102090 SECONDARY CURRICULUM 2A, 2H

YEAR 11 – 12 HISTORY
ASSESSMENT ONE PROFESSIONAL TASK
JADE CUNNINGHAM 17999508

UNIT OF WORK

GROUND ZERO- REBUILDING HOPE: ‘THE INVESTIGATION OF HISTORIC SITES AND SOURCES’ 2-20

RESOURCES

RESOURCE ONE- FILM ANALYSIS 21

RESOURCE TWO- GOOGLE SLIDES 22-24

RESOURCE THREE- SOURCE ANALYSIS 25-28

RATIONALE

EXTENDED EXPLANATION 29-31

REFERENCE LIST 32

1
UNIT OF WORK

Stage 6 | History
Course: Year 11 Modern History Stage 6 Year 11 Duration 4 weeks/16 hours
Title: ‘Ground Zero- Rebuilding Hope: ’The Investigation of Historic Sites and Sources
Content Focus: Students investigate the significance of historic sites and sources, including the contribution of
archaeology and science, in developing our understanding of the past. The Historical concepts and
skills content is to be integrated as appropriate.
Content Rationale
Students investigate the significance of the Ground Zero site and relevant This topic has been selected for students as it is an event that has had
sources. Students explore the historical context of the event, the importance significant impact on the modern world. The topic captures student interest
of archives for our understanding of the site and sources, the reconstruction as an ongoing contemporary historic event that has shaped the world
process and historical significance of the 9/11 memorial and museum, the around them today. Students explore questions, truths and causations to
contribution and development of archaeology and forensic science in the develop their skills for understanding and analysing the past. Students are
identification of human remains, and the importance of oral testimonies and provided the opportunity to explore the events, perspectives and
sites for interpreting the past. technologies in a contemporary historical context.

‘The Investigation of Historic Sites and Sources’ provides an understanding of

the modern world landscape and will be supported by ‘The Shaping of the
Modern World’ topic ‘The Enlightenment’ and its focus on the development
of democracy and challenging ideas. This unit of work complements the
‘Change in the Modern World’ topic ‘The Changing World Order 1945-2011’
through students’ investigation of a historic site and its sources and the
impact it has had on international peace and security.

This unit takes into consideration the sensitive nature of subject matter.
Outcomes Key questions

Syllabus Outcomes What events took place on September 11th, 2001?

MH11-6 Analyses and interprets different types of sources for evidence to What events followed September 11th, 2001?
support an historical account or argument How did this event impact the Modern world and Australia?
How do people remember the events of September 11th, 2001?
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MH11-7 Discusses and evaluates differing interpretations and
representations of the past
MH11-9 Communicates historical understanding, using historical knowledge,
concepts and terms, in appropriate and well-structured forms
MH11-10 Discusses contemporary methods and issues involved in the
investigation of modern history
Related Life Skills Outcomes
MHLS6-1, MHLS6-2, MHLS6-8, MHLS6-9, MHLS6-11, MHLS6-12
Historical Concepts and Skills
Analysis and use of sources
Analyse sources to identify and account for the different perspectives of
individuals and groups in the past (ACHMH010)- students will analyse
sources to form their own account of the past through numerous
perspectives.
Identify and analyse problems relating to sources in the investigation of the
past (ACHMH011)- students will identify and analyse problems relating to
source significance, accuracy and reliability when investigating the past.
Historical interpretation
Identify and analyse the varying causes and effects of events and
developments in order to construct historical arguments (ACHMH001)-
students will explore and analyse the various causes and effects of events
and significant developments to construct historical arguments.
How do sources contributing to deconstructing the past?
What was the reconstruction process of the World Trade Centre Site?
What developments in DNA analysis have contributed to the identification of
victims of September 11?
Learning Across the Curriculum
Critical and Creative Thinking- is key to the historical inquiry process as
students within this unit are provided the opportunity to apply historical
reasoning, evaluate their own position and assess alternative interpretations
to create an informed understanding of the past.
Ethical Understanding- is central in this unit with students exploring and
understanding the diverse perspectives, values, beliefs and principles held by
individuals in the past.
Information and Communication Technology Capability- is important for
students’ historical investigation, analysis and communication of the past.
Students use ICT to locate, access, process, analyse and communication
information of historical sites and sources to form an understanding of the
past.
Literacy- is fundamental for student to be able to access, interpret and
analyse historic content. Literacy is supported and integrated within lessons
allow students the ability to extrapolate the meaning of sites and sources
and communicate their understanding of the past.
3
Historical investigation and research
Use evidence from a range of sources to inform investigation and research
(ACHMH005)- students use evidence from a range of sources to inform
investigation and research of the past.

