This history module for year 5 and 6 students is aimed at exploring Australian Government, including the core values of a democratic nation in fairness and freedom.
Australian Government, Democratic Values, History, English,
As a result of completing this learning module, students will be able to:
CONCEPTUAL OBJECTIVES
History - Australia as a Nation
Sequence historical people and events (ACHHS117)
Identify questions to inform a historical inquiry (ACHHS119)
Identify and locate a range of relevant sources (ACHHS120)
Locate information related to inquiry questions in a range of sources (ACHHS121)
Use a range of communication forms (oral, graphic. written) and digital technologies (ACHHS125)
Key figures and events that led to Australia's Federation, including British and American influences on Australia's system of law and Government (ACHHK113)
Experiences of Australian Democracy and Citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)
Develop texts, particularly narratives and descriptions, which incorporates source materials (ACHHS124)
History - The Australian Colonies
Criteria:
Year 5
Understand the role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)
History - Chronology, terms and concepts
Year 5 and Year 6
Use historical terms and concepts. (ACHHS118)
History - Chronology, terms and concepts
History - Chronology, terms and concepts
Year 5 and Year 6
Sequence historical people and events
ANALYTICAL OBJECTIVES
History - Australia as a Nation
Year 6
Analyse the experiences of australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)
LI: To demonstrate your knowledge of Key Words related to Democracy.
SC: Create mind maps that show your knowledge of the following Key Words:
With a partner share your mind map and discuss the similarities and differences between your information.
What Do You Already Know?
Purpose
This activity allows students to draw on their prior knowledge and experiences (Experience the Known) and share their ideas and understandings with others (Cooperative Learning).
Resources
Discovering Democracy 'SMART Notebook' file pg2.
Students' Integrated Studies Books
Teaching tips
Complete learning activities 1 and 2 during the same lesson.
LI: Demonstrate your knowledge of Key Words related to Democracy.
SC: Create a word wall displaying the following words related to Democracy and add any other related words.
Purpose
To introduce students to subject specific language around Democracy.
Resources
Word Wall slide, SMART Notebook file pg 3.
Coloured paper to construct Word Wall.
Resources can be found in Discovering Democracy Resource folder.
Teaching tips
Begin Word Wall with words from Learning Activity 1 and add subject specific words from students' mind maps.
Add relevant words to Word Wall throughout the unit.
LI: To understand why the British invaded and colonised Australia
SC: Watch the YouTube clip, rule two columns and record information.
Watch the following YouTube clip about Australian Democracy
In your Integrated Studies book create two columns and title one Indigenous and the other British.
Re-watch the clip in sections and record the interesting facts under each heading.
Using two different colours, highlight in one colour the facts that you already have knowledge about; and with the other colour highlight the facts that you would like more information about.
Purpose
To introduce concept of invasion/colonisation and introduction to Democracy.
Draw on students' prior knowledge and immerse students' in new information. Highlight what students would like to know more about during the Discovering Democracy unit.
Resources
SMART Notebook file pg4.
Integrated Studies books.
Two different coloured highlighters.
YouTube clip teaching tips.
Teaching tips
YouTube clip is hyperlinked to picture of boat on Australia vs British slide in SMART Notebook file p4.
The information from the YouTube clip has been recorded on the Australian Democracy YouTube Clip word document and this highlights specific areas to draw the students' attention to.
LI: To further understand the sequence of events that led to the Federation of Australia.
SC: Record dates of events that led to Australia's Federation on a timeline.
Watch the Australian Democracy YouTube clip again
Write notes whilst watching the clip detailing dates and key events.
Using the dates identified in the clip, co-construct a class timeline of events from the clip.
Record class constructed timeline in Integrated Studies books.
Purpose
To highlight the importance of sequence of events of the history of Australian Democracy.
The purpose of this activity is to explore the main events that occurred in the lead up to the Federation of Australia.
Resources
SMART Notebook file pg5 & 6.
Integrated Studies books.
YouTube clip.
Teaching tips
Before watching the YouTube clip again, discuss the Determining Importance and Summarising and Paraphrasing First Steps Writing strategies. (YouTube clip is hyperlinked to animation on Timeline page of SMART Notebook file pg 5).
