History Overview, Term 3

HISTORY OVERVIEW, TERM 3

UNIT TITLE: How is learning different in our classroom from learning in Mary MacKillop’s schools?

UNIT OUTLINE CONTENT ASSESSMENT (A) DESCRIPTIONS

Historical Knowledge and The students can focus on their immediate surroundings By the end of Year 3, students explain how communities Understanding and practice, and contrast that with what was happening in changed in the past. They describe the experiences of an schools in another historical period. This is related to the ONE important example of change and idea of historical perspectives e.g. practices being shaped individual or group. They identify events and aspects of the ONE important example of continuity by the values, technology etc of the time. We can examine past that have significance in the present. the continuity and change of certain elements of school over time in the local community, region such as: or state/territory; for example, in relation Assessment for learning: to the areas of transport, work, -Physical appearance of classrooms (desks, smaller Initial 1865 vs 2012 classroom title page comparison education, natural and built square rooms) environments, entertainment, daily life Assessment as learning: -Classroom resources (books, pencils, computers, (ACHHK061) A Venn diagram with illustrations to compare a school Interactive Whiteboards, internet) Historical Skills from 1865 and a 2012 school. -School leadership structure (principal, deputy, teachers, learning support officers) Chronology, terms and concepts A matching activity to create a timeline of the history of education from 1826 to the current day. -Student councils 1. Sequence historical people and events (ACHHS065) Assessment of learning: -Curriculum (what is being taught?) 2. Use historical terms (ACHHS066) A diorama (for sharing with rest of community) with -Pedagogy (desks in rows, groups, interactive learning Historical questions and research commentary etc of the two time periods. groups etc) 1. Pose a range of questions about -Uniforms the past (ACHHS067) LINKS TO OTHER LA’S 2. Identify sources (ACHHS215) Literacy Analysis and use of sources

Religion 1. Locate relevant information from sources provided (ACHHS068) ICTs Perspectives and interpretations Technology 1. Identify different points of view (ACHHS069) Explanation and communication

1. Develop texts, particularly diary entries (ACHHS070)

2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) Historical Concepts Sources, continuity and change, cause and effect, perspectives, empathy and significance.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS

Community Contributor Effective Communicator Designer and Creator

Leader and Collaborator Active Investigator Quality Producer CROSS CURRICULA PRIORITIES

Aboriginal and Torres Strait Asia and Australia’s Engagement Catholic Ethos Islander Histories and Cultures with Asia

The overarching purpose of Catholic schools of Active engagement of inclusive curriculum This perspective requires students to develop the past, as well as the future, is to bring the practices which reflect Aboriginal and Torres skills, knowledge and understandings related to Good News of Jesus to all who hear it. In the Strait Islander perspectives, knowledge, Asia and Australia’s engagement with Asia. midst of a world of educational, social and histories, cultures and spirituality. A genuine economic change the focus on the holistic commitment to Reconciliation, guided by growth of the individual remains the surest way principles of personal dignity, social justice and The curriculum provides opportunities to know, catholic school can prepare students for the equity, which reflects the Gospel message and understand and be able to: uncertainties of the future. the mission of the Church. 1. Understand ‘Asia’ Defining Features, Diocese of Cairns 2. Develop informed attitudes and values The curriculum provides opportunities to value and respect: The curriculum provides opportunities for young 3. Know about contemporary and traditional Asia people to connect their curriculum experiences 1. traditional knowledge and practices to a living Christian faith. 4. Connect Australia and Asia 2. culture and natural heritage 5. Communicate effectively with people of 3. spirituality the Asian region both within and outside and to critically examine and/or challenge: Australia confidently

1. social constructs

2. prejudice and racism

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about Social and emotional competencies are integral It is by the quality of interactions and environmental issues and promotion of a to academic and work success and are the relationships that all students learn to reflective and responsive attitude towards basis of resilience, relational quality and social understand and appreciate difference, to value stewardship of the gifts of creation. capital. diversity and learn to respond with dignity and respect to all through mutually enriching The curriculum provides opportunities to reflect The curriculum provides opportunities to interactions. upon: develop:

1. the gift of creation 1. Self Awareness The curriculum provides equitable access for and/or positive interactions with students from 2. an attitude of responsible stewardship 2. Social Awareness different backgrounds and with diverse needs and abilities. and to critically examine and/or challenge: 3. Responsible Decision Making