Explanation and communication

Communicate historical understanding, using historical knowledge, concepts
and terms, in forms appropriate to purpose and audience (ACHMH014)-
students use historical knowledge, concepts and terms to communicate
historical understandings appropriately for the purpose and audience.
Diversity of Learners Key Terms
Significance World Trade Centre
This unit recognises the diverse needs of learners, implementing teaching
Empathy Twin towers
and learning strategies to facilitate the necessary support and inclusion for
Perspectives Ground zero
the success of all students. Differentiation is incorporated within many
Archival records Hijacker
aspects of the unit’s lessons through the content explored, product created
Digitilisation First responder
and learning environment of students in their investigation of the past. This
Reconstruction George Bush
unit has particularly focused on including support for:
Site survey John Howard
Forensic examination Alliance
Students with Special Education Needs- as all students are entitled to Forensic pathology Osama Bin Laden
participation and opportunities within their learning, this unit has embedded Forensic anthropology Al Qaeda
differentiation within teaching and learning strategies to provide learning DNA analysis Taliban
activities that both support and challenge the needs of diverse learners. The Oral testimony Terrorism
positive learning environment developed throughout this unit encourages Geopolitics
peer learning and supportive collaboration. Students are provided
opportunities to demonstrate their own personal interests and skills in a
range of activities. Varied sources and activities are used to enable learning
through visual, aural and written methods.

Students Learning English as an Additional Language or Dialect- as students

learning English as an additional language or dialect may require additional
support to develop English language proficiency, support is given to explicitly

4
teach key terminology and concepts, as well as necessary literacy skills
required to understand the past. Scaffolding has been implemented to frame
students learning and develop their required literacy and historical skills
throughout the progression of the unit.

Content Teaching and Learning Strategies Resources

(3 lessons)
Historical concepts and skills:
• Identify and analyse the
varying causes and effects
of events and
developments in order to
construct historical
arguments (ACHMH001)
• Students are introduced to the Ground Zero historic sites
and sources unit.
• Historic context is provided for students through teacher
led discussion, youtube clips and supporting powerpoint
including:
- The site of the event and the history of the World Trade
Centre
- The day of the event (using interactive timeline)
- The cause and effect of the event in the days after
September 11, 2001
- Australia’s response to events- John Howards response,
foreign policy and United States alliance
Historic context information for powerpoint and
discussion:
https://www.911memorial.org/world-trade-
center-history
https://www.history.com/news/remembering-
the-1993-world-trade-center-bombing
https://www.911memorial.org/faq-about-911
http://www.bbc.co.uk/history/events/the_septem
ber_11th_terrorist_attacks
https://www.911memorial.org/911-events-day-1
Interactive timeline
https://timeline.911memorial.org/#Timeline/2

Youtube clips
• Important key terms relating to the historical context are Sequence of events
explicitly defined and explained in the context of the event https://www.youtube.com/watch?v=9uOn7xLYPb
site and sources that students will investigate and apply c&t=19s
throughout the unit Breaking news
- Students create their own ongoing glossary of definitions https://www.youtube.com/watch?v=VveRmJpFW
throughout the duration of the unit 6o
- Definitions are created in students’ own words to enhance https://www.youtube.com/watch?v=sBciZFE8lAw
their conceptual understanding John Howard
https://www.youtube.com/watch?v=ZwqNcPv5jjA

5
 - Key terms for the three lessons include: significance,
geopolitics, hijacker, terrorism, Al Qaeda, John Howard,
George Bush, alliance
• Students are introduced to the syllabus outcomes to be
achieved in the unit
- Students complete a memory match game with each
syllabus point
Formative assessment strategy
Finley, T. (2014). 53 ways to check understanding.
Edutopia. Retrieved from
https://www.edutopia.org/blog/dipsticks-
to-check-for-understanding-todd-finley

• Students are able to share their own knowledge,

perspectives and possible experience of the site and
sources.
- Students that have visited Ground Zero site may share
photographs and experience with the class

• Formative assessment to check student understanding is

completed at the end of the three historical context
lessons
- Students create a twitter post in under one hundred
characters to summarise the cause and effect of the
September 11, 2001 event
- Students are also asked to write one question they would
like to learn over the course of the unit
- Students answers are collected and marked
(1 lesson) • Students watch the Netflix documentary ‘The Last Secrets Netflix documentary
of 9/11’ https://www.netflix.com/au/title/80241900
Historical concepts and skills: - Whilst watching students complete a film analysis
• Identify and analyse the worksheet Information on documentary
varying causes and effects RESOURCE ONE https://www.sbs.com.au/guide/article/2016/09/0
of events and 2/5-reasons-watch-last-secrets-911
developments in order to • Students gain insight into:
construct historical - The cause and effects of the event Formative assessment strategy
arguments (ACHMH001) - The events historical significance Finley, T. (2014). 53 ways to check understanding.
- Different perspectives of the event Edutopia. Retrieved from

