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Unit Overview

Year: 6
Australian Curriculum Learning Areas: Humanities & Social Sciences/History
Unit Title

Duration

Shining the light on historical Australians

6 weeks

Unit Outline
This 6 week inquiry unit allows students to investigate the various ways significant
individuals influenced, contributed and shaped our Australian society. In accordance with
the Integrating Socially Model of Inquiry (Calder & Gordon, 1998), students are guided
through a sequence that builds understandings in stages and enhances students ability to
develop the historical knowledge, understanding and skills required to answer a series of
inquiry questions.
Integrating Socially Model of Inquiry:
Tuning In Finding Out Sorting Out Going Further Making Connections Taking Action
By the end of the unit students develop significant understandings about society and are
required to demonstrate their ability to answer the unit's key inquiry question: How have
significant individuals influenced and shaped our Australian society?
Additionally, throughout the unit students will be required to create a historical recount
(ACELT1800) and represent the location of places by constructing large-scale and small-scale
maps (ACHGS043). ICT has also been extensively incorporated throughout the unit. Details
as follows:
- Access information from a variety of sources.
- Use digital technology to collect data on Australian natives, residents and migrants.
- Select and thoughtfully evaluate data and information.
- Access footage from historical archives
- Create a PowerPoint presentation to represent information and knowledge attained.
- Create a digital concept map to represent information and knowledge attained.
Key Inquiry Question
How have significant individuals influenced and shaped our Australian society?
Student Prior Knowledge
Why people migrated to Australia (ACHHK096) (Lessons 1,4-8)
How some people & groups shaped Australias first colonies (ACHHK097) (Lessons 1,2,4-8,10)
Reasons behind the establishment of British colonies (ACHHK093) (Lesson 2)
Meaning of historical people (Lesson 3)
Practical experience handling digital technologies to collect online data (Lesson 3,10-12)
Shaping of Australia, its citizenship and democracy (ACHHK114) (Lesson 6)
Saints (attained from religious class).
What values an influential person may have (attained Lessons 1-7).
The life of Mary Mackillop (attained Lesson 8)
What makes a person influential? (attained Lessons 1-8)
Knowledge about historical people in Australia (Lessons 10-12)
Ability to express tense and 1st and 3rd person (Lessons 10-12)

Identify Curriculum: Strands & Content descriptors to be taught.


Historical Knowledge and
Historical Skills
Historical Skills
Understanding
Chronology, terms and
Historical questions and
Australia as a nation:
concepts:
research:
The contribution of
Sequence historical people
Identify questions to inform
individuals and groups,
and events (ACHHS117).
an historical inquiry
including Aboriginal and
(ACHHS119).
Torres Strait Islander people Use historical terms and
and migrants, to the
concepts (ACHHS118).
Identify and locate a range of
development of Australian
relevant sources
society, for example in areas
(ACHHS120).
such as the economy,
education, science, the arts,
sport (ACHHK116).
Links to Other Learning Areas
Literature / Creating literature
Experiment with text structures and language features and their effects in creating literary
texts, for example, using imagery, sentence variation, metaphor and word choice
(ACELT1800).
Geography / Geographical Inquiry & Skills / Collecting, recording, evaluating &representing
Represent the location and features of places and different types of geographical
information by constructing large-scale and small-scale maps that conform to cartographic
conventions including border, source, scale, legend, title and north point, using spatial
technologies as appropriate (ACHGS043).
Year Level Achievement Standard
By the end of Year 6, students identify change and continuity and describe the causes and
effects of change on society. They compare the different experiences of people in the past.
They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent
time by creating timelines. When researching, students develop questions to frame an
historical inquiry. They identify a range of sources and locate and compare information to
answer inquiry questions. They examine sources to identify and describe points of view.
Students develop texts, particularly narratives and descriptions. In developing these texts
and organising and presenting their information, they use historical terms and concepts and
incorporate relevant sources.
Year Level Description
Australia as a nation
The Year 6 curriculum moves from colonial Australia to the development of Australia as a
nation, particularly after 1900. Students explore the factors that led to Federation and
experiences of democracy and citizenship over time. Students understand the significance
of Australias British heritage, the Westminster system, and other models that influenced
the development of Australias system of government. Students learn about the way of life
of people who migrated to Australia and their contributions to Australias economic and
social development.
The content provides opportunities to develop historical understanding through key
concepts including sources, continuity and change, cause and effect, perspectives, empathy
and significance.

