifted and talented and students with learning difficulties through various differentiation strategies.

Comparative table of unit differences:

Original Unit Revised Unit

Area of Strengths Concerns Changes Evidence to support
consideration change
Student based - Worksheets allow for - No differentiation for - Think/pair/share method - Think/Pair/Share increases
learning students to work those that are gifted or - Differentiation for students development of high quality
- Worksheets individually. talented or have learning for both higher order cognitive skills and increase
- Individual - Collaborative difficulties. thinking and those with in problem solving skills
readings activities allows for - Over-reliance on activities learning difficulties (Bamiro, 2015)
students to share from the textbook. - Reduced reliance on - Students as central
worksheets in favour for participants in their own

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 - Individual/ ideas with one - Some teacher led PowerPoint presentations learning became active
Collaborative another. activities could be student and collaborative work learners and were more
source analysis - Empathy task allows led. - Increased informal projects engaged and participated
- Empathy task for the potential of a that receive feedback from more actively (Burner,
- Collaborative deeper and enriched the teacher Madsen, Zako and Ismail,
ICT work learning experience. 2017)
- Engagement for those
students with language
difficulties increased due to
implementing the Think-Pair-
Share strategy (Raba, 2017)
Digital and ICT - Research tasks allow - Limited guidance into - Group research tasks - Enriches the learning
Integration for student based using ICT for research - Individual research tasks experience of students and
- Research tasks learning. tasks. - Check your understanding allows for a deeper pool of
- Weblinks - Scope for increased - Weblinks are quite old Kahoot quizzes knowledge to be obtained
creativity in designing and better links may be - Using YouTube videos to (Rabah, 2015)
tasks. available. enhance learning - Collaborative research
- Weblinks allow for a - No option of ICT use to projects allow for students to
greater pool of help assist those with pool information together
learning difficulties. and is beneficial for those

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 knowledge to be with EFL or those with
accessed. learning difficulties (Kuo, Chu
and Huang, 2015)
Literacy Skills - Different activities - Very little to no extension - Opening literacy activity to - Incorporation of
- Teacher led allow for different based activities stimulate learning collaborative tasks and
discussions ways in which - Over reliance on - Oral component assessments that target
- Creative/ students can express worksheets limits creative - Source analysis activities literacy skills develop
Literacy task in their literacy skills writing - Receiving feedback on student’s social skills (Lee,
worksheets - Empathy task - No differentiation for literacy skills 2015)
- Individual endeavours to build a those with literacy - Writing tasks, discussion
readings positive classroom deficiency. and incorporation of ICT
- Empathy task culture. allow for literacy skills to be
- Extension task extended especially for those
– literacy focus who are gifted and talented
(Semali, 2017)
Numeracy - Timeline activity - Very little numeracy - Increased incorporation of - Australian Curriculum
Capabilities allows students to incorporation throughout Numeracy through timeline includes seven general
- Map activity keep events in the program. activities capabilities in which
- Timeline chronological order numeracy is one of those
and support those

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 with poor English skills capabilities (Forgasz, Leder &
with making Hall, 2017)
connections and - Numeracy is an integral part
patterns. of learning in all subjects
- Map activity allows (Bennison, 2015)
for spatial thinking to
increase.
Higher order thinking - Additional research - Very little higher order - Increased extension - Writing tasks, discussion
- Additional task allows for thinking tasks incorporated activities that receive and incorporation of ICT
research task students to gain a throughout the program. marking and feedback from allow for literacy skills to be
- Suggested deeper understanding - Amount of worksheet and the teacher extended especially for those
extension task: of settlement of other textbook work limited who are gifted and talented
empathy European countries. scope of extension (Semali, 2017)
- Empathy extension activities. - Enriches the learning
task draws on literacy experience of students, in
skills through text and particular those who are
visuals. gifted and talented (Rabah,
2015)
- Complex, yields multiple
solution and is effortful,

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 requires mental work (Yen &
Halili, 2015)

Differentiation for - Each lesson has a - No differentiation present - Increased level of - Auditory learners respond
students with variety of activities within the program. differentiation throughout better to audio instruction
learning needs which can allow for - Whilst a variety of most lessons and utilising verbal analogies
- Variety of students of all activities are present within - Auditory learners and storytelling to
teaching academic levels to the program, no considered demonstrate their point
activities attempt. alternatives exist if the task - Alternatives for those who (Kayalar & Kayalar, 2017)
within a is too challenging. feel more comfortable - Differentiation is based on
lesson. working individually Vygotsky’s work and

- Process of learning Gardner’s theory of various

changed intelligences (Birnie, 2015)

- Differentiation is a requisite
in maximising each learners
potential and creating a
opportunity (Doubet &
Hockett, 2015)

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Report of recommendations:
Australia is continuously developing and growing as a nation and one particular area of growth is through the educational system and

promoting inclusive education for all students. This view correlates with Cranebrook High School in which their school motto “Quality teaching

and learning is our core and each student is supported to achieve their personal best in all aspects of school life” embodies the core of

inclusive education. The year eight cohort is filled with students who are both gifted and talented and are eager for new and challenging

content and students who have various learning difficulties such as poor verbal, communication and attention skills. The amendments to this

program keeps the changing educational landscape in mind and places an emphasis on differentiation and success for all students through

using the Universal Design for Learning (UDL) and Understanding by Design (UBD) frameworks as a guide in providing both a challenging,

differentiated and enriching program.