6

(1 lesson)
Students investigate:
• the nature, range and
importance of archives to
historians of modern
history and the digitisation
of archival records
Historical concepts and skills:
• identify and analyse
problems relating to
sources in the
investigation of the past
(ACHMH011)
Outcome:
• discusses contemporary
methods and issues
involved in the
investigation of modern
history MH11-10
- The reconstruction of the Ground Zero site
- The importance of archives
- The role of excavation
- The ongoing forensic examination and DNA analysis
process
• To summarise the lesson students complete a 3-2-1 chart,
reflecting on the documentary and introduction to the
topic by answering:
- 3 things I have learnt so far
- 2 things I have found interesting
- 1 question I have/ want to find out about
• Lesson begins with a five-minute source analysis activity.
Teacher displays source image on the board. Students are
asked to write down exactly what they see without any
context
- Class then discusses the answers to the questions: what
did you first see? What are the key features of the image?
What is happening in the image? How do you know? How
might this image have been found?
- Teacher then reveals that the image is altered and was not
taken on the day of September 11
https://www.edutopia.org/blog/dipsticks-
to-check-for-understanding-todd-finley
Facing History and Ourselves. (2018). Teaching
Strategies. Facing History. Retrieved from
https://www.facinghistory.org/resource-
library/teaching-strategies/3-2-1
Formative assessment strategy
Regier, N. (2012). 60 formative assessment
strategies. Regier Educational Resources.
Source
https://www.snopes.com/fact-check/the-
accidental-tourist/
https://en.wikipedia.org/wiki/Tourist_guy
Information for powerpoint and discussion
https://www.archivists.org.au/documents/item/1
0
http://www.naa.gov.au/information-
management/managing-information-and-
records/capturing/digitsing-accumulated-
records/index.aspx
http://www.skwirk.com/p-c_s-16_u-430_t-
1101_c-4262/assessing-the-accuracy-and-
usefulness-of-historical-
evidence/nsw/assessing-the-accuracy-and-
usefulness-of-historical-evidence/conflict-
7
 • Discussion is had surrounding the reliability and accuracy
of sources for investigating the past
- Students learn to assess the accuracy and usefulness of
primary and secondary sources
- Students are made aware that many altered images,
stories and theories exist in regards to September 11, 2001
• Learning intentions and success criteria of the syllabus
point on the nature, range and importance of archives is
displayed and explained to students
consensus-and-care/australian-japanese-
relations-the-evidence
https://peelarchivesblog.com/2017/05/31/why-
dont-archivists-digitize-everything/
Duff, W., Craig, B., & Cherry, J. (2004). Historians'
use of archival sources: Promises and
pitfalls of the digital age. Public Historian,
26(2), 7-22.

• Class discussion is had and supported by powerpoint

information to explore:
- What is an archive?
- Why are they important in understanding history?
- What archives may be important to our understanding of
the Ground Zero event and site?
- Why is the digitisation of records important for historians?
- What are the limits of digitalising records?

• Students are explicitly taught key terms and definitions

(1 lesson)
Students investigate:
• the nature, range and
importance of archives to
historians of modern
history and the digitisation
of archival records
Historical concepts and skills:
such as archival records and digitilisation and are added to
their ongoing glossary in their books
• In table groups, students investigate and discuss the Padlet
methods and issues with the digitilisation of archival https://padlet.com/
records, using source evidence from digital archives of the
September 11 event Archive sources for students
• Using Padlet, each group makes three posts to the class https://www.911memorial.org/oral-history-
board to share their findings using evidence and archives-2
appropriate historical concepts and terms: http://911digitalarchive.org/
- the importance of archives for our understanding of the https://archive.org/details/911
event with examples
- explanation of the range of archives from the event with
examples
8
 • identify and analyse the - the importance of analysing and questioning archives for
varying causes and effects our understanding of the cause and effect of events
of events and
developments in order to • Each table group shares one of their Padlet posts with the
construct historical class and discusses why they chose the examples they did
arguments (ACHMH001)
• Class discussion emphasises the importance of archival
records for our understanding of the past and how
valuable it is to have digitalised records
Outcome: - Students also consider the importance of having a physical
• communicates historical space at the Ground Zero site
understanding, using
historical knowledge,
concepts and terms, in
appropriate and well-
structured forms MH11-9

• The class is introduced to the learning intentions and Google Earth

(1 lesson)
Students investigate:
• the reconstruction of
historic sites and site
chronology using evidence
Historical concepts and skills:
• communicate historical
understanding, using
historical knowledge,
concepts and terms, in
forms appropriate to
purpose and audience
(ACHMH014)
success criteria for the new syllabus dot point on the
reconstruction of the 9/11 memorial at Ground Zero and
its sources
• Key terms such as reconstruction are explicitly taught and
added to students ongoing glossary
• Students complete a Google Earth, Google Maps street
view and interactive tour of the 9/11 memorial site. Whilst
completing this activity students are asked to think about
the significance of the site and the atmosphere it would
have
- Students first enter their address into Google Earth and
travel to the Ground Zero site
https://earth.google.com/web/@40.7118143,-
74.0122558,2.28397293a,777.62413623d,
35y,0h,45t,0r/data=ClIaUBJICiUweDg5YzI1
YTFhM2JlOGNiNDU6MHhmNDMwY2NjNT
QwMWQxZWVkGStPIOwUW0RAIbTSWofZ
gFLAKg05LzExIE1lbW9yaWFsGAIgASgCKAI
Google Maps
https://www.google.com/maps/@40.7123608,-
74.0134307,2a,75y,82.27h,61.22t/data=!3
m6!1e1!3m4!1s7uQw4YAq00Rwqw__dvS6
XA!2e0!7i13312!8i6656
Virtual tour
https://www.911memorial.org/blog/take-virtual-
tour-911-memorial-museum

