Sonali Sharma

102090/102091/102092 Secondary Curriculum 2B History 1H 2018 Assignment 1: Professional task
UNIT OUTLINE
Subject: Modern History Course: Number of Weeks: 5
NSW Stage 6 – Year 11 (20 hours total)
Unit title: Indenture System –
Reinvention of Slavery,
A Lost Chapter.
Key Concepts/ Big Ideas The importance of this learning
Power This unit of work is unique, its significance lies in its narrative. It is a historical
Slavery narrative of oppression and displacement of a people by those in power, it is a
Colonialism cultural and social narrative of Indians that became labourers of the Indenture
Commodity trade System from 1833-1920.
Diaspora Indians This unit examines the way British Colonial powers oppressed and ‘legally’
Race relations enslaved Indians following the abolition of slave trade, and utilised them in
Ethnic tensions furthering their venture of sugar trade to secure their position as the world’s leading
Slavery existence today economic power.
This unit of work aims to inform students of the ethical and moral wrongs of slavery,
the way societies in power create a superior/inferior paradox, the effects of
Colonialism on even the far reaches of the world, and effect of commodity and
trade in shaping various societies and countries.
Unit context within Scope and Syllabus Outcome

Sequence/Purpose
Investigating Modern History – The Nature of

A student:
Modern History.
3. The Construction of Modern Histories.  MH11-6
Sonali Sharma 18059742

Analyses and interprets different types of sources for evidence to support an

This unit of work will focus on students
developing an understanding of the nature of historical account or argument
modern history through an investigation of
relevant methods and issues.  MH11-7
Students investigate:
Discusses and evaluates differing interpretations and representations of the
 An overview of different types of histories,
including narrative history, biography, past
social and cultural history.
 The role of evidence, interpretation and  MH11-9
perspective in the construction of
historical accounts Communicates historical understanding, using historical knowledge,
 Problems associated with the construction concepts and terms, in appropriate and well-structured forms
of modern histories: the abundance of
documentary material, the incomplete  MH11-10
nature of evidence and political controls
on access to source materials, including Discusses contemporary methods and issues involved in the investigation of
classified records modern history
 The role of selectivity, emphasis and
omission in the construction of historical
accounts
Literacy Focus Numeracy Focus ICT Focus Differentiation

Can be seen throughout document.
Students will be Students will be reading Students will be using
learning to interpret maps to examine what PowerPoint Engagement with history in Stage 6 requires strong
and analyse different kind of information can presentations prepared reading and writing skills to analyse and examine
types of sources, be gathered by looking by the teacher, they will historical sources, as well as to illustrate their
written primary and at maps from different also be making their learning and convey their ideas about investigating
secondary sources time periods in history. own. Students will be history as modern historians. However, lessons
(MH11-6). Students will also be using websites to that contain dense written information /require
This will require presented with access data for lessons, producing written information, are designed with

strong ability in statistical data, which these lessons utilise alternatives for students who struggle to meet the
literacy. they will utilise to gauge websites to facilitate lesson’s outcomes. The lessons also contain
Students are asked to the scope of the group work, individual alternatives for gifted and talented students who
read from ebook Indenture System and learning and inform excel in the unit and require more educational
chapters, analyse track the movement of classroom stimulus.
written historical people during this time conversations.
perspectives, compare period. Students will also be Lessons also contain individual and group
and contrast different watching a documentary presentations, debates, class discussions, and role
versions of history, on YouTube. play. This is to facilitate both independent learning,
and create several Some students will as well as peer/collaborative learning as some
written pieces that create multimedia students perform better in this setting.
convey their ideas and presentations.
understanding of the Some lessons are designed around the teacher
unit’s content (MH11- delivering information in narrative form, e.g.
7; MH11-9). personal family history, providing information
The final assignment before facilitating whole class discussions, looking
for the unit is a written at pictures. These lessons are designed alongside
journal, which will lessons that require reading, writing and
require a display of interpreting historical data, for students that learn
strong skills in literacy via story-telling and hearing content information
by students. rather than reading content information. Weeks 2-4
are designed around a YouTube documentary.
Students who are unable to access a computer or

the internet at home are given the option to write
their work as hard copy or are scheduled time in
computer labs. Students are also provided printed
information by the teacher if they are unable to
access things outside the classroom.

Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequence including assessment for learning.
1  An overview of Types of history Resources used by students during lesson:

The span of different types of
the British histories, Teacher-led activity – students  American Historical Association, 2017
Empire in the including participate in class discussion. https://www.historians.org/teaching-and-
learning/teaching-resources-for-
19th century narrative history, Discussion points: historians/classroom-materials
and its biography, social  What constitutes as evidence in
growing and cultural Modern History?
success in history.  Theorize the existence of different
commodity  The role of types of history and what can be
trade. Role of evidence, considered as history. E.g.
slave trade in interpretation biography, social history, cultural
the 19th and perspective history, political history, legal
century British in the history. Also e.g. social media as
Empire. construction of form of history.
historical  What is the value of different types
accounts of history to us as historians.
Student-led activity – students view link

provided (American Historical
Association site) and take turns to
create a brainstorm on the board about
different types of history and provide
examples. Students learn to
differentiate between different types of
history. Differentiation – students who
are struggling with the board brainstorm
may partner with a friend, or be paired
with a gifted and talented student to
work together to contribute to the

activity.
Roles of evidence: 19th Century British

Empire and Commodity Trade
Teacher-led discussion – students are

introduced to the roles evidence,
interpretation and perspective play in
constructing historical accounts.
Students research online and find maps
outlining 19th century British Empire
trade routes in order to:
 Ascertain the geographical
extent of the empire.
 Obtain a visual image of the
extent and complexity of the
trading routes.
 Recognise the array of goods
and manufactured material being
traded.
 Recognise the movement of
slaves on these routes.
Differentiation – teacher assists
students that cannot find an appropriate
map or are having difficulty investigating
the above dot points. Teacher has
printed copies of maps to provide these
students and will work with the students
to help them understand the dot points.
Slaves and Commodity Trade success

Student-led group and whole class

activity – in groups of 3 to 4, students
utilize their maps to briefly theorize and
explain the role of slaves in the success
of British economic commodity trade.
Differentiation – teacher moves around
the classroom to assist groups that are
having difficulty with the activity and
encouraging those nervous to present.
Groups take turns to present their

points to the class in an open class
discussion. Students are guided to
reflect on the significant role of slave
trade in the success of British economic
commodity trade.
Differentiation – students who are more
capable are encouraged to write their
reflection of the significant role of slave
trade in the success of British economic
commodity trade in 100 words and send
to teacher.

2  An overview of How popular and successful was the Resources used by students during lesson:
The abolition different types of Sugar Trade?
of slave trade. histories,  An overview of History of Indenture, Chapter 1:
Effects of this including Individual reading and teacher-led class Abolition of Slavery and the labour problem in the
on the narrative history, discussion – students access and read British Empire http://www.aapravasighat.org/
Empire’s biography, social Chapter 1 of ‘Abolition of Slavery and
Sugar Trade. and cultural the labour problem in the British  The Abolition Project, ‘Arguments and
Indenture history. Empire” from link provided. Teacher Justifications’
http://abolition.e2bn.org/slavery_112.html
System  The role of discuses with students and provides
formation and evidence, information on:  BBC documentary – ‘Coolies: How the British
brief interpretation  Key stakeholders of the British Reinvented Slavery’
description. and perspective Sugar Trade in the colonies (CSR https://www.youtube.com/watch?v=oxl4q_jfDPI
in the Australia).
construction of  How popular Sugar Trade in the
historical 18th – 19th century was.
accounts  Slavery driven sugar plantation
locations (refer to researched
maps).
Differentiation – teacher provides
summary sheet to students who have
reading disabilities or find that they do
not understand the chapter.
Individual activity – Students refer to
their maps of 19th century trade routes
and research for maps online depicting
sugar plantation locations in British
colonies to identify its widespread
popularity at the time.
What does the abolition of Slavery

mean for Sugar Trade?