Increasing effective student-centred learning was one recommendation in amending the original program. Student-centred learning was

incorporated through the continuous use of activities such as Think-Pair-Share and tasks that allowed students to create a piece of work

themselves. This reflected the shift of moving away from the previous teacher-led learning which relied heavily on activities in a textbook to

student-centred learning. Bamiro (2015) through his research discovered that think-pair-share strategies increased the development of higher

quality cognitive skills. This activity can be used in various formats at the start, middle and end of a lesson as it acts as a recap activity as well as

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an activity for collaboration and discussion which has been demonstrated throughout the amended program. Both the Raba (2017) and Usman

(2015) research supports the Bamiro (2015) study and extends its usefulness for those with learning difficulties and in particular with speaking

ability. The Raba (2017) research found that teachers within English as a Foreign Language (EFL) classrooms agreed that implementing think-

pair-share increased student engagement significantly.

The incorporation of collaborative case studies is another example of student-centred learning. These tasks came in the form of a collaborative

debate, creative writing and a ICT case study. Burner, Madsen, Zako and Ismail (2017) studied the impact of three secondary school teachers

implementing student-centred learning over teacher-led learning which encompasses a significant part of this amended program. The results

of this study found that students displayed an element of “risk taking” and becoming “active learners” in the way they collaborated with other

students and in creating their own work. Allowing students to become “active learners” is at the forefront of implementing individual and

collaborative projects as it allows students of all levels of academic capacity to create and be proactive in their learning.

Minimal elements of digital and ICT integration were incorporated through the original program and the amended program endeavoured to

not only increase how often it was used but more importantly increase its capacity to enhance student learning. Rabah (2015) identifies the

incorporation of ICT in education as a process that enriches teaching and learning processes for students who are both highly engaged and also

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as a tool to help assist those who have learning difficulties. Within the amended program, activities such as analysing YouTube videos and

collaborative research were considered in adding variety and depth to learning experiences. Utilising YouTube videos was used as an

alternative source of information instead of text from a textbook. Furthermore, short videos can stimulate student’s minds and can allow them

to begin forming an understanding of the content. Findings from the Kuo, Chu and Huang (2015) research emphasise the importance of

collaborative group work especially for students who have learning difficulties as it allows students to pool information together as a collective

group and bounce ideas around from one another.

The integration of more diverse literacy activities that challenge and stimulate learning and increase the incorporation of numeracy activities is

in line with the general capabilities found in the Australian Curriculum (n.d). Literacy skills were incorporated within the original program

however, there was an over reliance on worksheets and contained very little scope for differentiation and creativity. Amendments to the

program included widening opportunities for students to express individuality and content knowledge and this came in the form of creative

writing activities and a debate. Semali (2017) expresses the need for allowing literacy skills to be tested through the incorporation of writing

tasks, discussions and creative writing and is beneficial for all students. By breaking traditional teaching methods and allowing students to

express individuality in their learning, it can continue to challenge and push boundaries of all students. For students who have low social skills

and learning difficulties, Lee (2015) state that the incorporation of collaborative tasks like a debate or group projects can positively develop

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student’s social and personal skills. Numeracy is scarcely incorporated within the original program even though throughout the Bennison

(2015) research it is stated that numeracy is an integral part of learning in all subjects. The amended program allows for numeracy to be

incorporated more frequently through entry timeline activities and referring to maps.

Increasing the inclusivity of all students is a significant part in the amending the original program. Very little existed in extension activities and

differentiated instruction and activities were absent from the program. This goes against the research by Rabah (2015) in which differentiation

enriches the learning of all students. Creating content and activities that is challenging yet achievable for all students requires teachers to have

an in depth understanding of their students. Incorporating higher order thinking opportunities within the amended program included

extension activities as an addition to set work which target further developing content knowledge and understanding. Yen and Halili (2015)

support these additions through their research in which it was found that higher order thinking teaching yielding multiple perspectives whilst

providing additional effort and problem solving.

Differentiation also incorporates providing an equal opportunity for students with various learning needs to be able to achieve within a

classroom. Throughout the original program, no examples of differentiated teaching material were listed. This goes against research by Doubet

and Hockett (2015) in which they state that differentiation is a requisite in maximising each learner’s potential. The amendments to the

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program include a variety of differentiation strategies that targets auditory learners, low social ability and various other learning difficulties.

Auditory learners have opportunities to express content understanding through oral reports and voice memo tasks. These opportunities align

with the research by Kayalar and Kaylar (2017) in which auditory learners engage and respond more positively to utilising verbal analogies to

demonstrate understanding. Students with a low social ability are given the choice in how the process of their learning occurs through the

choice of individual or collaborative work. This strategy reduces any unnecessary stress placed on students with low social skills yet still allows

them to actively participate in classroom activities and discussion.

To conclude, a number of recommendations have been stated throughout this report for the betterment of all students having an equal

opportunity within a classroom. These recommendations were made through the UDL framework which endeavours to cater for the various

strengths of all students as stated by Israel, Ribuffo and Smith (2014). The recommendations endeavour to increase engagement and

motivation within the classroom whilst at the same time, challenge students in developing critical educational skills that can be applied

throughout their everyday life.