9
 - Students then use Google Maps street view to investigate
Outcome: outside the 9/11 Memorial and Museum. Students are able Blank maps
• discusses contemporary to move around the reflection pool and view the display of https://www.teachervision.com/map-0/world-
methods and issues names map-black-white
involved in the - Students then access the 9/11 Memorial and Museum https://www.superteacherworksheets.com/maps/
investigation of modern virtual tour and visit some of the exhibitions through a usa-states.pdf?up=1466611200
history MH11-10 visual and aural tour https://www.waterproofpaper.com/printable-
maps/new-york/printable-new-york-
• A mapping activity is completed to illustrate the location of county-map.pdf
the Ground Zero site and the memorial to provide
geographic context
- Students map the location on a world map, map of the Formative assessment strategy
United States and a map of New York Regier, N. (2012). 60 formative assessment
strategies. Regier Educational Resources.

10
• Class discusses their thoughts on the reconstructed site
and its place in modern history

• Students complete an exit card activity to demonstrate and

reflect on their understanding from the lesson
- Students create a quick sketch of an aspect of their
choosing, representing their understanding of the
reconstruction and purpose of the Ground Zero site

11
(1 lesson)
Students investigate:
• the reconstruction of
historic sites and site
chronology using evidence
Historical concepts and skills:
• use evidence from a range
of sources to inform
investigation and research
(ACHMH005)
Outcome:
• analyses and interprets
different types of sources
for evidence to support an
historical account or
argument MH11-6
(1 lesson)
Students investigate:
• the reconstruction of
historic sites and site
chronology using evidence
Outcome:
• communicates historical
understanding, using
historical knowledge,
• Collaboratively using Google Slides students create a
timeline of the process of clearing and reconstruction of
the Ground Zero site and 9/11 memorial museum
- Students view the youtube clip on how to use Google
Slides to make a timeline
- Teacher pre-prepares each slide to have a three to four
year time period written at the top of the slides beginning
from 2001
- Each table group is given a slide to create their timeline of
reconstruction events that took place within their time
period
- Students are encouraged to use images, videos and text on
their timelines. Student are also asked to correctly
reference their sources of information on the slide
RESOURCE TWO
• Using their slide each group presents to the class and
explains the events that took place
• Teacher formats and prints the Google Slide timeline of the Literacy lesson starter inspiration
reconstruction of Ground Zero from last lesson and gives
to students to have in their books
• To begin the lesson students are given five minutes to
complete a world unjumble activity that is displayed on the
board as they enter the room
- Student are challenged to write down as many words as
they can make within the time and to use all the words in
the box to reveal the focus of the lesson
- Once the five minutes is up students reveal how many
words they made. The winner must have made the most
Youtube clip
https://www.youtube.com/watch?v=BiUrccrI-Iw
Google slides link RESOURCE TWO
https://docs.google.com/presentation/d/11FqX95
YrVBiBK6c7PMdNE-yStz4yqKksN1Us28h8-
XE/edit?usp=sharing
Timeline information
https://timeline.911memorial.org/#Timeline/3
https://www.thoughtco.com/rebuilding-after-
terror-178540
http://oer.educ.cam.ac.uk/wiki/Interactive_teachi
ng_in_literacy_and_language/1._Warm_u
ps,_games,_and_introductions
Finley, T. (2014). 53 ways to check understanding.
Edutopia. Retrieved from
https://www.edutopia.org/blog/dipsticks-
to-check-for-understanding-todd-finley
12
concepts and terms, in
appropriate and well-
structured forms MH11-9
• This lesson focuses on developing student extended
words and used all the letters to make the final word Information to inform teaching of extended
‘extended response’. Winner receives a small prize response writing
https://www.youtube.com/watch?v=9Eij5M57pb8
D E X N https://syllabus.nesa.nsw.edu.au/assets/modern_
P N O S history/files/sample-questions-new-hsc-
E R S E modern-history-exam-2019.pdf
P E T D https://www.historyskills.com/assessment/extend
ed-response/
http://educationstandards.nsw.edu.au/wps/portal
response/essay writing skills with an information and /nesa/11-12/hsc/exam-advice-
scaffold worksheet resources/glossary-keywords

• Teacher outlines the important features of a modern

history essay including:
- Knowing the syllabus language
- Creating a sustained argument with relevant detail
- Using evidence to support argument
- Communicating knowledge through appropriate historic
concepts and terminology
- Using good paragraph structure