Determining Importance: Which parts are important in the text? Which features help the reader to work this out?
Summarising & Paraphrasing: 'In your own words' with the main parts picked out.
Use SMART Notebook file (pgs 5 & 6), to construct a class timeline of important events from the YouTube clip. This page can be printed on A3 size and added to classroom Discovering Democracy display.
LI: To further understanding of the importance of the events that occurred in the Federation of Australia.
SC: Use Round Robin structure to critically evaluate the events on the timeline of what you believe to be most important to least important.
In small groups discuss the events from the timeline and determine which event the group believes to be the most important to the least important.
Once you have rated the events, order them on the Events Cline from least important to most important, then share with the rest of the class.
Resources
Events Cline pg 7 of Discovering Democracy SMART Notebook file.
Integrated Studies books.
Round Robin structure explanation card.
Group Role Cards.
Events Cline template for students.
Resources can be found in Discovering Democracy Resource folder.
Teaching tips
Unpack the term "influential." Explain to students how to determine the importance of events by considering the impact they have had on Australia's history of Democracy. Discuss with students the importance of justifying their responses. Use Weiderhold and Kagan's Questioning Matrix:
What? (event) Where or When? (situation) Which? (choice) Who? (person) Why? (reason) How? (means)
Present
Past|
Possibility
Probability
Prediction
Imagination
For further information see Cooperative Reading - As Simple as ABC Glenda Raison.
Kagan Round Robin Structure
See Round Robin instructions (in Discovering Democracy electronic folder) and assign the following roles to students (working in Kagan groups of four):
- Timekeeper (ensures each person speaks for set time - at teacher's discretion)
- Recorder (records each group member's responses)
- Presenter (shares group's responses with class)
- Discussion Manager (Ensures group is on-task, contributes effectively and justifies all responses using aforementioned questioning strategies)
LI: To determine the effects (both positive and negative) of significant historical events that shaped Australia's democratic history.
SC: Determine who 'wins' and who 'loses' in each event from the timeline.
In cooperative learning groups, discuss each important event from the co-constructed timeline to determine who wins and who loses.
Using the Kagan Cooperative Learning Structure 'Group Consensus' (Discuss in groups until everyone agrees).
Record this in your Integrated Studies books.
Resources
Who 'Wins?' Who 'Loses?' What does it matter? SMART Notebook file pg9.
Co-constructed timeline
Integrated Studies books
Teaching tips
Discuss concepts on 'winning' and 'losing' with students prior to teaching this lesson
The SMART Notebook file pg9 titled 'Who Wins? Who Loses? What does it matter?'
Winners:
- Get the best outcome from the event
- May gain power over others
- Will be happy with the decision
Losers:
- Consequences may be harsh
- May lose power
- Will probably be unhappy with the decision
Contextualise this information for students by discussing the effects and consequences and events from the timeline. Teachers show students how to use this slide to justify their answers.
LI: To further understand Australia's Democratic system through immersion, exhibition activities and role-plays.
SC: Visit the Museum of Australian Democracy (MOAD) and partake in the Who's The Boss? school program
Write 3 FAT questions about Democracy in your Integrated Studies book.
Teaching tips
Prior to the excursion students record three FAT questions about Democracy.
LI: To further develop information report writing skills and determine importance of information provided.
SC: Write an information report on your topic that includes a heading, subheadings, PEC structure, images with captions and paragraphs about different information about your topic.
LI: To further develop information report writing skills and determine importance of information provided.
SC: Summarise and Paraphrase provided information to construct an information text on allocated topic.
Students will be allocated cooperative learning groups in order to complete the following task:
Students will use the information packs provided to research, highlight and record relevant information on a specific topic related to Democracy. The topics are;
The aforementioned topics have been selected in order to generalise concepts related to prior learning experiences within the Discovering Democracy unit.
Teachers will briefly revise the 'Summarising and Paraphrasing' strategy with students.
Throughout this task students will use the 'Determining Importance' strategy to decide which information to summarise and paraphrase for inclusion in their information texts.
