Planning



Planning for an Historical Inquiry Diagnostic Assessment

Consider your learners – what data do you have to inform this planning? What is the context of this learning?

Notes:

Curriculum Intent

Notes

Knowledge and Understanding

History Stories of groups of people who journeyed to Australia during the twentieth century and the reasons for their journeys, such as World War II and Australian migration programs (H6KU5) A particular migrant narrative – post world war two (H6KU7) Identify points of view, perspectives, values and attitudes in historical sources (H6SK6) Use a range of communication forms (oral, graphic, written) and technologies (H6SK10) Develop an historical narrative, which incorporates evidence (H6SK9) Use historical terms and concepts <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(H6SK8) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Metalanguage (Use visuwords and define:migrant) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Migrant. Refugee, asylum seekers, visa, indentured labour, convicts, immigration, temporary protection visa etc etc.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">English <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Compare personal opinions about literary texts with those of others <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LTR1) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Create or rewrite narratives with literary similarities, such as main idea, issues or characters, for different audiences, identifying the language choices appropriate to the audience <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LTR4) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Determine the nature and extent of information needed and selectively source specific information using evaluative library and online research skills <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LCY8) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Make inferences about attitudes, beliefs and values by drawing upon previous learning and experiences and attending to language and selection of detail <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LCY5) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Analyse and compare different perspectives in texts through close analysis of language and design elements <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LCY7) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Create detailed spoken, written and multimodal texts for imaginative, informative and persuasive purposes using a variety of sentence structures, effective vocabulary and punctuation <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LCY13) <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Plan, draft, and edit work, consulting with others as appropriate and proofreading before final presentation <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(E6LCY16)

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">What do I know about Australian history? Need to know a chronology of a particular group <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">And immigration <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Populate or perish...White Australia Policy <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Multicultural Policy – Al Grasby, Gough Whitlam – bring in families <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Now it’s immigration policy based on skill and a few thousand refugees per year <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Every group had problems with racism and stereotype initially, but their children have integrated really well <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">There have been great contributions to the community – medical, farming, wine, sugar, - we imported the skills <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">British, Italians, Greek, Vietnamese, Jews, General Capabilities: literacy, ICT, intercultural understanding, ethical behaviour and social competence

Historical Understandings Evidence, Cause and Consequence, Continuity and Change, Historical Perspectives,Historical Empathy and moral judgement, problem solving

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Inquiry Question
 * **<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">What were the experiences of migrants to Australia in the second half of the 20th Century and what factors contributed to the way in which they settled in Australia? (Greek, Italian, Vietnamese, Muslim, Irish) **

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Give students the choice to work individually or work in pairs to tell an historical narrative from two different perspectives

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Source Documents: <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Primary Source – Judy’s letter <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Looking for items about Greek, Italian, Vietnamese, and Muslim migrants – Archives, Scootle, Australian History Timelines,

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Assessment Item:

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students will tell a narrative (choice of mode and presentation) which will show an understanding of the migrant experience post World War Two. They will select from Greek, Italian, Vietnamese and Muslim experiences. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">· Reasons for migration <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">· Contributions to Australian society <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">· Challenges faced as a migrant e.g. stereotyping, existing attitudes of Australian residents <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">· Key values of the culture being described – eg. Australia was largely Christian and different religions entered into the country. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">· Existing culture in Australia when migrants arrived – based on historical events

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">3 minute presentation - choice about– teaching the kids to be selective so that this time frame doesn’t blow out <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Task Sheet –

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Where were you born?/Where did you come from? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Why did you leave?/Why did you come to Australia? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">How did you get to Australia? How long did it take? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">What happened when you came to Australia?


 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Stage Activities || ** Digital Tools/processes and strategies/procedures ** ||
 * <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Stage One – Engaging the students and framing the focus questions || <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Hooking Students’ Interests, Assessing Prior Knowledge, Developing Focus questions

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">End of Term 3 <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Invite through the newsletter, any parents/grandparents who have migrated to Australia to tell their story to the students – film to share with other school <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students can also take home MP3 recorders so that they can interview

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Beginning Term 4 <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Introduce students to the My Place book by Nadia Wheatley as a prelude to talking about the website <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Conduct interviews <span style="color: #ff0000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Why an interview rather than a narrative? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;"><span style="color: #ff0000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use Youtube video from Gruen Transfer - boat people <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Give focus questions for the interview – students can add to these or refine. Students can also develop their own questions based on their holiday experiences. <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Where were you born?/Where did you come from? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Why did you leave?/Why did you come to Australia? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">How did you get to Australia? How long did it take? <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">What happened when you came to Australia?

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use clips/images from My Place website to stimulate discussion – Websites added soon! []

//It happened to me - refugee// Franklin Watts - ISBN - 074964334x

[|www.liveinvictoria.vic.gov.au] (Also on youtube) The Arrival - Shaun Tan

[]

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use Scribble Maps and a chart or globe so that students can visualise where the migrants have come from <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Google Earth <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Retrieval chart – where did they come from? How did they get here, how long did it take, photos from that era, why did they come here, what else would we like to know? <span style="color: #800080; font-family: 'Trebuchet MS',Helvetica,sans-serif;">﻿See Resources page for an example

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">After hearing a few stories, complete and model a compare and contrast so that they can identify and explain perspectives <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">e.g. Venn diagram but Jodie will come up with something way more exciting!! <span style="color: #ff0000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">There is nothing else so I guess it's the Venn.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Give students info on the assessment piece. Jodie and Liz will create a model assessment piece. <span style="color: #ff0000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">See resources for Afghan narrative.

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Students choose which country of origin they would like to focus on. Choices also around whether they work in pairs or individually <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Greece, Vietnam, Italy, Muslims (Lebanon, Pakistan,) ||  || <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Choose novel or refer to novel already read to identify perspectives <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Five Times Dizzy – Nadia Wheatley <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Boy Overboard – Morris Gleitzman <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Onion Tears – Dianna Kidd <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">No Gun for Asmir – Cristobel Mattingly <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Nips XI – Ruth Stark <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">The Arrival – Shaun Tan – shortlisted 2007 <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Parvana – Deborah Ellis – cover of the book
 * || <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Introduce students to the Wiki – allow time for students to share info on wiki for other school students to see

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use First Steps Reading – Transitional Phase – contextual understanding <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">P 218 of Map of Development <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Reading Strategies – P 114 of Reading Resource Book – choose and teach/model relevant reading strategies e.g determining importance, inferring, etc || Visuwords Trove Timetoast Scootle Scribble Maps

Youtube for videos of refugee children || <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use metalanguage of primary and secondary sources – secondary source interprets the primary source <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Give students background information on the country and history of that country <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Give students background information on Australian history and why migrants came to Australia. e.g. Populate or perish, we needed a work force
 * **Stage Two – Locating, organising and analysing evidence** || <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Use the My Place website and use the historical information

<span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Danielle and others to source the sites and other secondary sources <span style="display: block; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Perhaps create a simple website to provide information and websites for students to choose ||  ||
 * Stage Three- Evaluating, synthesizing and reporting**
 * Stage Three- Evaluating, synthesizing and reporting**


 * Stage Four- Reflect on processes and conclusion**