• The extended response question given to students is

‘Explain the reconstruction process of Ground Zero and its
significance in understanding the past through sites and
sources’
• Student are provided a scaffold for their paragraph
structure and have the choice whether to use it
• Student are also provided a marking criterion to
understand the aspects that must be included to receive
higher marks

• Students are given time to create a draft introduction and

first paragraph in exam settings
13

(1 lesson)
Students investigate:
• the contribution of
archaeological and
scientific techniques in the
investigation of the past,
including site surveys,
excavation, forensic
examination, DNA analysis
and exhumation
Outcome:
• discusses contemporary
methods and issues
involved in the
investigation of modern
history MH11-10
(1 lesson)
Students investigate:
• the contribution of
archaeological and
scientific techniques in the
investigation of the past,
- Teacher provides constructive feedback to students
• Class is introduced to the learning intentions and success
criteria of the new syllabus point
• Significant focus is placed on students understanding of
the key concepts of the syllabus point including
archaeological techniques, scientific techniques, site
survey, forensic examination, forensic pathology, forensic
anthropology and DNA analysis
- Students add their own definition of these terms to their
ongoing glossary
• Teacher led discussion, PowerPoint and Youtube clips links
the reconstruction process of the Ground Zero site and
9/11 memorial and museum to the archaeological and
scientific techniques used to:
- Excavate the site
- Transport the site debris
- Uncover the remains of victims
- Preserve sources
• As a close to the lesson students complete a turn and talk
activity to discuss their thoughts on the contribution of
archaeological and scientific techniques for our
investigation of the Ground Zero site and sources with the
person next to them
• Students are introduced to the forensic examination and
DNA analysis process that has evolved since 2001
• Students complete a worksheet activity to describe the
DNA analysis process to identify human remains
Information for discussion and PowerPoint
https://www.ncjrs.gov/pdffiles1/nij/214781_2.pdf
https://www.livescience.com/63172-dna-test-
identifies-911-victim.html
http://www.phillytrib.com/lifestyles/excavating-
ground-zero-sheds-insights-
into/article_daa411bb-8819-5ceb-a474-
8669f49fb83f.html
Youtube clips
https://www.youtube.com/watch?v=2LpJ4_DQSL
w&t=135s
https://www.youtube.com/watch?v=rl_NvLss0Sk
Formative assessment strategy
Regier, N. (2012). 60 formative assessment
strategies. Regier Educational Resources.
Information on DNA analysis techniques
https://aboutforensics.co.uk/dna-analysis/
https://www.nytimes.com/2017/08/07/nyregion/
9-11-victim-identified-by-dna-testing.html
https://www.netflix.com/au/title/80241900
14
 including site surveys,
excavation, forensic
examination, DNA analysis
and exhumation
Outcome:
• analyses and interprets
different types of sources
for evidence to support an
historical account or
argument MH11-6
(1 lesson)
Students investigate:
• the contribution of
archaeological and
scientific techniques in the
investigation of the past,
including site surveys,
excavation, forensic
Analysis Technique Technique description
Using a personal
item
Finger Prints, hair
or dental records
Blood stain or
saliva
Bone grinding
Liquid Nitrogen
Incubation
• Group research investigates the importance of forensic
development in order to identify human remains and the
difficult nature of the event for identifying victims
including:
- The event itself
- The environment the remains were stored
- The length of time taken
- The limited biological matter
• Questions are answered on worksheet and each groups
findings are shared with the class
• To begin the lesson students are taught about: Lesson Information
- The controversy surrounding the 9/11 Memorial https://www1.nyc.gov/site/ocme/locations/world-
Repository where remains are stored that have been trade-center-repository.page
identified and unclaimed or are kept to be retested as https://www1.nyc.gov/site/911health/researchers
forensic DNA analysis techniques develop /published-research-publications.page
- The current research on the health effects of people https://www.911memorial.org/remains-
involved in or near the site on September 11, 2001 repository-world-trade-center-site
15
 examination, DNA analysis • For the remainder of the lesson, two four corners debates
and exhumation will be held. A panel of judges is selected from the class to Debate idea
be unbiased judges to select the winning side of the http://www.teachhub.com/classroom-activities-
Historical concepts and skills: debates. how-hold-classroom-debate
• communicate historical
understanding, using • The four corners debate works by selecting the corners of
historical knowledge, the room to be strongly agree, agree, strongly disagree and
concepts and terms, in disagree. After hearing the question students move to the
forms appropriate to appropriate corner they believe to answer the question.
purpose and audience Students are given 10 minutes to discuss their position. A
(ACHMH014) debate is then held with the four corners presenting their
position with the support of evidence. Opportunity for
Outcome: rebuttal is also given. The panel of judges then decides the
• discusses and evaluates side that had the winning argument
differing interpretations • The debate questions are:
and representations of the - Archaeological techniques were more important in the
past MH11-7 investigation and analysis of 9/11 victims than
scientific/forensic techniques
- Remains should not be stored at the 9/11 repository