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Reconstructed Unit:
The following reconstructed unit has been modified from an existing unit from Cranebrook High School. Revisions within this unit are
(highlighted in blue text) which take into consideration of teaching students that are gifted and talented, those with learning difficulties and
overall promote the inclusion, engagement and participation of all students in the year eight class. Additions to this unit due to not receiving
documentation are (highlighted in red text).
Scope and Sequence:

Scope and Sequence Year8 History 2018

Term 1 1 2 3 4 5 6 7 8 9 10

Topic 6b The Black Death in Asia, Europe and Africa (14th-century plague)

Assessment Task 1: Report Outcomes: 4.2, 4.4, 4.6 Weighting: 15% Week received: wk3 Due: wk7
Assessment Task 2: Oral Presentation Outcomes: 4.2, 4.4, 4.6, 4.10 Weighting: 10% Week received: wk3 Due: wk8/9

Term 2 1 2 3 4 5 6 7 8 9 10

Topic 4a The Vikings (c. AD790 – c. 1066)

Assessment Task 3: Poster Outcomes: 4.3, 4.7, 4.8, 4.9 Weighting: 25% Week received: wk3 Due: wk7

Term 3 1 2 3 4 5 6 7 8 9 10

Topic 6d Aboriginal and Indigenous Peoples, Colonisation and Contact History

Assessment Task 4: Creative Writing Outcomes: 4.2, 4.3, 4.4, 4.6, 4.7 Weighting: 25% Week received: wk7 Due: Wk1 T4

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 Term 4 1 2 3 4 5 6 7 8 9 10

Topic 5b Japan under the Shoguns (c. AD 794-1867)

Assessment Task 5: Topic Test Outcomes: 4.2, 4.4, 4.7, 4.9 Weighting: 25% Week received: wk3 Due: wk6

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Concept Map: Addition

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Assessment Task and Marking Criteria: Addition
Formal Assessment Task Notification
History – Year 8

Topic: Aboriginal and Indigenous Peoples, Colonisation and Contact History

Context
In class, students have investigated the history of both the North American Lakota and the Aboriginal Australian peoples with a particular focus
on lifestyle and the process of colonisation. This task presents an opportunity for students to describe the everyday life of a specific member of
a North American Lakota tribe and Aboriginal Australian person and explain various hardships and experiences and highlight similarities and
differences between the two societies.
Task number: 4 Weighting: 25% Date Due: Term 4, Week 2

Outcomes assessed
A student:
HT4-2 describes major periods of historical time and sequences events, people and societies from the past
HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies
HT4-4 describes and explains the causes and effects of events and developments of past societies over time
HT4-6 uses evidence from sources to support historical narratives and explanations
HT4-7 identifies and describes contexts, perspectives and interpretations of the past

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 Task number: 4 Weighting: 25% Date Due: Term 4, Week 2

Nature of the task

Students are to choose an option from both Society A and Society B and submit three 150-200word diary entries. At least ONE primary or
secondary source (photographs, poems, songs, paintings, diaries, letters) must be included for each society.
AND
Students must submit a 250-word comparative response comparing the differences and similarities from both Society A and Society B.
Society A: North American Lakota
Lakota Sioux Man – Single man, hunter gatherer for his local tribe.
Lakota Sioux Woman – Mother of two kids in the process of moving campsite.
Crazy Horse – Lakota military leader who took up arms against the United States Government.
Society B: Aboriginal Australians
Aboriginal Australian Man – Single man, hunter gatherer for his local tribe
Aboriginal Australian Woman – Mother of two kids
Yagan - Indigenous leader from the Noongar people.

In your assignment you should:

 Ensure that diary entries are written in first person
 Explain and Identify key features, issues and scenarios related to the perspective that you have chosen
 Clearly and confidently communicate your understanding of your research
 Use appropriate sources to assist in your diary entries
Marking criteria
You will be assessed on how well you:
 Construct six diverse and creative diary entries that accurately depict life of both societies
 Make a judgement on the similarities and differences between the two societies using accurate information to inform opinion
 Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured written forms
 Locate, select and organise relevant information from different types of sources
 Use historical terms and concepts appropriately

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 Task number: 4 Weighting: 25% Date Due: Term 4, Week 2

Feedback provided
 The teacher will provide written feedback outlining strengths and what went well within the assignment and areas for improvement regarding
the creative writing and the comparison components of the task.

Instructions for submission

1. Access our google classroom and submit underneath the submission tab
2. Hardcopy

IF you need assistance in submitting the assignment, please see your teacher first.

DIARY ENTRY TIPS

1. It is written in first person

2. It is written in past tense, it has already happened
3. It is a self-reflection, the writer writes about their feelings, thoughts, hopes and fears.

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Marking Criteria –History Assessment Task Four
Criteria
5 4 3 2 0-1
Construct six diverse Six diary entries Six diary entries An attempt on six Limited attempt at One society chosen
and creative diary comprehensively explains life of both diary entries to the six diary entries and/or information
entries that accurately depicts life of both societies in a well- depict the life of and makes little is too general
depict life of both societies in a creative structured manner both societies in a attempt in depicting
societies. and sophisticated sound manner the life of both
manner societies
Make a judgement on Clear and concise Judgement is made on Some judgement is Limited judgement is Little to no judgement
the differences and judgement is made on the differences and made on the made on the is made on the
similarities between the differences and similarities differences and differences and differences and
the two societies similarities which appropriately and similarities, adds similarities which similarities which
using accurate develops a critical effectively which adds substance to the impacts answer quality impacts answer
information to inform understanding to the substance of response somewhat quality.
opinion throughout the the response
response
Locate, select and Locates and selects Locates and selects Selects some Selects sources Information is limited
organize relevant relevant information information, and uses appropriate however, some may or too general and
information from from a range of them to address the information, and not be appropriately does not refer to any
different types of sources, and uses them assessment attempts to address or relevant in sources or only one
sources to clearly construct the assessment accurately answering source, the
the assessment the assessment assessment remains
largely unanswered
Communicate a Demonstrates clear and Demonstrates Demonstrates some Demonstrates limited Demonstrates little to
knowledge and concise written skills competent written written skills written skills, is no written skills
understanding of in a well thought out skills in a structured however, structure is unclear and/or the and/or the
historical features and presentation that manner and meets lacking and/or the assessment fails to assessment fails to
issues, using meets the required the required word assessment fails to meet the required meet the required
appropriate and well- word limit limit meet the required word limit word limit
structured written forms word limit