These concepts may be investigated within a particular historical context to facilitate an


understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and
Understanding and Historical Skills. These strands are interrelated and should be taught in
an integrated way; they may be integrated across learning areas and in ways that are
appropriate to specific local contexts. The order and detail in which they are taught are
programming decisions.
Key Inquiry Questions
A framework for developing students historical knowledge, understanding and skills is
provided by inquiry questions through the use and interpretation of sources. The key inquiry
questions at this year level are:
- Why and how did Australia become a nation?
- How did Australian society change throughout the twentieth century?
- Who were the people who came to Australia? Why did they come?
- What contribution have significant individuals and groups made to the development of
Australian society?
General Capabilities
Literacy
Lesson 5: Content specific words/phrases e.g. Federation, assimilation, mixed cultural
values, immigration/migrants, meanings of these words etc.
Lesson 6: Content specific words/phrases e.g. colonization, assimilation, stolen generation,
genocide.
Lesson 9: This lesson encompasses literacy and the students develop and structure a
historical recount text.
Lesson 10: Experiment with text structures and language features and their effects in
creating literary texts, for example, using imagery, sentence variation, metaphor and word
choice (ACELT1800). Students demonstrate their ability to produce a historical recount using
the correct text structure and language features.
Numeracy
Lesson 1: Students will be using their mathematical knowledge to investigate census
information and gather data on the Australian population and country of birth.
Lesson 5: Timeline of certain historical happenings such as WWII and influx of immigration
to Australia.
Lesson 6: Timeline of certain historical happenings such as Captain Cooks arrival to
Australia, indigenous persecution, stolen generation etc.
ICT competence
Lesson 2: The use of ICT has been promoted in this learning experience. Students will be
provided with a subject that they will need to research as a group and gain a variety of
information to answer the selected questions and display on a PowerPoint presentation.

Lesson 3: Define and plan information searches.


Locate, generate and access data and information.
Select and evaluate data and information.
Lesson 5: View video footage from historical archives giving insight into the issues and
conditions at the time of immigration to Australia.
Lesson 6: View video footage from historical archives giving insight into the issues and
conditions indigenous Australians. Videos, Bringing them Home Dr Anita Heiss at
TEDxBrisbane, OnexSameness.
Lesson 8: Students develop capability to access important information using ICT throughout
the research phase of this lesson.
Critical and creative thinking
Lesson 3: Generating ideas, possibilities and actions. Reflecting on thinking and processes.
Analysing, synthesising and evaluating reasoning.
Lesson 5: Students compare and contrast ideas based on the information they receive and
critically analyze using meta-cognitive skills.
Lesson 6: Students compare and contrast ideas based on the information they receive and
critically analyze using meta-cognitive skills.
Lesson 8: Throughout this lesson students will be using critical thinking when evaluating the
resources they come into contact about Mary Mackillop.
Lesson 9: Throughout this lesson students will be using critical thinking when evaluating the
resources they come into contact about Mary Mackillop
Ethical understanding
Lesson 1: This lesson is designed to inform students on the significant cultures the
encompass Australia and to value their input in shaping our society.
Lesson 5: Gain knowledge of past and present practices regarding immigration which they
may or may not agree with based on their own belief systems
Lesson 6: Gain knowledge of past and present practices regarding immigration which they
may or may not agree with based on their own belief systems.
Lesson 9: Lesson 8 and 9 explores the qualities of Saint Mary Mackillop students will be able
to see her influential ethics and apply them to real life.
Personal and social competence
Lesson 5: Draw on prior knowledge to accommodate new learning and build personal
opinions of the topics covered.
Lesson 6: Draw on prior knowledge to accommodate new learning and build personal
opinions of the topics covered.
Lesson 9: Students will be working on their relationships with learning and other students
whilst working in groups.