See teaching tips and resources.
Resources
Information Texts SMART Notebook file pg8.
Integrated Studies books
Information Packages
Teaching tips
The research topics that have been selected are to further 'un-pack' the information provided from the YouTube clip presented in previous learning activities.
Topics have been differentiated according to content and length. Use teacher discretion when allocating different topics to different groups, (For example; Federation information is more concise).
Determining Importance: Which parts are important in the text? Which features help the reader to work this out?
Summarising & Paraphrasing: 'In your own words' with the main parts picked out.
This learning activity is designed to allow students to research given topics and directly links to the next learning activity where students 'Apply Appropriately' by writing a group information text.
Group Projects can be set up in Scholar with students working collaboratively on projects. Groups could also give feedback to other groups.
LI: To further develop information report writing skills.
SC: Write an information report on your topic that includes a heading, subheadings, PEC structure, images with captions and paragraphs about different information about your topic.
See previous learning activity. Write an information report as a group.
LI: To further develop information report writing skills.
SC: Co-construct an information text on an allocated topic.
See previous learning activity.
Students use netbooks and iPads to further investigate topic.
LI: To demonstrate acquired knowledge of Convict Colony 1788 through class presentation.
SC: Present your information texts on the Convict Colony 1788 to the class and answer 'Hot Seat' questions.
The Convict Colony 1788 group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
LI: Demonstrate acquired knowledge of Federation through class presentation.
SC: Present your information texts on the Federation to the class and answer 'Hot Seat' questions.
The Federation group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
LI: Demonstrate acquired knowledge of allocated topic through multimodal structures.
SC: Students present information texts on the Federation to the class and answer 'Hot Seat' questions.
Students in the Federation group present their information text to the rest of the class.
Using the 'Hot Seat' Structure (see Teaching Tips) students will be questioned by other class members about their topic.
Students will then reflect on the process (see reflections).
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
Reflections
Reflection
How did you feel about presenting to the class?
How did you feel about being individually questioned about the topic you researched?
What did you do to contribute to group effectiveness?
What will you do differently next time when using the Hot Seat Questioning Structure?
LI: Demonstrate acquired knowledge of the Australian through class presentation.
SC: Present your information texts on the Australian Constitution to the class and answer 'Hot Seat' questions.
The Australian Constitution group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
LI: Demonstrate acquired knowledge of allocated topic through multimodal structures.
SC: Students present information texts on the Australian Constitution to the class and answer 'Hot Seat' questions.
Students in the Australian Constitution group present their information text to the rest of the class.
Using the 'Hot Seat' Structure (see Teaching Tips) students will be questioned by other class members about their topic.
Students will then reflect on the process (see reflections).
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
Reflections
Reflection
How did you feel about presenting to the class?
How did you feel about being individually questioned about the topic you researched?
What did you do to contribute to group effectiveness?
What will you do differently next time when using the Hot Seat Questioning Structure?
LI: Demonstrate acquired knowledge of Women's Right to Vote through class presentation.
SC: Present your information texts on the Women's Right to Vote to the class and answer 'Hot Seat' questions.
The Women's Right to Vote group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
LI: Demonstrate acquired knowledge of allocated topic through multimodal structures.
SC: Students present information texts on the Women's Right to Vote to the class and answer 'Hot Seat' questions.
Students in the Women's Right to Vote group present their information text to the rest of the class.
Using the 'Hot Seat' Structure (see Teaching Tips) students will be questioned by other class members about their topic.
Students will then reflect on the process (see reflections).
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
Reflections
Reflection
How did you feel about presenting to the class?
How did you feel about being individually questioned about the topic you researched?
What did you do to contribute to group effectiveness?
What will you do differently next time when using the Hot Seat Questioning Structure?
LI: Demonstrate acquired knowledge of Indigenous Citizenship through class presentation.
SC: Present your information texts on Indigenous Citizenship to the class and answer 'Hot Seat' questions.
The Indigenous Citizenship group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
LI: Demonstrate acquired knowledge of allocated topic through multimodal structures.
SC: Students present information texts on Indigenous Citizenship to the class and answer 'Hot Seat' questions.
