Learning & Teaching Unit Plan

Year Level and Subject Unit Title Duration of Unit (in hours)
Year 9 History Movement of Peoples Across the Globe 15 hours

Unit Outline
In this unit the focus is: To examine the causes and consequences of the mass movement of people as a result of the Industrial Revolution. The Industrial Revolution led to
enormous social and economic changes in Great Britain. It helped to promote the growth of the north Atlantic slave trade and the movement of convicts from Britain to
Australia. Whilst the focus of this unit is the convict and free settler experience in Australia, the experience of slaves in north America is also covered. This lays an important
foundation for the study of World War I (which is the depth study directly following this) and for the Rights and Freedoms unit that is studied in Year 10. What we also want the
students to reflect on is the concepts of ‘change’ and ‘progress’. By the end of the unit students should be able to discuss the idea that change can have both positive and
negative consequences and its effects can be different for different groups of people and individuals in different times and places.

ESSENTIAL QUESTION: Who wins and who loses with the movement of peoples across the globe?

Focus questions include:

1. Why did people move as a result of the Industrial Revolution?
1.1 What was the Industrial Revolution (I.R.)?
1.2 What were the living and working conditions like in England during the I.R?
1.3 Under what conditions did people leave as a result of the I.R?
2. What were the experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival? What were the reactions of
Indigenous Australians?
3. How did life for convicts, free settlers and Indigenous Australians change after Australia was colonised?
3.1 How did the diverse parties live in the early settlement?
3.2 What were the contributions of ex-convicts, free settlers and Indigenous people to colonised Australia?
4. What were the short-term and long-term impacts for the free settlers, convicts, and Australia’s Indigenous people?

Achievement standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse
the causes and effects of events and developments and make judgements about their importance. They explain the motives and actions of people at the time.
Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop
different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary
sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they
analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts,
particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions,
they use historical terms and concepts, evidence identified in sources, and they reference these sources (Australian Curriculum, Assessment and Reporting Authority,
2019).
Identify curriculum
Content descriptions to be taught
Historical Knowledge and Understanding
Overview:
 Nature of the Industrial Revolution
 The nature of the movement of peoples
 The extent of European Imperial expansion
and the nature of significant economic, social
and political ideas in the period, including
nationalism.
Movement of Peoples
(1750 – 1901)
1. The influence of the Industrial Revolution on
the movement of peoples throughout the
world, including transatlantic slave trade and
convict transportation (ACDSEH018)
2. The experience of slaves, convicts and free
settlers upon departure, their journey abroad,
and their reactions on arrival, including the
Australian experience (ACDSEH083)
3. Changes in the way of life of group(s) of
people who moved to Australia in this period,
such as free settlers on the frontier of
Australia (ACDSEH084)
4. The short and long-term impacts of the
movement of peoples during this period
(ACDSEH085)
Historical Skills
Chronology, terms and concepts
 Use chronological sequencing to demonstrate the
relationship between events and developments in
different periods and places (ACHHS164)
 Use historical terms and concepts (ACHHS165)
HISTORICAL QUESTIONS AND RESEARCH
 Identify and select different kinds of questions about
the past to inform historical inquiry (ACHHS166)
 Evaluate and enhance these questions
(ACHHS167)
 Identify and locate relevant sources, using ICT and
other methods (ACHHS168)
ANALYSIS AND USE OF SOURCES
 Identify the origin, purpose and context of primary
and secondary sources (ACHHS169)
 Process and synthesise information from a range of
sources (ACHHS170)
 Evaluate the reliability and usefulness of primary
and secondary sources (ACHHS171)
PERSPECTIVES AND INTERPRETATIONS
 Identify and analyse the perspectives of people from
the past (ACHHS172)
 Identify and analyse different historical
interpretations (including their own) (ACHHS173)
EXPLANATION AND COMMUNICATION
 Develop texts, particularly descriptions and
discussions that use evidence from a range of
sources that are referenced (ACHHS174)
 Select and use a range of communication forms
(oral, graphic, written) and digital technologies
(ACHHS175)
General capabilities and cross-curriculum priorities
Literacy
 Develop and use appropriate historical language
relevant to the unit
 Define and use concepts relevant to the unit
Numeracy
 Represent events in different times and places on
timelines
 Understand and interpret associated maps, tables
and graphs that add meaning to written text
ICT capability
 Use a range of digital technologies to assist with
investigating concepts
Critical and creative thinking
 Use thinking skills to complete group activities
and open-ended tasks
 Discuss the contestability of particular historical
terms and concepts relevant to the unit
Intercultural understanding
 Explore the experiences and treatment of groups
of people
 Identify the nature of relations between Australia
and other countries
Aboriginal and Torres Strait Islander histories
and cultures
 Explore the experiences of Aboriginal and Torres
Strait Islander people after the arrival of
Europeans in Australia
Relevant Prior Curriculum
Year 8 Australian Curriculum: History
 The Year 8 curriculum provides a study of the history of
Europe from the end of the Roman Empire to the Age
of the Enlightenment. This has provided the basis for
understanding the dominance of Europe, including its
economic and political structures. It also provided the
context for understanding the European beliefs
underlying the imperial period.
Historical Skills
Chronology, terms and concepts
 Sequence historical events, developments and periods
(ACHHS148)
 Use historical terms and concepts (ACCHS149)
Historical questions and research
 Identify a range of questions about the past to inform a
historical inquiry (ACHHS150)
 Identify and locate relevant sources, using ICT and
other methods (ACHHS151)
Analysis and use of sources
 Identify the origin and purpose of primary and
secondary sources (ACHHS152)
 Locate, compare, select and use information from a
range of sources as evidence (ACHHS153)
 Draw conclusions about the usefulness of sources
(ACHHS154)
Perspectives and interpretations
 Identify and describe points of view, attitudes and
values in primary and secondary sources (ACHHS155)
Explanation and communication
 Develop texts, particularly descriptions and
explanations that use evidence from a range of sources
that are acknowledged (ACHHS156)
Use a range of communication forms (oral, graphic, written)
and digital technologies (ACHHS157)
Curriculum Working Towards
Year 10 Australian Curriculum: History
 The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the
present, with an emphasis on Australia in its global context. The twentieth century became a critical period
in Australia’s social, cultural, economic and political development. The transformation of the modern world
during a time of political turmoil, global conflict and international cooperation provides a necessary context
for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.
Historical Skills
Chronology, terms and concepts
 Use chronological sequencing to demonstrate the relationship between events and developments in
different periods and places (ACHHS182)
 Use historical terms and concepts (ACHHS183)
Historical questions and research
 Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
 Evaluate and enhance these questions (ACHHS185)
 Identify and locate relevant sources, using ICT and other methods (ACHHS186)
Analysis and use of sources
 Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
 Process and synthesise information from a range of sources for use as evidence in an historical argument
(ACHHS188)
 Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
Perspectives and interpretations
 Identify and analyse the perspectives of people from the past (ACHHS190)
Identify and analyse different historical interpretations (including their own) (ACHHS191)