Individual activity – students access and

read ‘Arguments and Justifications’ for
pro-slavery on Abolition Project website
from link provided. Students participate
in historical role play, writing a diary
entry from 1st person perspective of a
pro-slavery sugar plantation owner
following the Slavery Abolition Act 1833.
Differentiation – teacher encourages
more capable students to also write an
entry from the perspective of a child
born into slavery, who believes slavery
is their only purpose and future.
Teacher assists students by providing
summary of key ideas and explanation
of concepts discussed in the
‘Arguments and Justifications’ article.
Teacher-led class discussion – students

evaluate and discuss the gaps in the
Sugar Trade due to Slavery Abolition
Act 1833, reflecting on their diary
entries as a basis for the discussion.
The Indenture System formation
Students are introduced to ‘The

Indenture System’ by watch until 6mins
50sec of BBC documentary ‘Coolies:
How British Reinvented Slavery’.
Individual activity – students draw

timeline of events from 19th century

Sugar Trade success to formation of
Indenture System.
Differentiation – students struggling to
recall and organise the events are
assisted by the teacher who has an
exemplar timeline.
Teacher-led class discussion – students

participate in class discussion on events
that resulted in formation of Indenture
System to provide sugar plantation
labour following abolition of slave trade.
Class debate – class is split in half,
sides debate on whether the Indenture
System was a ‘reinvention of slavery’ as
the video title suggests.
What was the Indenture System?  Girmit, ‘The Indenture Agreement’

 The role of http://girmit.org/?page_id=748
3 evidence, Students individually write 200-word
What was the interpretation summary of events leading to formation  Resource 1
Indenture and perspective of Indenture System. Students recap
System? in the first 6mins 50secs of BBC documentary  CSR Australia, ‘Our History’
Looking at the construction of ‘Coolies: How British Reinvented https://www.csrsugar.com.au/csr-sugar/our-history/
Indenture historical Slavery’ in class discussion. Students
 Girmit, ‘What Australian CSR Company
Agreement accounts watch documentary to 29mins 15secs.
stole from Indo-Fijians in the cane fields of
1912 and  The role of
Fiji’ http://girmit.org/?page_id=829
statistics for selectivity, Indenture Agreement 1912
the period emphasis and
1833-1920. omission in the Students individually read and interpret  Resource 2

CSR Australia, construction of ‘The Indenture Agreement’ via link

history and historical provided. Students closely examine the
success. accounts Agreement by answering questions
Specific provided (resource 1), students vote on
example of whether this activity occurs as a class
Guyana and discussion or individually.
Fiji.
Different perspectives of a proud
Australian Company
Students are introduced to the ideas of

‘selectivity, emphasis and omission’ in
the construction of historical accounts.
Students access and read ‘Our History’
on CSR Australia website, and ‘What
Australian CSR Company Stole from
Indo-Fijians in the Cane Fields of Fiji’,
via links provided. Students examine
both accounts of the history of CSR
Australian company. In small groups,
students investigate and make notes
about the contrasting perspectives of
CSR history.
students who are struggling to read and
make sense of the two webpages.
Teacher also assists groups that are
struggling to compare and contrast the
two perspectives. More capable
students are asked to make 2min vlog
videos and submit to teacher.

Statistics: what can they tell us?
Students view power-point (resource 2)

on statistics. Teacher-led class
discussion on why statistics are ‘boring’
yet important, what do these statistics
tell us about the Indentured people in
Fiji and British Guiana?
Students participate in small group
discussions to calculate and assess the
scale of Indenture System between
1833-1920.
4  The role of What did the Indentured labourers look  Resource 3