• As a close to the lesson students are asked to reflect on

(1 lesson)
Students investigate:
• the contribution of historic
sites and oral testimony to
an understanding of
events, developments and
life in the past
how our own experiences and others different
perspectives, interpretations and representations of the
past shape how we view different issues
• Students are introduced to the new learning intentions and Snowball activity
success criteria of the syllabus point https://www.nureva.com/blog/15-ways-to-spark-
student-reflection-in-your-classroom
• Class creates definitions of key terms such as oral
testimony and first responder for their ongoing glossary Formative assessment strategy
Finley, T. (2014). 53 ways to check understanding.
• Teacher identifies the importance of primary testimonies Edutopia. Retrieved from
such as recorded phone calls for our understanding of the https://www.edutopia.org/blog/dipsticks-
events that occurred on September 11, 2001, as much of to-check-for-understanding-todd-finley

16
 Historical concepts and skills:
• analyse sources to identify
and account for the
different perspectives of
individuals and groups in
the past (ACHMH010)
Outcome:
• discusses and evaluates
differing interpretations
and representations of the
past MH11-7
(1 lesson)
Students investigate:
• the contribution of historic
sites and oral testimony to
an understanding of
events, developments and
life in the past
our understanding of the event comes from outside the
building, rather than from within
• To begin students’ investigation of the contribution of
historic sites and testimonies for understanding events, the
class completes a snowball activity
- Each table group writes their ideas on one piece of paper
about how they think the 9/11 memorial and individuals’
stories have contributed to our understanding of the
events that took place on September 11, 2001
- The piece of paper is crumpled up and thrown to another
table group
- The table then reads the other groups ideas. Students then
add different ideas than what is on their original paper,
that may reflect or disagree with the ideas on the other
groups paper
- The task is then completed by all groups to write on all the
paper snowballs
• Using the answers written on the snowballs the teacher
leads a class discussion, with students evaluating the
different perspectives of their class members
• Students complete an exit card by writing ten words to
describe the views of the class explored in the lesson
• Using a source booklet and QR codes students select a O.M.C.A.P.U.R
range of sources to analyse and interpret different https://www.artofsmart.com.au/modern-source-
perspectives analysis/
- Sources include images, videos, letters etc.
- Teacher carefully selects sources as some recounts of the QR code creator
event can be extremely graphic and inappropriate for http://aftech.pbworks.com/f/40_Interesting_Way
students s_to_Use_QR_Codes_in_the_Cla(1).pdf
- Students source booklet uses O.M.C.A.P.U.R to support https://www.qrstuff.com/
and scaffold students source analysis
17
 Historical concepts and skills:
• identify and analyse
problems relating to
sources in the
investigation of the past
(ACHMH011)
Outcome:
• analyses and interprets
different types of sources
for evidence to support an
historical account or
argument MH11-6
(1 lesson)
Students investigate:
• the contribution of historic
sites and oral testimony to
an understanding of
events, developments and
life in the past
- As seniors, most students are able to complete the task
with the limited scaffold version, though an extensive
scaffolded support is available for students use
- Focus is also placed on identifying any problems of
reliability and accuracy of sources
RESOURCE THREE
• Class discusses the importance of people stories about the
event and the contribution of the 9/11 memorial to
consolidate many testimonies in a place of historic
reflection
• To begin the lesson students are given five minutes to
complete a world unjumble activity that is displayed on the
board as they enter the room
- Student are challenged to write down as many words as
they can make within the time and to use all the words in
the box to reveal the focus of the lesson
- Once the five minutes is up students reveal how many
words they made. The winner must have made the most
QR code source links
https://www.911memorial.org/sites/default/files/
Remarks%20by%20President%20Bush%20
at%20National%20Day%20of%20Prayer.pd
f
https://www.youtube.com/watch?v=SMDkvJRHaN
M
https://www.cbsnews.com/pictures/unforgettable
-9-11-images/
https://www.youtube.com/watch?v=7fs2duxjpE4
&t=5s
https://www.911memorial.org/sites/default/files/
Excerpted%20readings%20from%20the%2
0Tenth%20anniversary.pdf
https://www.space.com/12803-september-11-
anniversary-attacks-space-photos.html
http://www.abc.net.au/news/specials/september-
11-remembered/2011-09-09/eyewitness-
accounts-of-september-11/2866958
https://www.911memorial.org/survivor-tree
Information on types of creative works
https://elearningindustry.com/how-to-use-blogs-
in-the-classroom
https://www.scholastic.com/teachers/articles/tea
ching-content/writing-newspaper-article/
https://auspost.com.au/content/dam/auspost_cor
p/media/documents/business-letter-
template.pdf
18
 Historical concepts and skills: words and used all the letters to make the final word https://www.penguin.co.uk/articles/on-
• use evidence from a range ‘empathy’. Winner receives a small prize writing/on-writing/2017/jul/how-to-write-
of sources to inform childrens-picture-book/
investigation and research MTE
(ACHMH005) PAH
TY
Outcome:
• communicates historical
understanding, using
historical knowledge,
concepts and terms, in • Students are to create a creative piece of work of their
appropriate and well- choosing to reflect an individual’s perspective on the event
structured forms MH11-9 or historic site today
- Students could make: a blog post from the perspective of
someone that visited Ground Zero site today, an interview
with a survivor, a letter written from themselves to a family
impacted by the event, a picture book to use in high
schools
- Worksheet on different creative choices and how to use
them is given to support students completion of task