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 Use historical terms and Uses historical terms Uses historical terms Some historical terms Limited historical Little to no historical
concepts and concepts and concepts to and concepts used, terms and concepts terms and concepts
appropriately to construct the diary most are used used, or some may be used, very poor
construct the diary entries and appropriately but used incorrectly which understanding of the
entries and comparison may not help to impacts assessment issues and a general
comparison in a appropriately and construct the diary quality response
critical and effectively entries and
sophisticated manner. comparison
completely
TOTAL:
/25

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Checklist
Page One: Title Page
- List your name, class and the two options you have chosen
Page Two-Three: Society A
- Three diary entries, follow the recommended diary layout on the following page
Page Four-Five: Society B
- Three diary entries, follow the recommended diary layout on the following page
Page Six-Seven: Sources
- Insert at least one source for Society A and Society B. List where you accessed the source.
Page Eight: Comparative response
- Compare the differences and similarities of both societies using your diary entries as supporting evidence

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Diary Entry Scaffold

Title: (what occurred during the day, be creative)

Date:

What happened during the day?

…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
How did you feel? (describe your emotions)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
What did you learn from today’s experience?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Redesigned unit outline:

Course: Year 8 History Stage 4 Year 8 Duration 5 weeks/ 10 Lessons

Title: Aboriginal and Indigenous Peoples, Colonisation and Contact History (Section B) Society: North America
Content Focus:
Students study the history of both North American Lakota and the Aboriginal Australian peoples with an extensive focus on the lifestyle and
the process of colonisation on their society. This section focusses on North American Lakota Sioux and emphasises the role of significant
people, features of the tribe, sources both primary and secondary and colonisation and how and why it occurred.
Content Rationale

Students investigate: The study of the North American Lakota Sioux before colonisation is
 The nature of colonisation important as it allows students to gain an understanding of Native
 The features of a pre-colonial indigenous culture American tribes. Furthermore, it allows students to form an
 The nature of contract between the indigenous and non- empathetic understanding of events that occurred in North America
indigenous peoples and students can draw links and comparisons to colonisation in
 The response of indigenous and non-indigenous peoples to Australia with Indigenous Aboriginal peoples. Analysing aspects of
colonisation lifestyle, significant people and sources will let students gain a
 The consequences of colonisation deeper understanding on the society.
 The experiences of colonisation

Outcomes Key questions

 HT4-2: describes major periods of historical time and
sequences events, people and societies from the past
 HT4-3: explains the ways indigenous and non-indigenous
peoples of the world have responded to contact with each
other
 What can we learn about Aboriginal and Indigenous peoples?
 What has been the nature and impact of colonisation on
Aboriginal, Indigenous and Non- Indigenous peoples?
 What are key aspects of the North American Lakota lifestyle?

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  HT4-7: identifies and describes different contexts,
perspectives and interpretations of the past
 HT4-9: uses a range of historical terms and concepts when
communicating an understanding of the past
 HT4-10: selects and uses appropriate oral, written, visual and
digital forms to communicate about the past
Jarod Leis 18071434
 What are the significant people that can be researched and
how have they impacted the North American Lakota society?
 What are the reasons for conflict?
 What sources are available?
27
 Historical Concepts and Skills Learning Across the Curriculum
Comprehension: chronology, terms and concepts
 Read and understand historical texts  Literacy
 Sequence historical events and periods (ACHHS205, - Students use abilities such as identifying, understanding and
ACHHS148) interpreting different material in different formats. This unit of work
 Use historical terms and concepts (ACHHS206, ACHHS149) allows students to express their literacy skills through a variety of
Analysis and use of sources formats such as creative writing, extended responses and various
 Identify the origin and purpose of primary and secondary visual means.
sources (ACHHS209, ACHHS152)
 Locate, select and use information from a range of sources as  Information and Communication
evidence (ACHHS210, ACHHS153) - ICT is used in various capacities throughout the unit of work. The
 Draw conclusions about the usefulness of sources incorporation of YouTube videos adds additional substance to
(ACHHS211, ACHHS154) learning whilst activities such as research tasks allow for a greater
Perspectives and Interpretations depth in content delivery.
 Identify and describe different perspectives of participants in
a particular historical context (ACHHS212, ACHHS155)  Critical and Creative Thinking
Empathetic understanding - Is shown through source analysis tasks and applying a judgement to
 Interpret history within the context of the actions, attitudes support an opinion especially through the debate task. Creative
and motives of people in the context of the past (ACHHS212, writing exercises allow students to apply critical and creative thinking
ACHHS155) whilst maintaining a personal touch.
Research
 Ask a range of questions about the past to inform an
historical inquiry (ACHHS207, ACHHS150)
 Identify and locate a range of relevant sources, using ICT and
other methods (ACHHS208, ACHHS151)
 Use a range of communication forms and technologies
Explanation and Communication
 Develop historical texts, particularly explanations and
historical arguments that use evidence from a range of
sources (ACHHS213, ACHHS156)

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  Select and use a range of communication forms (oral,
graphic, written and digital) to communicate effectively
about the past (ACHHS214, ACHHS157)