Lesson 10: Students develop and use personal and social capability while performing
a historical inquiry. This includes empathy, reflective practice, communication skills,
teamwork, a disposition to make a contribution to their communities and society
more broadly and an appreciation of the perspective of others.
Intercultural understanding
Lesson 2: Throughout this lesson students will discover that the major influences in
Australias culture were gained from a variety of different countries and people.
Furthermore that these cultures and people have shaped our society for the better.
Lesson 3: Inform students on the significant cultures the encompass Australia and to value
their input in shaping our society.
Students develop respect for cultural diversity.
Lesson 4: This lesson is designed to inform students on the significant cultures the
encompass Australia and to value their input in shaping our society.
Lesson 5: Gain an awareness of cultural diversity and build and understanding and tolerance
for individual reasons for immigration to Australia.
Lesson 6: Gain an awareness of cultural diversity and build and understanding and tolerance
for individual reasons for immigration to Australia.
Lesson 10: Students develop intercultural understanding as they learn that national
identities are shapedby the perspectives, beliefs and values of people, past and present.

Cross Curricula Priorities


Aboriginal and Torres Strait Islander histories and Cultures
Lesson 1: This lesson will inform students that many Aboriginal histories and cultures are still
strong, rich and diverse in Australia today.
Lesson 2: During this lesson students will discover how Indigenous culture is a rich source of
knowledge that has shaped the Australian society.
Lesson 3: Informs students that many Aboriginal histories and cultures are still strong, rich
and diverse in Australia today.
Lesson 4: This lesson will inform students that many Indigenous individuals were influential
in shaping Australian history.
Lesson 7: This lesson will inform students that many Indigenous individuals played
significant roles in shaping Australian history and society.
Lesson 10: Students examine historical perspectives from an Aboriginal and Torres Strait
Islander viewpoint.
Asia and Australias engagement with Asia
Lesson 1: Throughout the lesson students will also be exposed to the Asian cultures and how
significant they are in shaping Australian society.

Lesson 2: This lesson will allow students to discover the achievements and contributions
that the people of Asia have provided for the country.
Lesson 3: Achievements and contributions of the peoples of Asia.
The peoples and countries of Asia have contributed and continue to contribute to world
history and human endeavour.
The arts and literature of Asia influence aesthetic and creative pursuits within Australia,
the region and globally
Lesson 4: Throughout the lesson students will also be exposed to the Asian cultures and how
significant they are in shaping Australian society.
Lesson 10: Students to develop an understanding of histories of the diverse peoples of Asia
and their contributions to the region and the world.
Sustainability
Lesson 8: This lesson will allow students to gain values that will enable them create a socially
just world and make informed decisions accordingly.
Lesson 9: This lesson will allow students to gain values that will enable them to create
socially just world and make informed decisions accordingly.

Learning Sequence: Integrating Socially Model of Inquiry


Learning Experiences
Lesson 1
60 mins
(Amy)

Who are Australian citizens?


Key inquiry question: Where do Australian
citizens originate from and why do you think
people migrated to Australia?

Teaching Approaches and


Resources
Integrating Socially Model
of Inquiry Stage: Tuning In

By the end of lesson 3 students will have the


ability to:
o Identify the cultural diversity that
encompasses the classroom and Australia.
o Use digital technologies to collect data on
Australian natives, residents and migrants.
o Explore why people migrated to Australia
and what our culture has to offer us today.

Lesson 2
60 mins
(Amy)

The fields of endeavour that have


Integrating Socially Model
shaped Australian society
of Inquiry Stage: Preparing
Key inquiry question: What are the fields of
to Find Out
endeavour that have shaped our society, how
were they formed and who carried out these
notable deeds?