• In table groups, students present their creative piece with

one another
(1 lesson) • The lesson summarises all aspects investigated by students Kahoot
in the unit, with particular focus on the events historical https://kahoot.com
Historical concepts and skills: significance on daily life, hope and remembrance
• communicate historical Youtube clips
understanding, using • Students complete a Kahoot quiz to reflect on the https://www.youtube.com/watch?v=RU-SjV-odDQ
historical knowledge, significant events and syllabus outcomes they have https://www.youtube.com/watch?v=FRMbFZHZa7
concepts and terms, in explored throughout the unit Q
forms appropriate to - Questions include: Australia’s involvement after the event, Information
purpose and audience the significance of difference archaeologic and scientific https://www.theguardian.com/australia-news/ng-
(ACHMH014) techniques, the importance of perspective to construct interactive/2015/oct/19/all-of-australias-

19
 understanding, and key terminology used throughout each national-security-changes-since-911-in-a-
topic timeline

• Students view Youtube clips about remembrance and hope

from the fifteen year anniversary commemorations

• In groups students investigate lasting impacts the event

has had on the world, particularly airport security, media
representation of terrorism, and present ideas to the class

20
RESOURCE ONE

21
RESOURCE TWO

Google Slides link - https://docs.google.com/presentation/d/11FqX95YrVBiBK6c7PMdNE-yStz4yqKksN1Us28h8-XE/present?ueb=true&slide=id.p

Slide One Slide Two

Slide Three Slide Four

22
Slide Five Slide Six

Slide Seven Slide Eight

23
Slide Nine Slide Ten

Slide Eleven Slide Twelve

24
RESOURCE THREE

YEAR 11 MODERN HISTORY

HISTORICAL SITES AND SOURCES- SOURCE ANALYSIS BOOKLET

Name ________________________________________________________________________________

Instructions

Using the QR codes you are to select a minimum of four sources to analyse using the OMCAPUR tables.

Some QR codes will take you to a range of sources where you can select one source to analyse.

TEACHER NOTE: This source analysis book has two versions to best support student learning. The first option is the source analysis scaffold with only headings
to prompts students’ analysis. Alternatively, students requiring enhanced support are able to use the alternate source analysis scaffold with detailed
description of what should be analysed for each source. Teachers should be familiar with their students’ source analysis readiness and allocate the appropriate
booklet to students. The booklets should be printed with four copies of the table students will be using to complete their individual booklet.

25
QR CODES

Unforgettable images
George Bush’s statement at
Australian’s eye witness
National Day of Prayer and The falling man
accounts
Remembrance

Poems from the 10th

George Bush learning of the
Images from space satellites anniversary The survivor tree
attack

26
SOURCE ANALYSIS
Source__________________________________________________________________

Origin

Motive

Content

Audience

Perspective

Usefulness

Reliability

27
SCAFFOLDED SOURCE ANALYSIS
Source__________________________________________________________________

Origin • Who is the author?

• What kind of source is it?

Motive • Why did the author create the source?

Content • What can you see in the source?

• What images, language is used?

Audience • Who may have viewed this source?

• What would someone do with the source?

Perspective • Does the source present a perspective?

Why?
• Would someone else have a different
perspective?
Usefulness • What insight has the source given us about
the time?
• Is it accurate?

Reliability • Is it reliable? Why?

• Does the source present bias?

28
EXTENDED EXPLANATION

Engaging and valuable learning experiences are developed through the learning activities, knowledge, understanding and skills students interact with over the

course of a unit of work. Diverse learners must be supported within the planning of a unit of work to allow inclusive opportunity and academic success of all

students. The Nature of Modern History provides students the opportunity to investigate a contemporary site and sources to develop an understanding of the

world around them through relevant historic concept and skills.

The modern history curriculum, with particular focus on The Nature of Modern History, allows teachers the ability to utilise the curriculum to develop a

meaningful and engaging unit of work for students. The Ground Zero Investigation of Historic Sites and Sources provides senior students the opportunity to

engage with an ongoing contemporary historical site and issues, to develop their skills as active and informed citizens and to think critically about information

they interact with (NESA, 2017). The curriculum allows teachers to authentically teach valuable historical and personal skills such as empathy, perspectives and

significance within a unit of work. The Nature of Modern History syllabus provides teachers the opportunity to develop a unit of work that reflects their

professional beliefs of how students will best learn and engage with content.