Bridging Content

The overview to the unit provides a broad picture of the events of the Industrial Revolution from 1750 – 1900. It should provide students with a chronological sequence and
demonstrate the relationship between events and developments in different periods and places. Students should be exposed to the extent of European imperial expansion in
the Americas, Africa and Asia and the nature of significant economic, social and political ideas in the period. Students should be helped to understand that concepts such as
the ‘slave trade’ were acceptable to Europeans at the time and that attitudes to this did not change until close to the end of the period.
 Learning Experiences Questioning Strategies
Learning Experiences and Teaching Strategies Inquiry Stage Question Types:

Model: Ladder Approach of Inquiry Essential Questions (frame the inquiry)

Evaluative Questions (evaluate the information learned)
1. Launch Disciplinary Questions (direct and guide learning)
2. Access Process Questions (to allow the process to continue)
3. Develop
4. Demonstrate
5. Evaluate
6. Reflect

Essential question: Who wins and who loses with the movement of peoples across the globe?

Mystery box – products made in today’s time and in the past. Students compare LAUNCH DISCIPLINARY QUESTIONS:
and contrast impact of products on worker’s lives. Museumbox.org What is the impact of these products on the lives of the workers?
What is the impact of these products on the lives of the users?
Whole class brainstorm Essential Question using interactive board (think, pair, Where are the users located?
share).
ESSENTIAL QUESTION: Who wins and who loses with the
Introduce Curriculum Focus Question 1. Students complete KWH section of movement of peoples across the globe?
KWHLAQ chart. Whole class sharing of charts with peer feedback.
CURRICULUM FOCUS QUESTIONS:
Whole class, use Question Quadrant strategy to identify suitable inquiry questions 1. Why did people move as a result of the Industrial
for further research. (Students write questions on sticky notes and sort question Revolution?
types into quadrants, use Questions 1.1, 1.2 and 1.3 as examples which students
1.1 What was the Industrial Revolution (I.R.)?
can choose).
1.2 What were the living and working conditions like in
England during the I.R?
In small groups, students formulate three focus questions based on Question
Quadrant activity. 1.3 Under what conditions did people leave as a result of the
I.R?

PROCESS QUESTIONS:
What do I know about this topic?
What do I want to know about this topic?
How do I find out?

Explicit teaching of critical resource evaluation. Use GeSTE Windows Model, ACCESS PROCESS QUESTIONS:
gradual release of responsibility approach (I do, we do, you do) so students gain What type of resource do I need?
confidence. Where can I find suitable resources?
How can I evaluate the validity of this resource?
In small groups, students define the words “industrial” and “revolution”.
Using Trove, students create a visual glossary of key terms for the unit. Match EVALUATIVE QUESTIONS:
terms and definitions as a class. Generic: Incorporate questions from the CRAP test.
Situated: Why did the author create this document? What was the
author’s intention?
Transformative: Are there any voices that are hidden in this text?
 Expressive: How does this source make me feel?