The people’s evidence, like? My great-grandparents
perspective – interpretation
displacement and perspective Students share the answers to their
and in the Indenture Agreement questions
mistreatment. construction of (resource 1) from previous week in
Living and historical small groups. Students view
working accounts PowerPoint (resource 3) with images
conditions.  Problems from British Guiana and Fiji, including
Specific associated with personal images (images of my great-
example of the construction grandparents farm and school they
Guyana and of modern helped establish in their rural town).
Fiji. histories: the
abundance of Why are there problems associated with
documentary construction of history?
material, the
incomplete Teacher-led discussion on problems
nature of associated with construction of modern

evidence and history using personal ancestry

political controls example; incomplete nature of
on access to evidence, social sigma on subject of
source materials, Indenture, cultural history of
including suppression, political control (Fijian
classified educational institutions do not teach
records. Indenture history), access to source
materials (online publishing of National
Achieve data, strictly monitored).
Living and working conditions
Students watch BBC documentary until

end. Class discussion of the woman
David Dabydeen interviewed and the
man Brij Lal interviewed. Students
asses both accounts and explain using
PowerPoint images and documentary,
what the living and working conditions
of Indentured labourers was like in 200
words.
Differentiation – students who are
having trouble understanding the task
or have reading/writing disabilities are
assisted by teacher and asked to hand
a shorter 100word piece in as
homework if unable to complete in
class.
End of Indenture
Students research and construct 4 slide

presentations on the end of the

Indenture System and Gandhi’s
influence in uniting Indians of the British
colonies. To be presented next week.
students do not have a computer or
PowerPoint software at home, by
scheduling time for them to access
computer labs. Teacher urges more
capable students to consider
multimedia presentation, e.g. vlog,
video, cartoon, animation.
Class discussion, teacher-led. Consider,

what happened to the Indentured
labourers? Students are provided with
information on the strategies used to
keep the Indentured labourers in the
colonies, e.g. extended labour period in
exchange for free pass home, land to
live and farm on in exchange for their
produce to be given for trade, incentives
to have children in the colonies.
5  Problems Power, superior/inferior paradox  Resource 4

Thinking associated with  Resource 5
ethically and the construction Students present their  ASSIGNMENT- Journal Questions
morally about of modern PowerPoint/multimedia presentations
slavery and histories: the from last week. Students recap on the
the misuse of abundance of key ideas of ‘selectivity, emphasis and
power. documentary omission’ in the construction of
Does slavery material, the historical accounts. Students answer

still exist in the incomplete questions provided by teacher

modern nature of (resource 4) by conducting own
world? evidence and research online.
political controls Differentiation – teacher moves around
on access to the classroom to assist students who do
source materials, not understand the question or are
including having difficulty articulating answers.
classified
records. What do we think about slavery and the
 The role of indenture system?
selectivity,
emphasis and Students utilise their own ethical and
omission in the moral judgement to reflect about
construction of ‘slavery’. Students also research online
historical to find additional information. In groups,
accounts. students outline 10 reasons why slavery
is ‘not right’. Each group selects a
speaker to present these reasons in
student-led, whole class discussion.
Does slavery exist today?
Students view PowerPoint slide

provided by teacher (resource 5) on
types of slavery that still exist today.
Students use the web link provided on
the PowerPoint slide to visit the UHCHR
website and look at their list of UN
agencies, NGO’s and foundations
helping to eradicate contemporary
forms of slavery. Students pick a

website and make their own 3-4 slide

PowerPoint or written work on a
contemporary form of slavery, and
submit to teacher.
Lets recap!
Students spend the lesson recapping

the unit’s content.
Students will sit a short quiz designed
by the teacher, contained questions
from the whole unit.
Students will then write a 100-200word
summary of the things they found most
interesting or ‘fun’ to learn. Consider,
are there things you are able to take
from this unit of work, into your lives
outside the history classroom? Have
you learnt something that you find
valuable? Is there something you’d like
to have spent more/less time on?
ASSIGNMENT: Students submit their

journals after the lesson.
Assessment Details Outcomes

Students are provided with a

document containing questions
regarding the unit. They are required  MH11-9
to answer one question a week. At
Communicates historical understanding, using historical knowledge, concepts and
the end of the 5th week, students
submit their journals. terms, in appropriate and well-structured forms
The journal is an example of  MH11-10

formative assessment. This form of
assessment has been chosen as it Discusses contemporary methods and issues involved in the investigation of modern
allows the teacher to follow the history
progress of a student’s learning and
track the learning process throughout
the course of the unit. It also allows
the teacher to identify and provide
feedback on more than one issue
that the student has had with the unit.
It also is a good indication to the
teacher of the success of the unit,
issues with the unit and things that
can be improved for a future class.
Evaluation of the Learning and

Teaching

This unit was an overall success for students.