1. the impact of human interaction with the 4. Self-Management natural, built and social environment 5. Relationship Management 2. current environmental issues

GENERAL CAPABILITIES

Information and Critical and Creative Literacy Numeracy Communication Technology Thinking

Students become literate as they Students become numerate as they Students develop ICT competence Students develop critical and creative develop the skills to learn and develop the capacity to recognise and when they learn to: thinking as they learn to generate and communicate confidently at school and understand the role of mathematics in evaluate knowledge, ideas and to become effective individuals, the world around them and the  Investigate with ICT: using ICT to plan possibilities, and use them when community members, workers and confidence, willingness and ability to and refine information searches; to seeking new pathways or solutions. In citizens. These skills include listening, apply mathematics to their lives in locate and access different types of learning to think broadly and deeply reading, viewing, writing, speaking and ways that are constructive and data and information and to verify the students learn to use reason and creating print, visual and digital meaningful. integrity of data when investigating imagination to direct their thinking for questions, topics or problems materials accurately and purposefully different purposes. In the context of within and across all learning areas. schooling, critical and creative thinking  Create with ICT: using ICT to generate are integral to activities that require As they become numerate, students ideas, plans, processes and products reason, logic, imagination and develop and use mathematical skills to create solutions to challenges or innovation. Literacy involves students engaging related to: learning area tasks with the language and literacy As they develop critical and creative demands of each learning area.  Calculation and number  Communicate with ICT: using ICT to communicate ideas and information thinking students learn to: with others adhering to social protocols  Patterns and relationships appropriate to the communicative  pose insightful and purposeful context (purpose, audience and questions As they become literate students learn technology)  Proportional reasoning to:  apply logic and strategies to uncover  Operate ICT: applying technical  Spatial reasoning meaning and make reasoned  interpret, analyse, evaluate, respond to knowledge and skills to use ICT judgments and construct increasingly complex efficiently and to manage data and  Statistical literacy information when and as needed texts (Comprehension and  think beyond the immediate situation to composition) consider the ‘big picture’ before Measurement. Apply appropriate social and ethical   focussing on the detail  understand, use, write and produce protocols and practices to operate and manage ICT. different types of text (Texts)  suspend judgment about a situation to consider alternative pathways  manage and produce grammatical patterns and structures in texts  reflect on thinking, actions and (Grammar) processes

make appropriate word selections and   generate and develop ideas and decode and comprehend new (basic, possibilities specialised and technical) vocabulary (Vocabulary)  analyse information logically and make reasoned judgments  use and produce a range of visual materials to learn and demonstrate  evaluate ideas and create solutions learning (Visual information) and draw conclusions

 assess the feasibility, possible risks and benefits in the implementation of their ideas

 transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to Students develop personal and social competence Students develop intercultural understanding as they understand and act in accordance with ethical as they learn to understand and manage themselves, learn to understand themselves in relation to others. principles. This includes understanding the role of their relationships, lives, work and learning more This involves students valuing their own cultures and ethical principles, values and virtues in human life; effectively. This involves recognising and regulating beliefs and those of others, and engaging with people acting with moral integrity; acting with regard for their emotions, developing concern for and of diverse cultures in ways that recognise others; and having a desire and capacity to work for understanding of others, establishing positive commonalities and differences, create connections the common good. relationships, making responsible decisions, working and cultivate respect between people. effectively in teams and handling challenging situations constructively. As they develop ethical behaviour students learn to: As they develop intercultural understanding students learn to:  recognise that everyday life involves consideration of As they develop personal and social competence competing values, rights, interests and social norms students learn to:  identify increasingly sophisticated characteristics of their own cultures and the cultures of others  identify and investigate moral dimensions in issues  recognise and understand their own emotions, values and strengths, have a realistic assessment of their  recognise that their own and others’ behaviours,  develop an increasingly complex understanding of own abilities and a well-grounded sense of self- attitudes and values are influenced by their languages ethical concepts, the status of moral knowledge and esteem and self-confidence (Self-awareness) and cultures accepted values and ethical principles  manage their emotions and behaviour, persevere in  consider what it might be like to ‘walk in another’s  explore questions such as: overcoming obstacles, set personal and academic shoes’ goals, develop self-discipline , resilience, adaptability o What is the meaning of right and wrong and can I and initiative (Self-management)  compare the experiences of others with their own, be sure that I am right? looking for commonalities and differences between  perceive and understand other people’s emotions and their lives and seeking to understand these o Why should I act morally? viewpoints, show understanding and empathy for others, identify the strengths of team members, define  reflect on how intercultural encounters have affected o Is it ever morally justifiable to lie? and accept individual and group roles and their thoughts, feelings and actions responsibilities, be of service to others (Social o What role should intuition, reason, emotion, duty awareness)  accept that there are different ways of seeing the world or self-interest have in ethical decision making? and live with that diversity  form positive relationships, manage and influence the emotions and moods of others, cooperate and  stand between cultures to facilitate understanding communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict take responsibility for developing and improving and resist inappropriate social pressure (Social  management). relationships between people from different cultures in Australia and in the wider world

 contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

Tuning In Exploring  Looking Sorting/Testing  Acting  Reflecting

TUNING IN RESOURCES

Introduce the Student Resources: students to the unit topic: Investigating History Journal schools/classroom in our community throughout history. Teacher Resources:

Activity: Title page http://museumbox.e2bn.org/

Students create a Resources from the collection of St Francis Xavier 50th Celebrations title page for the unit. On one half of the page they draw their ASSESSMENT OPPORTUNITIES current classroom. On the other half of Initial 1865 vs 2012 classroom title page comparison the page they draw what they think a classroom looked like in the year 1865.

Activity: KWL

Students complete a KWL for the unit.

Activity: Mystery Box

A collection of antique educational items are placed in a box/boxes. Students work in small groups to identify the items and form questions about the items.

Also, a virtual museum box can be created for students to explore.

Focus questions:

What makes education/schools interesting? What makes education an important topic for me to investigate? HISTORICAL LANGUAGE

Investigate, community, important, communicate, sources. WEEK 1 2 3 4 5 6 7 8 9 10

EXPLORING RESOURCES

Focus Questions: Student Resources: What do I know (or think I know) already History Journal about the history of education? Teacher Resources: What are my feelings or attitudes http://www.marymackillop.org.au/ about how http://www.marymackillop.org.au/marys-story/beginnings.cfm schools/classrooms were in the past or http://www.marymackillop.org.au/marys-story/growth.cfm how they are today? Do I think they have (Includes audio and video excerpts) improved or not?

What do I need/want to find out about the ASSESSMENT OPPORTUNITIES history of schools/classrooms? Diary entry- History Journal What questions (BIG and sub-questions) do I need to ask?

Introduce students to the BIG Question: How is learning different in our classroom from classrooms in Mary MacKillop’s schools?

Sub-questions: How would Mary cope in our classroom? How we would cope if we had to go back in time and attend the class that Mary taught in 1865? How does our point of view/perspective affect whether we think today’s classroom is better or worse than a classroom in 1865?

Students brainstorm further sub-questions.

Focus questions:

How will I go about investigating this question? HISTORICAL LANGUAGE

Investigate, community, important, communicate, sources, perspectives, point of view, events. WEEK 1 2 3 4 5 6 7 8 9 10

Tuning In Exploring  Looking Sorting/Testing Acting  Reflecting 

LOOKING RESOURCES

Activity: Student Resources: Brainstorming ICT’s required (Laptops) Students brainstorm responses to the History Journal following questions in a mind map in their History journals. Teacher Resources:

What http://www.aussieeducator.org.au/education/other/history.html evidence/information http://www.youtube.com/watch?v=eemWsKyHk6Q&feature=related can I find to answer these questions? http://www.youtube.com/watch?v=H49fBnJYKgM

What skills can I use http://education.qld.gov.au/library/edhistory/topics/ to obtain this http://www.catholicaustralia.com.au/page.php?pg=austchurch-history evidence? http://teacherworld.com/potrules.html

SFX server Activity: Students view the video http://www.youtube.c om/watch? v=H49fBnJYKgM 2008 Classroom ASSESSMENT OPPORTUNITIES Observation Diary entry- History Journal http://www.youtube.c om/watch? T chart – History Journal v=eemWsKyHk6Q&f eature=related Interactive Whiteboard Lesson

Activity: Diary Entry

Students write a diary entry from the perspective of the teacher using the date 1 August 2012.