Students research their focus questions and create a curated collection of 4-6 DEVELOP PROCESS QUESTIONS:
resources which help them formulate answers. Digital tools are encouraged for What information is the most important to keep?
ease of sharing. What information is least relevant?
How does this information relate to what I already know?

In small groups, students create anchor charts to answer their focus questions and DEMONSTRATE PROCESS QUESTIONS:
demonstrate their understandings. Students then conduct gallery walks and What are the main points I want to communicate?
summarise learnings from other groups. What is the best way to communicate these points?
Recommended resource: https://sourcebooks.fordham.edu/mod/modsbook14.asp How can I organise my ideas so that my audience can
understand?
*FORMATIVE ASSESSMENT* Anchor Chart: Due Week 3.

Self-evaluation and peer feedback. EVALUATE PROCESS QUESTIONS:

What have I learned so far?
Students review their KWHLAQ charts and complete the LAQ section. REFLECT What could I do to share my knowledge?
What further questions do I have?

Students read excerpts and analyse photos from the UK in the 1700s to identify the
horrible conditions at the time.
View video: Clickview “Convict Australia”
Students locate convict settlements on a map of Australia and analyse details from
map: Colonial Frontier Massacres in Central and Eastern Australia to construct a
timeline 1750 – 1901. Use GeSTE model to evaluate two sources with different
perspectives.
Students review their original questions and generate new inquiry questions based
on their learning. Use KWH sections of KWHLAQ chart. Teacher to use the
Curriculum Focus Questions to guide students.
LAUNCH CURRICULUM FOCUS QUESTIONS:
2. What were the experiences of slaves, convicts and free
settlers upon departure, their journey abroad, and their
reactions on arrival? What were the reactions of
Indigenous Australians?
3. How did life for convicts, free settlers and Indigenous
Australians change after Australia was colonised?
3.1 How did the diverse parties live in the early
settlement?
3.2 What were the contributions of ex-convicts, free
settlers and Indigenous people to colonised Australia?
DISCIPLINARY QUESTIONS:
How does this relate to my original question?
What parts of this information support or contradict my answer?

PROCESS QUESTIONS:
What do I know about this topic?
What do I want to know about this topic?
How do I find out?

Students find sources that identify problems faced by diverse parties during ACCESS PROCESS QUESTIONS:
Australia’s colonisation. Find the names and experiences of five people including What type of resource do I need?
convict, free-settler, Indigenous Australian and civil officer. Students need to find Where can I find suitable resources?
primary sources such as visual and written evidence on tattoos, coins, etchings, How can I evaluate the validity of this resource?
letters, personal effects to identify different perspectives.
Recommended: National Archives of Australia website, National Library of EVALUATIVE QUESTIONS:
Australia, http://pictureaustralia.org. Students to use GeSTE Windows Model for Generic: Incorporate questions from the CRAP test.
evaluation of sources. Situated: Why did the author create this document? What was the
 author’s intention?
Character Hot-Seat – Students role play by taking on the perspective of convict, Transformative: Are there any voices that are hidden in this text?
settler, Indigenous Australian or civil officer. Ensure that all parties are represented Expressive: How does this source make me feel?
in the class.

In small groups, students compare and contrast the experiences of each party
using an interactive digital chart.

Students review their last inquiry questions and adjust their questions in response
to new learnings. Refer back to 2nd KWHLAQ chart. Teacher to use the Curriculum
Focus Questions to guide students.
Students research their focus questions and create an annotated curated collection
of 4-6 resources which help them formulate answers. Digital tools are encouraged
for ease of sharing.
*FORMATIVE ASSESSMENT* Annotated Curated Collection: Due Week 7.
DEVELOP CURRICULUM FOCUS QUESTIONS:
2. What were the experiences of slaves, convicts and free
settlers upon departure, their journey abroad, and their
reactions on arrival? What were the reactions of
Indigenous Australians?
3. How did life for convicts, free settlers and Indigenous
Australians change after Australia was colonised?
3.1 How did the diverse parties live in the early
settlement?
3.2 What were the contributions of ex-convicts, free
settlers and Indigenous people to colonised Australia?

PROCESS QUESTIONS:
What information is the most important to keep?
What information is least relevant?
How does this information relate to what I already know?

Individually, students create an interactive digital resource to demonstrate their DEMONSTRATE PROCESS QUESTIONS:
learning and to answer their final focus questions. The purpose of the resource is What are the main points I want to communicate?
to educate the school community on their findings about the impact of the What is the best way to communicate these points?
movement of peoples around the globe, from the lens of Australia’s history during How can I organise my ideas so that my audience can
colonisation. Students need to include primary sources, the two curated collections understand?
and a bibliography to support their findings. The resource will be presented to Year
7 peers during Week 9.

*SUMMATIVE ASSESSMENT* Interactive Resource: Due Week 9.

Self-evaluation and peer feedback from Year 7 audience. EVALUATE PROCESS QUESTIONS:
What have I learned so far?
Students review their KWHLAQ charts and complete the LAQ section. REFLECT What could I do to share my knowledge?
What further questions do I have?
What was my favourite part of the inquiry?