Diversity of Learners Key Terms

 Students with Special Education Needs  Lakota Sioux
A wide variety of factors must be considered when incorporating  American Indian
activities that target students with special educational needed. This  Nomad
is because students are individuals and are tremendously diverse in  Tribe
their abilities. Visual resources and visual alternatives to large  Great Plains
written work can assist those on a small scale. This could help  Buffalo
support students on the Autism Spectrum which research supports  Tepee
the use of visuals as a positive learning tool. Content, process,  Flying Hawk
product and learning environment are four areas in which  Colonisation
differentiation is vital especially for those with educational needs.  Colony
 Age of Exploration
 Gifted and Talented Students
 Plantation
Gifted and talented students should be challenged continuously
 Reservation
within a classroom in order to support and encourage further skills
 Great Spirit
academically. It is important to not overlook these students just
 Crazy Horse
because they have achieved an understanding on set skills and
concepts. Extension activities and activities that allow for students to  Migrant
express individual opinions and ideas is important. Continuous  Occupation
feedback from teachers is important to encourage deeper  Invasion
understanding.  Settlement

Jarod Leis 18071434 29

 Literacy Focus Numeracy Focus ICT Focus Differentiation
- Anagram activity - Timeline activity - Research Task (debate) - Choice of individual work or
- Debate (oral skills) - Map - Pre-test through Google Forms group work
- Cloze reading passages - Kahoot - Oral report instead of poster
- Creative writing (diary entry, - ICT case study - Comparative table instead of
letter) - YouTube videos debate
- Source analysis - Expand on definitions extension
- Empathetic diary entry
extension
- Voice memos for auditory
learners
- Scaffolding
- Podcast

Jarod Leis 18071434 30

 Historical Outcomes Skills (Learn Teaching and Learning Resources/ Activities Differentiation
knowledge to) Strategies
(Learn about)

Lesson Introduction: HT4-2 Define the Anagram activity Activity One: Warm up Anagram activity - Allowing students to
One Defining concepts of done individually or in pairs (literacy focus) work individually or in
colonisation / invasion, Pre-test groups (process)
America’s first occupation, Activity Two: Pre-test (skills and check for
migrants colonisation PowerPoint Presentation any prior knowledge) through google forms
and
settlement Worksheet Activity Three: Teacher guided introduction
through PowerPoint slide – Timeline, Map
Think-pair-share
Activity Four: Students can work individually
Map or in pairs to answer the America’s first
migrant’s worksheet.

Activity Five: Think, Pair, Share map activity.

Lesson Lakota Sioux – HT4-2 Describe the Timeline activity Activity One: Warm up timeline activity - Auditory learners can
Two Who were HT4-6 main features done individually or in pairs (numeracy design an oral report
they and their of the chosen Mindmap focus) instead of making a poster
lifestyle Indigenous
PowerPoint Presentation

Jarod Leis 18071434 31

 culture prior to Activity Two: Student led last lesson recap –
colonisation Poster mind map on the board

Information sheets Activity Three: PowerPoint Presentation –

teacher led

Activity Four: Poster

Students form small groups of 3-4 and
create a poster using the information sheets
on: Diet, Housing, Lifestyle and Clothing

Lesson The French in HT4-2 Describe the Anagram activity Activity One: Warm up Anagram activity - If students do not feel
Three North America HT4-3 key aspects of done individually or in pairs (literacy focus) comfortable working in
and The HT4-10 contact Everyone up activity groups or a debate they
English in between the Activity Two: Last lesson recap – “Everyone can use ICT and create a
North America Indigenous ICT research up” students recall an interesting point comparative table of the
people and the from last lesson and then they can sit down differences and
colonisers Information sheets similarities of the English
Activity Three: Debate – students are and French.
divided into two groups and have to use ICT
to gather research on either the French in
North America or the English. One
information sheet is provided to help with
research. The debate question: “did the
French or the English have a greater impact
on the North American Lakota?”

Jarod Leis 18071434 32

Lesson The French in HT4-2 Describe the Anagram activity Activity One: Warm up Anagram activity - Students who did not
Four North America HT4-4 key aspects of done individually or in pairs (literacy focus) participate in the debate
and the HT4-6 contact Debate can make notes on
English in between the Activity Two: Debate – students deliver findings to share with the
North America Indigenous Comparative table their responses in turns class in activity three
part two people and the
colonisers Activity Three: Recap of debate –
Comparative table and findings on the
board

Lesson European HT4-3 - Define the Matching terms with Activity One: Matching terms with - Activity One extension:
Five conquest and HT4-4 concepts of definitions definitions Expand on the definitions
settlement invasion, and provide examples
occupation, PowerPoint Presentation Activity Two: Teacher led discussion across the world of
colonisation through PowerPoint Presentation on colonisation.
and Creative writing reasons why colonisation occurred
settlement - Activity Three extension:
Exit slip Activity Three: Creative writing task: Students are then to write
- Explain how Students are to write a letter to the queen a diary entry from the
and why regarding a new found land. They are to perspective of the Lakota
colonisation describe why it should be colonised. To be
occurred handed in for marking - Activity three: auditory
learners can record a
Activity Four: Exit slip – students fill it out series of voice memos
and hand to the teacher for review reporting to the queen
about the new found land.
Lesson Removal of HT4-3 - Describe the Timeline activity Activity One: Timeline activity using - If students need extra
Six reservations HT4-4 key aspects of worksheet assistance in source