Students in the Indigenous Citizenship group present their information text to the rest of the class.
Using the 'Hot Seat' Structure (see Teaching Tips) students will be questioned by other class members about their topic.
Students will then reflect on the process (see reflections).
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
Reflections
Reflection
How did you feel about presenting to the class?
How did you feel about being individually questioned about the topic you researched?
What did you do to contribute to group effectiveness?
What will you do differently next time when using the Hot Seat Questioning Structure?
LI: Demonstrate acquired knowledge of State vs Federal Government through class presentation.
SC: Present your information texts on State vs Federal Government to the class and answer 'Hot Seat' questions.
The State vs Federal Government group present their information text to the rest of the class.
Group members sit on chairs, in a line, in-front of the class, while other class members question them about their topic.
Reflect on your learning in your Integrated Studies book by answering the prompting questions.
LI: Demonstrate acquired knowledge of allocated topic through multimodal structures.
SC: Students present information texts on State vs Federal Government to the class and answer 'Hot Seat' questions.
Students in the State vs Federal Government group present their information text to the rest of the class.
Using the 'Hot Seat' Structure (see Teaching Tips) students will be questioned by other class members about their topic.
Students will then reflect on the process (see reflections).
Purpose
Students apply understanding innovatively by presenting co-constructed information texts to the class.
Student understanding is questioned through class questioning using the 'Questioning Matrix' (see 'Influential Events' Teaching Tips).
Resources
Information Text Presentation SMART Notebook file pg10.
Integrated Studies books
"Hot Seats" at the front of the classroom.
Published information texts.
Teaching tips
Hot Seat Questioning
Students write notes whilst other groups are presenting and question individual group members (high accountability) on topics they spoke about.
Information Text Presentations
All group members speak and other students question them about the topic they spoke about.
Reflections
Reflection
How did you feel about presenting to the class?
How did you feel about being individually questioned about the topic you researched?
What did you do to contribute to group effectiveness?
What will you do differently next time when using the Hot Seat Questioning Structure?
You will complete four Cooperative Reading sessions using the text provided. Throughout the week you will have an opportunity to complete all four roles.
Code Breakers: Find new and unknown words within the text. Record what you think each of the words mean using your contextual understanding. Use a dictionary or other reference to check the meaning and record this in your Cooperative Reading books.
Investigator: What is the purpose of this text? Who do you think wrote it and why? What would the author have needed to know in order to write this text? Create a mind map to show your understanding (can use poplet).
Illustrator: Use the netbooks or ipads to find images of the Senate and House of Representatives and draw a labelled diagram of both in your Cooperative Reading books. Be ready to share these with the class.
Discussion Manager: Write five high quality FAT questions relating to the text to ask your Cooperative Reading group. Think about how your questions will encourage a deep discussion within your group. Use the Questioning Matrix to help you.
Complete this Cooperative Reading session four times so each student completes each activity. Use the text "Prime Facts" (see resources).
Resources
Prime Facts Australian Prime Ministers Centre sheet: Australian System of Government
Cooperative Reading Questioning Matrix
Teaching Tips
Can use Poplet app or other mind mapping app on ipad to complete mind map.
You will complete a Cooperative Reading session on the text Louder than One Voice
Students complete one Cooperative Reading session on the text Louder than One Voice.
Resources
Louder than One Voice video and transcript.
The Burnt Stick
Resources
The Burnt Stick by Anthony Hill text.
Further information on The Burnt Stick can be found at the websites below.
You will listen to and read the lyrics of Took the Children Away by Archie Roach.
Compare this to the novel The Burnt Stick by Anthony Hill or other accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families.
Add to the Word Wall the adjectives, nouns and verbs from The Burnt Stick that would be used in a narrative highlighting the story of the Stolen Generation.
Resources
Took the Children Away You Tube Clip
http://www.youtube.com/watch?v=aywDT6yHMmo
Took the Children Away Lyrics
http://www.lyricsmania.com/took_the_children_away_lyrics_archie_roach.html
Discuss the phrase from the song "Nobody asked before the children before they took them away". What connotations does this have? Discuss in Cooperative Learning groups and share responses with the class. record in your workbook.