Activity: Rules, Rules, Rules View the outline of rules for teachers and students in 1872 on the site http://teacherworld.c om/potrules.html. Examine the current class/school rules and discuss any similarities or differences? Ask the students, do you think you could

HISTORICAL LANGUAGE

Investigate, community, important, communicate, primary and secondary sources, perspectives, point of view, events.

WEEK 1 2 3 4 5 6 7 8 9 10

Tuning In Exploring  Looking Sorting/Testing Acting  Reflecting 

SORTING/TES RESOURCES TING

Activity: Venn Student Resources/ Teacher Resources: Diagram Students present http://education.qld.gov.au/library/edhistory/topics/ their research on http://www.catholicaustralia.com.au/page.php?pg=austchurch-history their assigned topic to the class. http://www.aussieeducator.org.au/education/other/history.html Students collate all History Journal of the researched data and create a http://www.slq.qld.gov.au/ -Ask the librarian a question Venn diagram with illustrations to http://askslq.altarama.com/reft100.aspx?key=RefAtt compare a school from 1865 and a 2012 school.

Activity: T Chart ASSESSMENT OPPORTUNITIES After the presentations, Oral presentations students create a T chart in their history journals and compare/contrast the Timeline of events differences between a classroom in 1865 and 2012. What has changed and what has stayed the same?

Activity: Matching Activity (Timeline) Students complete a matching activity to create a timeline of the history of education from 1826 to the current day. Activity: Diary Entry Students select one of the following questions: What are the challenges for students in the 2012 classroom? What are the challenges for teachers in the 2012 classroom? What were the challenges for students in the 1865 classroom? What were the challenges for teachers in the 1865 classroom? Students write a diary entry as a teacher/student in HISTORICAL LANGUAGE

Investigate, community, important, communicate, primary and secondary sources, perspectives, point of view, events, timeline, time period. WEEK 1 2 3 4 5 6 7 8 9 10

ACTING RESOURCES

Activity: Mini Student Resources: Museum (Final Assessment) History Journal, Posterboard, photographs, colouring pencils.

Students commence http://www.slq.qld.gov.au/ -Ask the librarian a question http://askslq.altarama.com/reft100.aspx?key=RefAtt and present their final assessment. Students will create a ‘mini museum’ for fellow students in the Teacher Resources: library and display a Access to library or alternate display area. diorama with commentary etc of the two time periods. Students will use ASSESSMENT OPPORTUNITIES information from past research to create Assessment of learning: their collage with A diorama (for sharing with rest of community) with commentary etc of the two time periods. commentary over 2 lessons. What has changed and what has stayed the same?

Focus questions:

What real life action can I take as a result of my findings? What actions will I take personally as a member of my school/community?

What values will determine the action I take?

Who will benefit from this action?

Who will not benefit form this action?

How will I continue to act in relation to this topic?

How am I demonstrating my knowledge, understandings and skills? HISTORICAL LANGUAGE

Investigate, community, important, communicate, primary and secondary sources, perspectives, point of view, events, commentary, display.

WEEK 1 2 3 4 5 6 7 8 9 10 GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

REFLECTING RESOURCES

Activity: Complete Student Resources: Commentary History Journal Activity: KWL Teacher Resources: Students complete the KWL chart from the beginning of term. ASSESSMENT OPPORTUNITIES Activity: Hot Potato – answering the focus Completed KWL questions.

Focus questions:

What did I learn from this investigation?

How did I learn during this investigation? Which ways of learning were most successful for me?

How can I improve my learning skills?

Have I changed my HISTORICAL LANGUAGE

Investigate, community, important, communicate, primary and secondary sources, perspectives, point of view, events, skills, improve, values.

REFLECTION HISTORY CRITERIA SHEET: DIORAMA

Criteria A B C D E

The student work demonstrates evidence of:

Identify one important example of change and ONE important example of continuity Student comprehensively Student thoroughly identifies examples of Student satisfactorily identifies a Student superficially identifies a few Student does not identify any over time in the local community in identifies several examples of continuity and change between the two few examples of continuity and superficial examples of continuity examples of continuity and change education (ACHHK061) continuity and change classrooms and one important example change between the two and change between the two between the two classrooms. between the two classrooms that has affected the way children learn. classrooms and one important classrooms and attempts to identify and one important example example that has affected the one important example that has that has affected the way way children learn. affected the way children learn. children learn.