Jarod Leis 18071434 33

 contact Source analysis analysis, distribute
between the Activity Two: Source analysis: Think-Pair- ADAMANT source analysis
indigenous YouTube video Share, students analyse source/s and scaffold
and non- extract initial information
indigenous PowerPoint Presentation
peoples Activity Three: Students watch
Think-Pair-Share https://www.youtube.com/watch?v=hcivYX
- Explain how 3IUGA
indigenous Collaborative mind map
and non- Activity Four: PowerPoint Presentation:
indigenous Teacher led – adds substance to
peoples understanding of removal of reservations
respond to
colonisation Activity Five: Think-Pair-Share, revisit
source/s and contribute to mind map on
the board
Lesson Source HT4-6 - Describe the Anagram activity Activity One: Warm up Anagram activity
Seven analysis HT4-7 main features done individually or in pairs (literacy focus)
HT4-10 of the Group Discussion
Indigenous Activity Two: Last lesson recap – group
culture prior to Circuit activity discussion
colonisation
Source analysis Activity Three: Circuit activity: Between 3-4
- Explain how source analysis worksheets are placed on
indigenous Comparative table tables. Students are given a number
and non- between 1-6 and are to go to the numbered
indigenous table. Rotate after ten minutes
peoples
respond to Activity Four: Comparative table worksheet
colonisation – use what has been gained in activity three

Jarod Leis 18071434 34

Lesson The great wars HT4-3 - Explain how Everyone up activity Activity One: Last lesson recap – “Everyone
Eight of resistance HT4-6 indigenous up” students recall an interesting point
and non- YouTube video from last lesson and then they can sit down
indigenous
peoples Brainstorm Activity Two: Students watch
respond to https://www.youtube.com/watch?v=gzpsA
colonisation Cloze passage ac5iy8

- Explain the Kahoot https://www.youtube.com/watch?v=TTYOQ

results of 05oDOI
colonisation and they are to take notes on important
for indigenous facts
and non-
indigenous Activity Three: Brainstorm in pairs and
peoples compare notes regarding the two videos.
Share with the class

Activity Four: Cloze passage information

sheet. Highlighting.

Activity Five: Kahoot – Check your

understanding

Lesson The great wars HT4-2 - Explain how Anagram activity Activity One: Warm up Anagram activity - Extension: Students can
Nine of resistance HT4-6 indigenous done individually or in pairs (literacy focus) do a comparative study on
part 2 HT4-10 and non- Mind map two different battles and
indigenous Activity Two: Last lesson recap: Teacher led note the key facts.
peoples ICT case study mind map on the board
respond to - Auditory learners can
colonisation record a podcast that

Jarod Leis 18071434 35

 Activity Three: ICT Case study: Students explains one of the battles
- Explain the choose one war of resistance and type an of resistance.
results of information report following the
colonisation recommended scaffold. This will be
for indigenous submitted for marking through google
and non- classroom
indigenous
peoples

Lesson Personality HT4-6 - Explain how Kahoot topic recap Activity One: Warm up Kahoot activity –
Ten study and HT4-7 indigenous topic recap
impact on the and non- YouTube video
North indigenous Activity Two: Watch
American peoples Cloze passage https://www.youtube.com/watch?v=oLpHR
Lakota respond to -Gayq8
colonisation Think-Pair-Share take brief notes

- Explain the Activity Three: Group discussion on

results of YouTube video
colonisation
for indigenous Activity Four: Read the Cloze passage on
and non- Sitting Bull and commence the Think-Pair-
indigenous Share activity
peoples

Assessment Details Evaluation

Pre-Test Monitor: Pre-test and continuous testing results to decrease/increase
Creative writing task extension activities and scaffolding support. Results of how smooth the
Kahoot debate and group tasks go to indicate further collaborative tasks.
Case study

Jarod Leis 18071434 36

References:

Australian Curriculum. (n.d). General Capabilities. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf.

Bamiro, AO. (2015). Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry,

SAGE Open, 5 (1), 1-7. Doi: 10.1177/2158244014564754

Bennison, A. (2015). Supporting teachers to embed numeracy across the curriculum: a sociocultural approach, ZDM Mathematics Education,

47 (1), 561-573. Doi: 10.1007/s11858-015-0706-3

Burner, T., Madsen, J., Zako, N & Ismail, A. (2017). Three secondary school teachers implementing student-centred learning in Iraqi Kurdistan,

Educational Action Research, 25 (3), 402-419. Doi: 10.1080/09650792.2016.1162186

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Doubet, KJ., & Hockett, JA. (2015). Differentiation in Middle and High School: Strategies to Engage all Learners. Alexandria, VA: ASCD.

Israel, M., Ribuffo, C., & Smith, S. (2014). Universal Design for Learning innovation configuration: Recommendations for teacher preparation

and professional development.

Retrieved from: http://ceedar.education.ufl.edu/tools/innovation-configurations.

Kayalar, F & Kayalar, F. (2017). The effects of auditory learning strategy on learning skills of language learners (students’ views), IOSR Journal of

Humanities and Social Science, 22 (10), 4-10. Doi: 10.9790/0837-2210070410

Kuo,YC., Chu,CH & Huang,CH. (2015). A Learning Style-based Grouping Collaborative

Learning Approach to Improve EFL Students’ Performance in English Courses, Educational Technology & Society, 18 (2), 284-298.

http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=dedb94ea-d060-4ace-989a-

c21c9c6d817d%40sdc-v-sessmgr01.

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Lee, D., Huh, Y & Reigeluth, CM. (2015). Collaboration, intragroup conflict, and social skills in project-based learning, Instructional Science, 43

(5), 561-590. Doi: 10.1007/s11251-015-9348-7

McTighe,J & Wiggins,G. (2012). Understanding by Design Framework, ASCD: Professional Learning and Community for Educators. Retrieved

from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Rabah, J. (2015). Benefits and Challenges of Information and Communication Technologies (ICT) Integration in Québec English Schools, The

Turkish Online Journal of Educational Technology, 14 (2), 24-31. Doi: 1303-6521

Raba, AAA. (2017). The influence of Think-Pair-Share (TPS) on improving students’ oral communication skills in EFL classrooms, Creative

Education, 8 (1), 12-23. Retrieved from

https://www.researchgate.net/profile/Ahmed_Mahmoud_Raba/publication/312355810_The_Influence_of_Think-Pair-

Share_TPS_on_Improving_Students'_Oral_Communication_Skills_in_EFL_Classrooms/links/5882624892851c21ff42e6a1/The-

Influence-of-Think-Pair-Share-TPS-on-Improving-Students-Oral-Communication-Skills-in-EFL-Classrooms.pdf

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Semali, L. (2017). Literacy in Multimedia America (2nd ed., pp. 24-42). [S.l.]: ROUTLEDGE.