For many students, they were aware of how Africans found their way to America but many were not aware of the circumstances
that led to Indians being present in some of the most remote places of the globe such as Guyana, the West Indies, and Fiji. At
instances the lesson was confronting for students, e.g. the old woman who recounts her childhood growing up in British Guiana in
the BBC Documentary; UHCHR website.
Students found that having a variety of tasks to do throughout the week helped with engagement, e.g. discussions, debate, reading
historical evidence online.
Students with reading/learning disability that struggled with the content and engagement were appreciative of alternatives provided
by the teacher.
Dense reading lessons were substituted by summarised documents, this helped students better understand the content. Perhaps
for future reference include more summarised alternatives for dense reading lessons.
Include more debates, students enjoyed debates.

Academic justification
This short essay is an academic justification and discussion of the unit of work created for Assignment 1. The unit of work was designed
for the Stage 6 Modern History Year 11 Module Investigating Modern History – The Nature of Modern History (NESA, 2017), with a content
focus on study 3. The Construction of Modern Histories. ‘The Indenture System 1833-1920’ was chosen as the example topic for the content
focus study 3. The Construction of Modern Histories, designed for a mixed ability Western Sydney classroom. Through an analysis of the Stage
6 Modern History syllabus for Year 11, this essay aims to justify how the unit of work, ‘The Indenture System 1833-1920’, fits within the
framework of the content focus study 3. The Construction of Modern Histories and aligns with my own professional beliefs about addressing the
curriculum and the learning needs of mixed ability senior students.
The Stage 6 Modern History syllabus aims to enable students to “develop knowledge and understanding of the modern world, the skills
of critical analysis, and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world”
(NESA, 2017, p 11). For this reason, the objectives of the syllabus are divided into 3 main target areas: ‘knowledge and understanding’, ‘skills’,
‘values and attributes’. The four outcomes for Investigating Modern History – The Nature of Modern History module are taken from the ‘skills’
objective of the syllabus: MH11-6, MH11-7, MH11-9, MH11-10. This suggests that at a practical, classroom level, units of work and lesson
plans designed for this module must display these skills. Teachers are to incorporate a working definition of these skills into their designs and
assist students to achieve these skills outcomes.

As a passionate historian and future history teacher, I believe that history is both subjective and objective, each has its merits in historical
investigation. I also believe in analysing, questioning, and contrasting different types of evidence and sources to support my historical
arguments. My professional beliefs have been incorporated in the unit of work, alongside the MH11-6 and MH11-7 skills outcomes, as they are
very similar. In the ‘Indenture System’ unit of work, MH11-6 and MH11-7 are displayed by incorporating maps, images, statistics, policy
documents, ebook chapters, NGO websites, BBC documentary, oral biographical accounts, and my own family history. These serve as “different
types of sources for evidence to support the historical argument” that the Indenture System was a reinvention of slavery and displaced many
Indians during the 19th century (NESA, 2017 p 28). To further emphasise MH11-7, the unit of work evaluates both the British Empire and
Indentured Labourers’ perspectives on the Indenture System, to foster discussions on “differing interpretations and representations of the past”
(NESA, 2017, p 28).
Collaborative work in the classroom has advantages for student learning. It promotes social interaction and teamwork, provides
opportunity for peer learning, and involves students utilising skills such as negotiation, critical thinking, conflict resolution, active listening, and
effective communication (Arnett, 2013; Kaendler, Wiedmann, Rummel & Spada, 2015; Strang, 2015). While collaborative learning has not
specifically been outlined for this module and its outcomes, due to my professional beliefs on its advantages I have incorporated it in the unit of
work, alongside the MH11-9 and MH11-10 skills outcomes. Collaborative learning strategies and MH11-9 and MH11-10 are displayed in class
discussions, group discussions, written work student work (100-200 words), student presentations, class debates, and the journal assignment. All
of these are also examples of formative assessment. Formative assessment is utilised as it allows for mapping of student learning throughout the

