Quality assessment : History

Title of assessment task

Year level

Australian Citizenship in the 20th Century 3 way Venn Diagram.

6

Links to the Australian Curriculum

Achievement standard/s 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.
Content description Year level description: Experiences of Australian democracy

and citizenship, including the status and rights of Aboriginal and Torres Strait
Islander Peoples, migrants, women, and children (ACHHK114)
Year Level description 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
DECD 2014 Quality Assessment History

decisions.

Content strands
Historical Knowledge and Understanding

Historical Skills

General capabilities and cross-curriculum priorities

General
capabilities

Literacy

Cross-curriculum
priorities

Aboriginal and Torres Strait Islander

histories and cultures

Numeracy

ICT

Critical and
creative thinking

Ethical
understanding

Asia and Australias engagement

with Asia

Personal
and social
capability

Intercultural
understanding

Sustainability

Background information
The students had had three weeks of learning about civics, citizenship with a focus on government
and an introduction to The Australian Constitution and the concept of citizenship prior to beginning
this unit. This was followed by a two week focus where students chose 8 tasks to support them with
their learning and background understanding of the citizenship journey of two groups of people.
They were required to complete 4 tasks from the Indigenous Australians column and 4 from either
the Women or Immigrants column. They were provided with a pathfinder which is a website with
preselected and annotated resources (See attached). Direct instruction from teachers, a visit to the
Migration Museum and a guest speaker from The University of South Australia about Womens
Suffrage further supported this learning.
Most students had had experience with Venn Diagrams previously. Teachers demonstrated how to
use a three way Venn Diagram. Students were encouraged to use their existing notes. The task
was preceded with some discussion about what they have learnt during the unit.

Students with additional learning needs were supported by teachers and SSOs as required.

Task description
DECD 2014 Quality Assessment History

Include the wording of the assessment task. Include the verbs and nouns which are part of the
achievement standard e.g. develop, organise and present a narrative using historical terms
and concepts.
Task: to complete the Venn diagram to show the similarities and differences in the journey to gain
citizenship of two separate groups (Indigenous Australians and Women or Immigrants. You will
need to:
1: Complete dot points about indigenous people and their experience of Australian citizenship
including causes and effects.
2: Complete the dot points about Women or Immigrants and their citizenship challenge including
causes and effects.
3: Complete the dot points about what it is like for one of the two groups today.
4: Complete the centre sections which show the similarities experienced by your chosen groups
and how it demonstrates the underlying thinking about democracy and citizenship in Australia at
this time.

DECD 2014 Quality Assessment History

Section 2: Support materials

grade

E
Product
shows
minimal
understandi
ng of key
concepts.
Lists at least
one idea
e.g. Rights,
Citizenship

DECD 2014 Quality Assessment History

D
Incorporate
s at least
two or
more of the
key
concepts
such as
Rights,
Citizenship
and
identifies
minority
groups.

C
Compares
experience
s and
rights of at
least two
different
groups and
describes
the
concept
and
process of
becoming
an
Australian
citizen
during the
20th
Century.

B/A
Can
explain the
underlying
beliefs and
attitudes
of the
Australian
governmen
t toward
citizenship
of
migrants
and
minority
groups.

A
Applies
understandi
ng of
underlying
beliefs and
attitudes of
the
Australian
government
toward
citizenship
rights and
transfers to
a modern
Australian
context.

Citizenship in 20th Century Australia Name____________________

Complete 8 tasks from this rubric. Choose 4 tasks from the Indigenous Australians column and 4 tasks from
either the Immigration or Womens rights column. Keep all notes and evidence of work in your folder or saved in a
digital format. Use the pathfinder at www.20thcenturycitizens.weebly.com. Add to your bibliography using SLASAs
Online Referencing Generator each session.

Indigenous Australians

Immigration

Womens Rights

Choose a primary source of

information from the Aboriginal and
Torres Straight Islanders section on
the pathfinder. Write down the title of
the text and 4 questions that a
person would be able to answer if
they read this text.
Using the link to Collaborating for
Indigenous Rights. Read about
Albert Namatjira on the pathfinder.
Write a paragraph about being an
Australian Citizen from his point of
view.
Listen to the song Brown Skin Baby,
read the lyrics and infographic. Write
a verse showing what life was like
for an Aboriginal Australian during
the 1900s.

Choose a primary source of

information from the Immigration
section on the pathfinder. Write
down the title of the text and 4
questions that a person would be
able to answer if they read this
text.
Choose a text from the
immigration section on the
Pathfinder. Create a piece of art
work that shows the events or
how the people of the time may
have felt.
Read the article Italian
Immigrants on the pathfinder.
Write a paragraph from the point
of view a person who tried to
migrate to Australia.

Choose a primary source of

information from the Women
and Suffragettes section on the
pathfinder. Write down the title
of the text and 4 questions that
a person would be able to
answer if they read this text.
Choose a text from the
Womens Rights section on the
Pathfinder. Create a piece of
art work that shows the events
or peoples feelings.

Attend a formal presentation.

Thoughtfully participate in a short
oral language session.
Watch First Australians Episode 6.
Take notes about the documentary.

Attend the session at the

Migration Museum. Participate in
the session and take notes.
Watch Immigration Nation with
adult support. Take notes about
the documentary

Look at the painting Barred from

the baths What does this picture
tell you about how Aboriginal people
were treated in the 20th Century?
Create your own artwork to show
your understanding of how
Aboriginal people were treated.

Choose two of the political

cartoons from the Pathfinder.
These cartoons make a point
about a political issue or event.
What is the point that these
cartoons make? Write a
paragraph or draw your own
cartoon about these events and
issues.
Watch the video about Krystynas
story. Write a paragraph about
what the immigration experience
was like for them.

Create a Venn diagram showing the

similarities and differences in the
experience of citizenship of an
Indigenous Australian person and
one other minority group.
DECD 2014 Quality Assessment History

Click on the Women & Equity

PDF button. Read about one
of the leading women in the
campaign for female suffrage.
Present your understanding
about their lives in any format
you choose.
Attend guest speaker session.
Thoughtfully participate in a
short oral language session.
Attend the session at the
Migration Museum and
consider what was the
experience of Women migrants
how was it the same or
different to men?
Watch the BTN segment on
Gender Equity. Why was the
work of the suffragettes so
important? How has the
movement toward gender
equality impacted on your life?

Create a Venn diagram

showing the similarities and
differences in the experience
of citizenship of a woman and
one other minority group

Or Identify your own source of information. Negotiate with your teacher how you would like to demonstrate your
understanding. You must complete 1 task in each lesson.

DECD 2014 Quality Assessment History