Usman, AH. (2015). Using the Think-Pair-Share Strategy to improve students’ speaking ability at Stain Ternate, Journal of Education and

Practice, 6 (10), 37-45. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081679.pdf

Wang, S & Murota, M. (2015). Creativity Development Conception and Execution in Chinese High School ICT Classes, International Journal for

Educational Media and Technology, 9 (1), 68-79. Retrieved from http://jaems.jp/contents/icomej/vol9/8_Wang.pdf

Yen, TS & Halili, SH. (2015). Effective teaching of higher-order thinking (hot) in education, The Online Journal of Distance Education and e-

Learning, 3 (2), 41-47. Retrieved from http://www.tojdel.net/journals/tojdel/articles/v03i02/v03i02-04.pdf

Jarod Leis 18071434 40

 Appendices:

Stage 4 | History Program

Topic 3: Aboriginal and Indigenous Peoples, Stage 4 Year 8 Duration: 5 weeks

Detail: 10 lessons
Colonisation and Contact History (Section B)
(Depth Study: 6) (Expanding Contacts)
Society: North America
Key Inquiry Questions Historical Skills
(the highlighted historical skills are targeted in this unit)
What can we learn about Aboriginal and Indigenous peoples? Comprehension: chronology, terms and concepts
What has been the nature and impact of colonisation on  Read and understand historical texts
Aboriginal, Indigenous and Non- Indigenous peoples?  Sequence historical events and periods (ACHHS205, ACHHS148)
 Use historical terms and concepts (ACHHS206, ACHHS149)
Framing Questions: Analysis and use of sources
 Identify the origin and purpose of primary and secondary
Content Question: sources (ACHHS209, ACHHS152)
 Locate, select and use information from a range of sources as
Conceptual Question: evidence (ACHHS210, ACHHS153)
 Draw conclusions about the usefulness of sources (ACHHS211,
Contestable Question: ACHHS154)
Perspectives and Interpretations
 Identify and describe different perspectives of participants in a
particular historical context (ACHHS212, ACHHS155)
Empathetic understanding

Jarod Leis 18071434 41

  Interpret history within the context of the actions, attitudes
and motives of people in the context of the past (ACHHS212,
ACHHS155)
Research
 Ask a range of questions about the past to inform an historical
inquiry (ACHHS207, ACHHS150)
 Identify and locate a range of relevant sources, using ICT and
other methods (ACHHS208, ACHHS151)
 Use a range of communication forms and technologies
Explanation and Communication
 Develop historical texts, particularly explanations and historical
arguments that use evidence from a range of sources
(ACHHS213, ACHHS156)
 Select and use a range of communication forms (oral, graphic,
written and digital) to communicate effectively about the past
(ACHHS214, ACHHS157)
Outcomes Historical concepts
(the highlighted historical concepts will be targeted in this unit)
 HT4-2: describes major periods of historical time and  Continuity and change:
sequences events, people and societies from the past  Cause and effect:
 HT4-3: explains the ways indigenous and non-indigenous  Perspectives:
peoples of the world have responded to contact with each  Empathetic understanding:
other  Significance
 HT4-7: identifies and describes different contexts,  Contestability:
perspectives and interpretations of the past
 HT4-9: uses a range of historical terms and concepts when
communicating an understanding of the past
 HT4-10: selects and uses appropriate oral, written, visual
and digital forms to communicate about the past
Key Historical Terms and Concepts Site Study

Jarod Leis 18071434 42

 Cockatoo Island ?
Resources Resources
Books YouTube clips, Documentaries, DVDS –
M. Anderson, I. Keese, A. Low, Retroactive 1 Secondary Edition
(Textbook and CD-ROM), John Wiley & Sons (Jacaranda), Computer Games
Brisbane, 2005

M. Anderson, I. Keese, A. Low, Retroactive 1 Worksheets, John

Wiley & Sons (Jacaranda), Brisbane, 2005

Websites

Learn About: Learn To: Content Teaching/Learning Strategies Reg

(1788-
1900)
 The nature of  Define the concept of 10.1 Teacher narration of introduction, p.288. Discuss timeline, image
colonisation colonisation America’s and map to set context pp.288-9.
 Explain how and why first migrants
colonisation occurred (pp. 290-1) Individual reading of origins of America’s first migrants, p.290,
answer CYU 1-3.

Work in pairs to complete map work: US 1, p.291 and interpret

modern photograph, US 2 p.291. Share.

Jarod Leis 18071434 43

 The features  Describe the main 10.2 Life Teacher narration and whiteboard summary of the main features,
of a pre- features of the before the characteristics and lifestyles of the Indians of each region.
colonial indigenous culture Europeans Students compile table to show differences, CYU 1, p.295.
indigenous prior to colonisation (pp.292-5)
culture  Describe the key Oral questioning, CYU 203, p.295.
 The nature of aspects of contact
contact between the Analyse sources: US 1-2, p.295
between the indigenous and non-
indigenous indigenous peoples Individual reading of source 10.2.3, beliefs of the Sioux, and
and non- answer US 3 p.295. (See also Check & Challenge, p.310, ‘Research
indigenous topics’, q. 4.)
peoples
 The response Class discussion to examine sources, p.294, and answer US 4-5.
of indigenous
and non- Class quiz to check learning of glossary terms in bold type, pp. 292-
indigenous 5.
peoples to See also Check & Challenge, p.310, ‘Test your understanding’ q.1,
colonisation as additional revision.