unit of work. The teacher is able to see the phases of learning, the stages of advancement in a student’s knowledge and skills (Frunza, 2014). The
teacher is also able to provide feedback to students in ‘real time’, and assist in the specific areas of learning that students may be struggling with
or more curious about (Frunza, 2014).
The initial design stages of the unit of work were influenced by the Australian Professional Standards For Teachers (AITSL, 2011)
“Standard 1 – know students and how they learn”, “Standard 3 – plan for and implement effective teaching and learning”, “Standard 4 – create
and maintain supportive and safe learning environments”, “Standard 5 – assess, provide feedback and report on student learning”; Melbourne
Declaration on Educational Goals for Young Australians (MCEETYA, 2008) “Goal 2 – All young Australians become successful learners,
confident and creative individuals, and active and informed citizens”; A Practical Guide to Teaching History in the Secondary School (Hunt,
2007); and ‘Lesson planning and the student teacher: re‐thinking the dominant model’ (John, 2006). These four texts allowed me to reflect on my
personal teaching philosophy and guide the designing of work week-by-week, activities chosen for specific lessons, and sequencing of the five
weeks of content to cater for a mixed ability class as equitably as professionally possible.
The unit of work spans over five weeks, designed for a mixed ability classroom in Western Sydney. The following are pedagogical
theories, classroom management strategies and lesson plan design models that inform my professional beliefs and were utilised to address
motivation and engagement for adolescent senior students in this assignment. Piaget’s stages of cognitive development, specifically the ‘formal
operations’ stage and Vygotsky’s sociocultural theories of ‘scaffolding’ and ‘zone proximal development’, have influenced the complexity of

weekly activities for this mixed ability class and the interactions between the teacher and students during class (Arnett, 2013). Strategies for
classroom management to create a positive learning experience were primarily from the Lyford’s model (De Nobile, Lyons & Arthur-Kelly,
2017). This model outlines the benefit of a positive ‘classroom climate’ and ‘classroom culture’. It assists in gaining student attention,
maintaining engagement, cues to facilitating group and whole-class discussions, transitioning between activities, and strategies for teachers to
develop effective student-teacher communication to assist in learning (De Nobile, Lyons & Arthur-Kelly, 2017). As a result of Piaget, Vygotsky,
and the Lyford’s model, each week includes the teacher assisting students during individual work, observing group work, providing feedback on
formative assessments, guiding discussions and providing extra assistance for students struggling with the content. A mixed ability class required
catering for a variety of situations and activities that were different each week, to be consistent in targeting classroom engagement and diverse
learning backgrounds.
My professional beliefs for addressing motivation and engagement issues in senior students are embedded within psychoeducational
approaches. Adler and Dreikurs’ ‘Goal theory’ and Glasser’s ‘Choice theory’ are two pedagogical theories widely utilised in Australian
classrooms (De Nobile, Lyons & Arthur-Kelly, 2017). Both theories identify the basic needs and goals of students that affect their behaviour and
outlines strategies to improve a student’s learning experience. Both theories are aimed at students with higher cognitive maturity, similar to
Piaget’s formal operations stage, and assert that young people are capable of logical and rational decision making when motivated by the right
goals and attention is given to their needs.
In conclusion, the unit of work ‘The Indenture System 1833-1920’ fits firmly within the framework of the content focus study 3. The

