Year 6/7 History Unit Term 2: 6 Week Plan

(Proforma Utilising the ‘Backwards Design’ by Wiggins and McTighe, based on the Australian Curriculum Framework)

School and Class description

School located in a low socioeconomic region.

Mixed ability Group.

1 student with Cerebral Palsy.

7 Students with learning difficulties with reading and writing.

1 Student with Dyslexia.

Total Class size of 30.

Topic Unit Length

Refugees and the journey to Australia. 4 lessons at 45 minutes per lesson.

Links to other Learning Areas

History, English, Art, Drama and Geography, Science, Mathematics

Strands

Historical Knowledge and Understanding Historical Skills

The Historical Inquiry Process

Observing and Questioning Planning, evaluating collecting, investigating Processing, analysing, interpreting, creating Collaborating, communicating, responding

Concepts

Change Continuity Sustainability Interconnection Environment Culture Identity Place

General Capabilities

Literacy Information and communication technology (ICT) capability Critical and creative thinking Ethical understanding Intercultural understanding.

Global Education Concepts

Interdependence and Globalisation Identity and Cultural Diversity Social Justice and Human Rights

Cross Curriculum Priorities Asia and Australia’s Engagement with Asia Sustainability

Stage 1 – Identify Desired Results“What is worthy of Knowing, Understanding, Inquiry and skill development?”Aims

An understanding of factors that cause people to flee their home country. Development of respect for place, people and cultures worldwide. A deep understanding of the connection between Australia and Australia’s engagement with Asia. Become informed Australian citizens who help to contribute to the development and accepting of an economically sustainable population.

The Big Idea:Refugees and their journey: from around the world to Australia.

Knowledge and Understandings

This Unit of work draws on the knowledge and understanding of how have the cultural practices, family life, beliefs and customs of refugees impacted on Australian society. This unit leads an investigation for students to develop an understanding how the difficulties refugees face when resettling to a new host country. It also leads to the understanding of how the Australian way of life has changed because of Refugees settling in Australia.

Inquiry and Skills

Inquiry Questions How have the cultural practices, family life, beliefs and customs of Refugees impacted on Australian Society? What difficulties do Refugees face when resettling in a new host country? How has out way of Australian Life changed because of Refugees who have settles in Australia?

Learning Outcomes:

Comparing push and pull factors that contribute to individuals migrating to Australia.

Describe the conditions that affect countries before Refugees flea their home country.

Describe a variety of examples and experiences that Refugee people face.

Suggest types of Aid that Refugee can receive within Australia and how do they might receive this aid.

Compare and contrast the life of an Australian Citizen paralleled to an Australian Refugee.

Connection to ACARA:

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

comparing push and pull factors that have contributed to people migrating to Australia (for example economic migrants and political refugees) exploring individual narratives using primary sources (for example letters, documents and historical objects); Interviewing and recording an oral

history; dramatizing the journey and circumstances of arrival based on the sources describing cultural practices related to family life, beliefs and customs of newly arrived migrant groups and comparing these with those of the

communities in which they settled within Australia connecting stories of migration to students’ own family histories (where appropriate)

Brief description of unit

Students will be reading a novel as a class for the English subject. This novel is based on stories of Refugee children from across the world. This unit has been intergraded across the History and English curriculum accordingly. This unit will be used in conjunction to the English unit, as it provides the students the opportunity to develop stronger depth and understanding of Refugees and compare push and pull factors that have contributed to people migrating to Australia. Students will be able to communicate and link their personal experiences of cultural practices related to family life, beliefs and customs and compare and contrast that of Refugees.

Students will have the opportunity to participate in a fundraising activity that will allow students to take on a form of responsibility and ownership of helping a refugee. This fundraising activity will lead the students towards Refugee Week in the middle of June. This overarching theme of “Restoring Hope” allows students to direct their thinking and ideas along the line of providing a source of hope for other Refugee people that may be near or far. Students are able to participate in such a way that is humane and generous. Throughout the topic’s theme, students are given the opportunity to explore and discover a variety of factors that Refugee people face, what they experience and what factors enable them to survive. This is of importance, as students are able to apply the knowledge and understanding of this to their own lives. Students will learn to resilience skills throughout this topic and through a variety of formats. Resilience is also part of the school’s policy called “Bounce Back” program that is reinforced across all year levels.

Accommodations for Special Needs and Gifted & Talented

Special Need students have been allocated time to work in a group in the library with the designated SSO. Each Wednesday history lesson, the SSO is available to work with these students. The Gifted and Talented Students will be given extensions to the summative task accordingly.

Achievement Standards

By the end of year 7, students will understand reasons for the effect of change on societies, individuals and groups. Students will describe events and developments from the perspectives of different people from the past through to the present. Students will be able to research information to answer inquiry questions. Students will identify and select a range of sources and locate, compare and use information to answer inquiry questions. Students examine sources to explain points of view. Students will have an understanding of how to locate, organise and present their findings, and use historical terms and concepts to deepen their understandings. Students will become more aware with Australia’s engagement with the Asian society and also develop knowledge of how the effects of change and challenge in other countries around the world lead to sudden decision making those impacts the whole individual’s life experience.

Thinking tools

Bloom’s Taxonomy Question Matrix Graphic organisers Brainstorming Timelines

eLearning Considerations

Use Google maps to locate a variety of refugee home counties. Use a variety of websites to access images of Refugees and refugee camps and communities Use of websites for student interaction and research

Resources

Week 1

Refugee Week Website

Introduction to Refugee Worksheet.