By the end of lesson 3 students will have the


ability to:
o Identify the fields of endeavour that have
shaped our society historically and still shape
our society today.
o Develop an understanding of how
particular cultures have enriched the
Australian society for the better.
o Explore fields of endeavour to discover
how and who has shaped the Australian
society.
Lesson 3
60 mins
(Trish)

Lesson 4
60 mins
(Deashni)

Lesson 5
60 mins
(Rosie)

Past and present Australian citizens


Key Inquiry Question: How have significant
individuals influenced and shaped our
Australian society?

Integrating Socially Model


of Inquiry Stage: Finding
and Sorting Out

By the end of lesson 3 students will have the


ability to:
o Identify the areas / fields of excellence that
past and present Australians, including
Aboriginal and Torres Strait Islander people,
have positively contributed to.
o Explore different reasons for people
migrating to Australia.
o Comprehend the impact that some
Australians have had on the shaping of our
Australian society?
o Use digital technologies to collect data on
Australian natives, residents and migrants.
Mapping / Timeline
Integrating Socially Model
Key inquiry question: Who has migrated to
of Inquiry Stage: Sorting Out
Australia over time, why and where did they and Going Further
come from?
By the end of lesson 4 students will have the
ability to:
o Identify diversity and propose reasons for
migration into Australia using historical
language and chronological sequencing.
o Use digital technologies to track Australian
natives, residents and migrants.
Group Discussion/Comparing historical
Integrating Socially Model
knowledge with contemporary times
of Inquiry Stage: Going
Key inquiry questions:
Further
1. Why did immigrants come to Australia?
2. What problems (if any) arose as a result
of immigration to Australia?
By the end of lesson 5 students will have the
ability to:

o Identify diversity and propose reasons for


migration into Australia using historical
language and chronological sequencing.
o Use digital technologies to track Australian
natives, residents and migrants.
Lesson 6
60 mins
(Rosie)

Lesson 7
60 mins
(Deashni)

Lesson 8
60 mins
(Bianca)

Group Discussion, Yarning Circles


Key inquiry question:
1. How did immigration affect the original
inhabitants of Australia?
2. Could immigration have occurred in a
less aggressive manner?
3. What has history taught us? Positive or
negative effects?

Integrating Socially Model


of Inquiry Stage: Going
Further and Making
Connections

By the end of lesson 6 students will have the


ability to:
o Understand how Aboriginal people lived
according to efficient laws and ways of
interacting with the environment to meet
their needs, prior to colonization.
o Create an empathic understanding of the
effects of colonization on Indigenous people
with regards to their identity, which
is connected to: - land, kinship,
spirituality.
o Use digital technologies to deliver first
hand experiences of the effects of the stolen
generation.
o Use technologies to view the success
stories of Integration of Indigenous
Australians to eradicate stereotype attitudes
of
Indigenous people within non-indigenous
groups.
Debate - Influential figures
Key inquiry question: Who and what types of
individuals were responsible and influential
in shaping Australian history?

Integrating Socially Model


of Inquiry Stage: Going
Further and Making
Connections

By the end of lesson 7 students will have the


ability to:
o Identify and understand the 9 values for
Australian schooling.
o Understand how individuals positively
influenced and shaped Australian history.
Mary Mackillop
Key inquiry question: Who was Mary
Mackillip and how did she positively
influence Australia as a developing nation?

Integrating Socially Model


of Inquiry Stage: Making
Connections and Taking
Action

Lesson 9
60 mins
(Bianca)

By the end of lesson 3 students will have the


ability to:
o Learn about Mary Mackillop's background
and her significant influences.
o Collaborate as a class to develop research
skills to prepare for a historical recount.
o Independently research using websites
and books.
o Use graphic organisers to aid in research
Mary Mackillop historical recount
Key inquiry question: How can we
demonstrate that Mary Mackillip was an
influential Australian?

Integrating Socially Model


of Inquiry Stage: Taking
Action

By the end of lesson students will have the

ability to:
o Create a historical recount text.
o Use information from their graphic
organisers.
o Explore connections in their research of
Mary Mackillop whilst writing their historical
recount.
Lesson 10-12 Australians who positively influenced our
60 mins
society
(Trish)
Key inquiry question: Which influential past
and present people have positively
influenced our Australian society?