Repeat with the line "Cause we were acting white yet we were feeling black".
Took the Children Away Part 2
Teaching tips
Review the meaning of the term "Connotations".
Develop a character that lives in an Aboriginal community, who is forcibly removed and placed in a mission with Aboriginal children. As you tell your story, incorporate details and facts as in Anthony Hill's "The Burnt Stick" that help the setting come to life for the audience.
Narrative Project Rubric
You are involved in an election with your peers. You must design a logo for your election campaign, a speech and what you will bring to your electorate.
Only certain groups are allowed to vote. Were you allowed to vote? How do you feel about being allowed/not allowed to vote?
Vote 1
Noisy Round Robin; Students discuss and compare well-known/pop culture logos (sporting, political, school etc). Students reconvene to discuss the elements of a good logo. Class agrees on important elements of logos.
Popular logos
Students are split so that only boys/girls/blue-eyed/brown-eyed/students with a brother etc can vote. Ask students how they feel about this. Is it fair? Why/why not?
Using the table, fill in what you know about each of your local, state and federal governments?
Do you know any politicians or any places of government in Australia?
What are the responsibilities of the politicians you have mentioned? What do they do?
What are the responsibilities of each level of government?
Three Levels of Australian Government
Students complete table of local, state and federal government
Include names of politicians and places of government
Introduce names and responsibilities of well-known politicians
Create a summary of what each of the local, state and federal governments do.
(Venn diagram)
How does Government affect your daily life? Look at these items and classify them into responsibilities of Federal, State/Territory and Local.
Record the difference between states and territories.
Ask students to suggest how Government affects their daily lives. Assist them by unpacking a bag and asking them to identify whose responsibility each item represents. List them on the board in 3 columns entitled Federal, State/Territory and Local.
For example: library card (local), car registration certificate (state/territory) and passport (federal).
Discuss the difference between states and territories (see resources).
Resources
Find out what a democracy is. Follow this by discovering the aspects of a democratic nation. How does a democracy relate to being fair? Is a democracy fair to everyone?
Record in your workbooks.
A democratic nation
Discuss with students what a democratic nation is? Is Australia a democratic nation? What elements of our society allow this? Think-pair-share elements of a democratic nation, followed by Class brainstorm
Emphasise that a democracy is determined by fairness to everyone.
Research and report on federal politicians. Find out about the roles they play and how they contribute to the governing of Australia.
Record your findings in a report.
Australian Politicians Research
During lab time research the roles of federal politicians. Produce a report detailing the contributions of key politicians.
What do you think it means to be fair? Where and when do you find fairness in the world? Think of examples of when you are not fair at school or home. How could you be more fair and accepting of others?
Group sharing and whole class recording on Information Chart.
What is fairness?
Discuss with students why we need fairness in our world (school, home, work, friendships etc. Students make a list of when they are not fair and how they could change their actions to be more fair and accepting of others.
What would happen if Australia had no government? Partake in the structured class debate.
To be fair, to be fair..
Conduct a class debate with students. What would happen if Australia had no government? Who would take responsibility for different areas of society?
Using the knowledge you have gained throughout this unit and the thoughts and feelings provoked from The Burnt Stick, discuss the concept of colonisation/invasion. What do you think?
Using the Kagan structure 'Vote with your Feet' choose "Colonisation" or "Invasion and participate in a class debate.
Colonisation Part One
Art Activity:
You will create a visual artwork depicting the perspective of the Indigenous people viewing the arrival of the First Fleet in Australia. Consider what the landscape, boats, people, flora and fauna would have looked like at this time. Include this detail in you depiction.
Students will create a draft of the artwork using lead pencils to sketch their ideas ad complete the artwork using charcoal.
(See Teaching Tips and Resources)
Resources
Charcoal, A3 art paper, lead pencils, hairspray.
Teaching tips
Spray completed artworks with hairspray to fix charcoal.
Using Popplet on iPads, create a concept map to show your understanding of the "Discovering Democracy" unit of work. Include a "Reflections" section showing your thoughts, feeling and what you have learnt.
Bring it all together