The flexibility of content and methods to meet syllabus outcomes allows teachers the ability to develop a unit of work that will engage senior students interest.

Learning, teaching and assessment strategies must provide students with variety and interaction to create meaningful engagement for student learning (Charles

Darwin University, 2015). Each teacher has their own professional beliefs of effective engagement methods and activities to apply within a unit of work. The

Ground Zero unit of work has placed focus on engaging and supporting students learning through the use of creativity and variety of learning strategies. The

unit of work allows students to be active and collaborative learners through historic inquiry-based activities (Baker, 2009). Embedding teaching strategies that

29
support the diverse learning needs of students by implementing strategies for checking students understanding and formative assessment allows the teacher

to gauge students level of content understanding and interest with lesson activities (Killian, 2016; Finley, 2014). Engagement in a unit of work is important for

students’ ability to achieve syllabus outcomes and develop historic knowledge and skills in a meaningful manner.

Addressing the learning needs of all students within the classroom must be considered when forming a unit of work. Within Australian curriculum, diverse

learners are identified and supported throughout teaching, learning and assessment (NESA, 2017). Particular focus has been placed in the Ground Zero unit of

work to provide different learning modes to best support students inclusion, interests and ability (Tomlinson, 1999). The use of formative assessment and

checking students understanding is necessary in a differentiated classroom to measure students’ level of understanding, achievement of outcomes and

readiness to move on (Tomlinson, 1999). The Ground Zero unit has placed significant focus on the support of diverse learners within the classroom through

differentiation of the content explored, product created and learning environment. Differentiation of teaching, learning and assessment strategies allows all

diverse learners the necessary support and inclusion in classroom activities and content.

Lessons within a unit of work must be have a cohesive flow to enable students’ knowledge growth. When planning a unit of work important consideration must

be made in the sequencing of lessons to develop students’ deep understanding and higher order thinking through analysing, evaluating and creating (Collins,

2014). The Ground Zero unit of work has utilised Bloom’s revised taxonomy in the sequencing of teaching and learning strategies as students develop their

understanding of information, forming their own judgement and finally communicating that understanding through creative means (Collins, 2014). The

sequencing of lessons reflects a teacher’s personal understanding of how students best learn and through what methods.

30
Effective pedagogy is valuable in the teaching and learning of a unit of work. A teacher’s personal pedagogical philosophy is reflected in the strategies

implemented within a unit of work (Baker, 2009). Connectivism and cooperative learning are pedagogical frameworks that work together to support todays

twenty first century learners (Baker, 2009). As supported by the modern history syllabus the Ground Zero unit of work places focus on active and inquiry based

learning. The teaching and learning strategies used within the unit are underpinned by the principles of connectivism and cooperative learning through the use

of online learning environments, applying actionable knowledge, and enhancing personal knowledge and skills within contemporary history (Baker, 2009;

Siemans, 2004). Connectivism allows students to develop their use of digital platforms and integration of knowledge in an inclusive and relevant way.

Cooperative learning establishes a supportive learning environment and develops students’ ability to interact and learn from each other. Pedagogy is a critical

overarching framework for the creation of an engaging and meaningful unit of work.

The creation of an effective unit of work provides teaching and learning strategies that support all learners. The modern history curriculum presents a scope of

topics for teachers to create an engaging unit of work. Teachers are informed by curriculum, learning and pedagogy theory to develop appropriate activities

for all students to demonstrate critical thinking and meet required outcomes. A unit of work must create meaningful learning experiences and opportunities

for all diverse learners.

31
EXTENDED EXPLANATION REFERENCE LIST

Baker, R. (2009). Pedagogies and Digital Content in the Australian School Sector. Education Services Australia. Retrieved from
http://www.ndlrn.edu.au/verve/_resources/ESA_Pedagogies_and_Digital_Content_in_the_Australian_School_Sector.pdf

Charles Darwin University. (2015). First year toolkit. Student Retention Project. Retrieved from https://www.cdu.edu.au/student-retention/first-year-toolkit

Collins, R. (2014). Skills for the 21st century: teaching higher-order thinking. Curriculum and Leadership Journal, 12(14). Retrieved from
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910

Killian, S. (2016). Checking for understanding without creating mountains of marking. The Australian Society for Evidence Based Teaching. Retrieved from
http://www.evidencebasedteaching.org.au/checking-for-understanding/

Finley, T. (2014). 53 ways to check understanding. Edutopia. Retrieved from https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

NSW Education Standards Authority. (NESA). (2017). Modern history stage 6 syllabus. New South Wales Education Standards Authority. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/modern-history-2017

Siemans, G. (2004). Connectivism: a learning theory for the digital age. Elearning. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Tomlinson, C. (1999). The Differentiated Classroom. Alexandria: Association for Supervision and Curriculum Development.

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