Integrating Socially Model


of Inquiry Stage: Taking
Action

By the end of lesson 3 students will have the


ability to:
o Identify strategies required to plan a
summative assessment item.
o Comprehension of the summative
assessment items requirements and marking
criteria.
o Understands the structure of a historical
recount.
o Planned and drafted their historical
recounts Background.
o Reviewed a peers work and received
feedback on their Background.
o Edit and finalise their Background.
Assessment
Assessment of learning

Lesson 10 Historical Recount


Planning, drafting and writing a Historical Recount.
o Whole class discussion regarding assessment requirements,
Marking Criteria sheet and Historical Recount Checklist.
o Clarify misconceptions.
o Review structure, grammatical requirements and process of
writing a historical recount.
o Plan and draft historical recount.
o Students complete a Peer Assessment sheet

Assessment for learning

Lesson 1 Questions and Observations


o A series of higher order thinking questions will be asked
throughout the lesson; this will ensure that students are
challenged in their thinking processes.
o Observations will be also made to ensure that students are
engaging with the lesson and keeping on task.
Lesson 2 Anecdotal records
Anecdotal records will be made throughout the lesson to ensure
that all students are on track and supporting each other during
their collaborative learning.
Lesson 4 Timeline and Mapping
o A series of higher order thinking questions will be asked
throughout the lesson; this will ensure that students are
challenged in their thinking processes.
o Observations will be also made to ensure that students are
engaging with the lesson and keeping on task.
Lesson 5 - Grand Conversations and Anecdotal Records
o To further elicit prior knowledge this lesson will involve grand
conversations to discuss reasons for immigration to Australia.
o How these reasons may have impacted on Australian society
at the time, weather it was a positive or negative result.
o Students will discuss answers to higher order thinking
questions to compare and contrast ideas and concepts
discussed throughout the lesson.
o Anecdotal notes will be taken of students participation and
understanding of concepts. Further, answers to inquiry
questions (during the puzzle activity) which will indicate the
lever of learning achieved and weather further lessons will
need to be revisited to reinforce or elaborate on key
concepts.
Lesson 6 Grand Conversations and Anecdotal Records
o To further elicit prior knowledge this lesson will involve grand
conversations through yarning circles to discuss the effects
of colonisation on the Indigenous inhabitants of Australia.
o How the effects of colonisation have impacted on modern
day Australian, positive? /negative?
o Students will discuss answers to higher order thinking
questions to compare and contrast ideas and concepts
discussed throughout the lesson.
o Anecdotal notes will be taken of students participation and
understanding of concepts.
Lesson 7 - Debate
o A series of higher order thinking questions will be asked
throughout the lesson; this will ensure that students are
challenged in their thinking processes.
o Observations will be also made to ensure that students are

engaging with the lesson and keeping on task.


Lesson 8 Graphic Organiser
o Students will be asked to complete a graphic organiser at the
end of the lesson so the teacher can gauge their research
capabilities
o Observations will be also made to ensure that students are
engaging with the lesson and keeping on task.

Assessment as learning

Lesson 9 - Historical Recount


o Each groups historical recount will be handed in to the
teacher at the end of the lesson and will be marked looking
for, historical terms, structure and understanding of Mary
Mackillop.
o A series of higher order thinking questions will be asked
throughout the lesson; this will ensure that students are
challenged in their thinking processes.
o Observations will be also made to ensure that students are
engaging with the lesson and keeping on task.
Lesson 1 KWL
o A KWL chart has been included in this lesson for the teacher
to gain an understanding of what the students already know
about the topic and guide them towards the purpose of the
unit.
Lesson 2 Self-assessment
o The thumbs up, thumbs down self-assessment technique will
be utilised throughout the lesson. This will ensure that the
teacher and students know that someone is having difficulties
with a particular concept. This will allow fellow peers to assist
their classmates and share they knowledge that they have
gained in an alternative manner to what the teacher has.
Lesson 3 Concept Map
Students research one historical person and create a concept
map with information that will also be used in the Summative
Assessment.

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