Related creative/literacy tasks in Worksheets 10.1 and 10.2

Students complete historical investigation on Retroactive 1 CD-

ROM ‘Technology and the Plains Indians’ (icon p.295), report back
to class with results.

Jarod Leis 18071434 44

 The  Explain how
consequences Indigenous and non-
of colonisation Indigenous peoples
 The responded to
experiences of colonisation
colonisation  Explain the results of
 The nature of colonisation for
colonisation Indigenous and Non-
Indigenous peoples
10.3 The Individual student reading of pp.296-7 and answer CYU 1-5
French in
North Map Work: US 1, p.297
America
(pp.296-7) Interpret drawing: US 2, p.297
Suggested empathy tasks: students either: (a) write an imaginary
conversation in which an Eastern Woodlands Indian answers
his/her child’s questions about the French arrivals; (b) write a
letter to a family back home from a single French woman just
arrived in North America by ship with many others to be married
to a French settler or hunger, describing experiences and feelings;
(c) role play a meeting between Algonquin Indians and a French
trader.

Research: find out where French is still spoken in North America

today.
 The features  Compare the 10.4 The Teacher narration of pp.298-9 and oral questioning/responses to
of pre-colonial Aboriginal English in CYU 1-3.
indigenous experiences of North
culture colonisation with America Mind Map: CYU 4. P.299.
 The nature of those of the (pp.298-9)
contact Indigenous culture Source work in pairs or groups, use ICT: RC 1-2, p.299.
between the studied in Group B Suggested literacy/empathy task: write a series of diary entries for
Indigenous a Puritan from his/her arrival in December 1620 until the first
and non- ‘Thanksgiving Day’ (described on p.300).
Indigenous
peoples Additional research task on settlement of others European
countries, Check & Challenge, p.310, q. 5 and source 10.9.1 map.

Jarod Leis 18071434 45

 The responses  Define the concept of 10.5 Teacher exposition of information in text and sources pp. 300-1;
of indigenous colonisation. Explain European volunteer reads aloud source 10.5.2, invite class responses to CYU
and non- how and why conquest and 1-6 and 1-3 p. 301.
indigenous colonisation occurred settlement
peoples to  Describe the main (pp. 300-1) Teacher – directed discussion comparing North American Indian
colonisation features of the and Australian Aboriginal experience of conquest and settlement
 The indigenous culture
consequences prior to colonisation Suggested extension: literacy task to empathise with one person in
of colonisation paining source 10.5.1 and write diary entries about the event.

Weblink for Trial of Tears:

http://www.aboutnorthgeorgia.com/ang/Cherokee_Trail_of_Tears

Worksheet 10.3 – additional task on Trial of Tears.

 The  Describe the key 10.6 Removal Individual reading of pp. 302-3; draw timeline of dates and events
experiences of aspects of contact of in text.
colonisation between the reservations
indigenous and non- (pp.302 -3) Teacher questions class to check learning, CYU 1-4, p.303.
indigenous peoples
 Explain how Students volunteer to read aloud sources 10.6.1 and 10.6.2,
indigenous and non- answer US 1-2 p.303.
indigenous peoples
respond to Discuss significance of source 10.6.3 delegation photo, work in
colonisation groups to answer US 3 p.303.

Comparison with Australian Aborigines’ treatment and

experiences of reserves.

ICT task to design poster, Creating, p. 303.

Jarod Leis 18071434 46

 The  Explain how 10.7 The Teacher exposition of information on pp.304-7, class quiz to check
experiences of indigenous and non- Great Wars learning of battles and names, CYU 1-8 p.307
colonisation indigenous peoples of resistance
respond to (pp. 304-7) Discussion groups to compare with Australian Aborigines and
colonisation ‘Black War’ conflicts (pp. 266-9); report similarities/differences to
 Explain the results of class.
colonisation for
indigenous and non- Work in pairs to analyse sources pp. 304-7 and answer US 1-7
indigenous peoples p.307
 Compare the
Aboriginal Individual or group task to express injustices in Worksheet 10.4
experiences of
colonisation with Weblinks for Native American resources:
those of the
Indigenous culture http://www.nativeculture.com/lisamitten/indians.html
studied in group B
http://ngeorgia.com/history/cherokee.html

10.8 A new Teacher narration, pp. 308-9, oral responses to CYU 1-3, p.309
beginning
(pp. 308-9) Compare the British treatment of Australian Aborigines in
nineteenth century and effects on their culture – list on
whiteboard. Refer to land rights issues and read the modern ‘Link’,
pp. 312-13, on the Inuit peoples and Nunavut.

Read aloud source 10.8.3 and discuss significance

Small group source work: answer US, p. 309.

Research in pairs, R p.309: weblink for Sequoyah research:

Jarod Leis 18071434 47

 http://ngeorgia.com/people/sequoyah.html

Suggested creative task: use words of speech in column 2, p.308,

as basis for poster, incorporating images from the Indians’ history
since contact.

Revise glossary terms p.289; Worksheet 10.5 crossword.

See Check & Challenge pp.310-11 for additional knowledge

questions and research.

Weblink for Resources for Indigenous Cultures:

http://www.nativeweb.org/

United States Indian Reservations map weblink:

http://www.cr.nps.gov/nagpra/DOCUMENTS/ResMAP.HTML

Jarod Leis 18071434 48