Construction of Modern Histories and Stage 6 Modern History Year 11 Module Investigating Modern History – The Nature of Modern History.
This has been demonstrated through the use of relevant syllabus material, pedagogical theories, NSW policy documents, and secondary sources
implemented to inform the unit of work. The unit of work effectively addresses my own professional beliefs about addressing the curriculum and
the learning needs of mixed ability senior students.
Reference list
Arnett, J. (2013). Adolescence and emerging adulthood (5th ed.). Boston, USA: Pearson.
Australian Institute for Teaching and School Leadership. (February 2011). Australian Professional Standards for Teachers. Retrieved from:
https://www.aitsl.edu.au/teach/standards
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments: Creating and Maintaining Productive Classrooms. South
Australia, Australia: Cengage.
Frunza, V. (2014). Advantages and Barriers of Formative Assessment in the Teaching- learning Activity. Procedia – Social and Behavioural
Sciences, 114, 452-455. Retrieved from: https://doi.org/10.1016/j.sbspro.2013.12.728

Hunt, M. (2007). A Practical Guide to Teaching History in the Secondary School. New York, USA: Routledge.
John, P, D. (2006) Lesson planning and the student teacher: re‐thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498. Doi:
10.1080/00220270500363620
Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher competencies for the implementation of collaborative learning in the
classroom: A framework and research review. Educational Psychology Review, 27(3), 505-536. Retrieved from:
https://search.proquest.com.ezproxy.uws.edu.au/docview/1704026993?OpenUrlRefId=info:xri/sid:primo&accountid=36155
Ladwig, J., & Gore, J. (2009). A classroom Practice Guide. Quality teaching in NSW public schools. Retrieved from: http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs. (December 2008). Melbourne Declaration on Educational Goals for
Young Australians. Retrieved from:
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
NSW Education Standards Authority. (2017). Modern History Stage 6 Syllabus. Sydney, Australia: NSW Education Standards Authority.
Retrieved from: https://syllabus.nesa.nsw.edu.au/modern-history-stage6/
Strang, D, K. (2015). Effectiveness of instructor-led collaborative learning in the classroom". Journal of Applied Research in Higher Education,
7(2), 134-145. Retrieved from: https://doi.org/10.1108/JARHE-07-2012-0018

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102090/102091/102092 Secondary Curriculum 2B History 1H 2018 Assignment 1: Professional task

Unit context within Scope and Syllabus Outcome

Investigating Modern History – The Nature of

Sonali Sharma 18059742

Analyses and interprets different types of sources for evidence to support an

Literacy Focus Numeracy Focus ICT Focus Differentiation

Sonali Sharma 18059742

Students who are unable to access a computer or

Sonali Sharma 18059742

Week/ Syllabus Content Teaching and Learning Strategies Resources

1  An overview of Types of history Resources used by students during lesson:

Student-led activity – students view link

Sonali Sharma 18059742

Roles of evidence: 19th Century British

Teacher-led discussion – students are

Slaves and Commodity Trade success

Sonali Sharma 18059742

Student-led group and whole class

Groups take turns to present their

Sonali Sharma 18059742

What does the abolition of Slavery

Sonali Sharma 18059742

Individual activity – students access and

Teacher-led class discussion – students

The Indenture System formation

Students are introduced to ‘The

Sonali Sharma 18059742

timeline of events from 19th century

Teacher-led class discussion – students

What was the Indenture System?  Girmit, ‘The Indenture Agreement’

Sonali Sharma 18059742

CSR Australia, construction of ‘The Indenture Agreement’ via link

Students are introduced to the ideas of

Sonali Sharma 18059742

Statistics: what can they tell us?

Students view power-point (resource 2)

4  The role of What did the Indentured labourers look  Resource 3

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evidence and history using personal ancestry

Living and working conditions

Students watch BBC documentary until

Students research and construct 4 slide

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presentations on the end of the

Class discussion, teacher-led. Consider,

5  Problems Power, superior/inferior paradox  Resource 4

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still exist in the incomplete questions provided by teacher

Does slavery exist today?

Students view PowerPoint slide

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website and make their own 3-4 slide

Students spend the lesson recapping

ASSIGNMENT: Students submit their

Assessment Details Outcomes

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Students are provided with a

The journal is an example of  MH11-10

Evaluation of the Learning and

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This unit was an overall success for students.

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curriculum and the learning needs of mixed ability senior students.