Sequence historical people and events Student has a comprehensive Student has a thorough understanding of Student has a satisfactory Student has a superficial Student has little understanding of the (ACHHS065) understanding of the the sequencing of the 1865 classroom and understanding of the sequencing understanding of the sequencing of sequencing of the 1865 classroom and sequencing of the 1865 the 2012 classroom and the of the 1865 classroom and the the 1865 classroom and the 2012 the 2012 classroom and the classroom and the 2012 characteristics of each time period. 2012 classroom and the classroom and the characteristics of characteristics of each time period. classroom and the characteristics of each time each time period. characteristics of each time period. period.

Use historical terms (ACHHS066) Student has a comprehensive Student has a through understanding of a Student has a satisfactory Student has a superficial Student lacks an understanding of understanding of a variety of variety of historical terms and applies understanding of historical understanding of historical terms and historical terms and seldom applies historical terms and applies them throughout their writing. terms and applies them in their attempts to apply them in their them in their writing. them continually in their writing. writing. writing.

Locate relevant information from sources Student utilises accurate and Student utilises accurate and relevant Student utilises mostly accurate Student attempts to utilise accurate Student fails to utilise accurate and provided (ACHHS068) relevant information from a information from a variety of sources to and relevant information from and relevant information from relevant information from a sources variety of sources to create a create a detailed diorama and sources to create a diorama and sources to create a diorama and to create a diorama and highly detailed diorama and commentary. commentary. commentary. commentary. commentary.

Identify different points of view (ACHHS069) Student can give a detailed Student can give a detailed explanation of Student can explain the different Student attempts to explain the Student cannot explain the different explanation of the different the different points of view of the points of view of the teachers different points of view of the points of view of the teachers and points of view of the teachers teachers and students in each time period and students in each time period teachers and students in each time students in each time period either and students in each time either orally or through their written either orally or through their period either orally or through their orally or through their written period both orally and commentary. written commentary. written commentary. commentary. through their written commentary.

Use a range of communication forms (oral, Uses oral, graphic and written Uses oral, graphic and written Uses oral, graphic and written Uses oral, graphic and written Attempts to use oral, graphic and graphic, written) (ACHHS071) communication forms to communication forms to create a detailed communication forms to create communication forms to create a written communication forms to create a comprehensive diorama and commentary. an appropriate diorama and diorama and commentary. comprehensive diorama and diorama and commentary. commentary. commentary.

Feedback

Signed: Date:

History Task Sheet

Student Name: Year Level: 3

Name of Task: Teacher:

Learning Area/s: History

Date Commenced: Week 8 Date Due: Week 9

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Books Notes Library Technology Access: Assessed By: Self Peer Teacher

Task Description Students will create a ‘mini museum’ for fellow students in the library and display a diorama with commentary etc of the two time periods. Students will use information from past research to create their collage with commentary over 2 lessons. Task Background Students research a variety of aspects of the classroom/school throughout history and compare/contrast Mary MacKillop’s classroom with our modern day classroom. Procedure 1. Students will use prior knowledge to gather information on past and present classrooms/schools. 2. Students will individually create a diorama and a commentary comparing a classroom from 1865 to our modern day classroom. 3. All students will collectively create a ‘mini museum’ for fellow students in the library and display a diorama with commentary etc of the two time periods. Students will use information from past research to create their collage with commentary over 2 lessons.

Diocese of Cairns, Catholic Education Services Resources: Internet resources/ website, poster board, photographs, colouring pencils, books, shoe boxes, cardboard, glue, Styrofoam etc.

Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM

Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Diocese of Cairns, Catholic Education Services Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink

Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION FOR WHOM PROCEDURES

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Diocese of Cairns, Catholic Education Services Permit student to type or use word processing

Adjust grading criteria based on individual

Adjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to record

Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home

Diocese of Cairns, Catholic Education Services Develop parent/school contract

Training in time management

SUPPORT SERVICES FOR WHOM

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other ______

Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

Diocese of Cairns, Catholic Education Services