Website of refugee timeline

http://www.migrationheritage.nsw.gov.au/cms/wp-content/uploads/teachers-resources/factsheets/MHC-ObjectsTimeline.pdf

Week 2

Timeline template

Timeline Example

Images of the war and refugees

World map

Migration program handout

Week 3

Saved Word document of group summary notes for each program

Timeline example for whiteboard.

Time line template.

Why do people move from their homes? Column example

“The developing world“ Resource sheet.

Week 4

Suit case full of ‘Asian Refugee’ possessions. Clothing, one sock, letter and travel description (boat 13).

Character Profile

Week 5

Restoring Hope Assignment Sheet

Laptops/computers

Week 6

Student assessment checklist

Peer assessment sheet.

Assessment Plan

Student Assessment

Formative

Two Stars and a Wish Weekly Formative Assessment Verbal Response Book work Daily Review Teacher room circulation Teacher Feedback Verbal descriptive feedback Student feedback to inform instruction.

Summative

Week 4-5 Assignment Rubric

Teacher Assessment

What does this student need?

What do these students need? What are the strengths to build on? How should I group my students?

Am I going to fast? Too slow? Too far? Not far enough?

How could I differentiate my instruction?

What do I need to alter in the next lesson to better meet student learning requirements?

Were the students engaged in the content? What could I alter?

What other resources could I include for this unit for next time?

What other assessments could I include in this unit that may help?

Did I provide a variety of enjoyable learning experiences for the students?

Did I enjoy teaching this unit?

Differentiate Learning

This unit has been planned according to the range of learning styles known in the classroom. This topic allows the students to be able to access the information through a variety of Differentiated elements:

Learning outcomesStudents are able to access the learning outcomes according to the student’s needs and readiness levels throughout their learning. Student outcomes have been kept the same, however the way that students meet the student outcomes have been modified according to the Australian Curriculum. Student outcomes have been modified to explicit student knowledge, understandings and skills that allow students to be provided with clear expectations that will help to direct their learning. There are a number of students in this class that have trouble with their reading and writing skills, so the unit has been designed with these students in mind. This unit aims to create alternate learning opportunities that allow all students in the class to access all of the information that is presented to the class.

ContentThe content of this unit has been collected, evaluated and selected according to the level of abstractness, complexity and variety for the students. The content has been selected according to a sequential ordering that is aimed for student depth and further understandings of the unit topic. Students are also given a variety of opportunities to apply their knowledge and further their learning experiences accordingly. The content also aims to promote a high level of student engagement through a variety of presentation options.

ProcessesThe learning activities within this unit emphasise higher order thinking processes such as application, analysis, evaluation and synthesis according to the revised version of Bloom’s Taxonomy. Students are given opportunities to transform their learning and synthesise rather than just summarise information. Students are encouraged to take a metacognitive approach to their learning to understand the purpose and process of their learning. They are also encouraged to see the big picture and defer judgement.

ProductThis unit allows students to apply the content they are learning and apply their knowledge to real life situations. The product of student understanding is also directed towards a real audience with an identified purpose that is engaging and realistic. Final student assessment for this unit allows students to take risks and become responsible for the depth and direction of their learning. It is anticipated that students will recognise monitor, evaluate and reflect of their understandings in comparison to the original learning focuses of the unit.

Learning EnvironmentsStudents are encouraged to negotiate their learning experiences so that students are more motivated in their learning. Students are encouraged to work collaboratively, take risks and to freely express ideas and opinions. The learning environment will allow for student growth and effective autonomous behaviour. This unit allows students to take control of their learning and become engaged with the learning experiences being presented.

Differentiate Learning (Detailed)

Elements Characteristics

Learning differences

Learning differences are acknowledged:interestslearning stylesReadinessLearning profile

Pacing The pace of learning is modified within the classroom according to the learning differences.

Curriculum The content in this unit is closely linked to the Australian Curriculum. The content is grounded in factual, procedural and conceptual knowledge, (Know, Understand, Do).

Content modification The content in this unit is modified to increase content complexity of depth and scope.

Tired activities Lessons have been designed to aid in the progression of knowledge, skills and understandings according to student ability groups, learning profiles and student learning interests.

Skills

High order thinking skillsCreative thinkingCritical reasoningSelf-regulation

Active learning

The classroom environment encourages active learning.It allows:Challenge through discussion with peersEncourages learners to make meaning of contentEncourages questioningProvides problem solving activities

Developing expertise Students are encouraged to think like experts in a field – relating knowledge, understandings and skills to real life situations.

Autonomy Students are encouraged to develop learning autonomy.

Diversity of learning needs

The diversity of student learning needs in this unit is met by:

Integrating the unit along the English, Fitness, Art and Drama subject content. Multisensory teaching Embedding of ICT’s Differentiated Instruction

1. Students are offered choices to acquire information and demonstrate their learning. Students are also matched accordingly to work with tasks that are compatible with their learning profile.

2. Content: multiple options for taking in information3. Process: Multiple options for making sense of ideas4. Product: Multiple options for expressing what they know

Universal Learning design:1. Creating flexible goals, methods, materials and assessments that accommodate learner differences. 2. Providing learners with various ways s to acquire knowledge and information.3. Providing learners with alternatives to demonstrate what they know and what they think. 4. Providing learners with appropriate means of engaging and interactive with the learning environment.

Week 1 Lesson Focus Resource Activity

Monday

29 AprilHistory

Tuesday

30 AprilHistory

Wednesday

1 May History

Thursday

2 May History

Friday

3 MayHistory

Week 2 Lesson Focus Resource Activity

Monday

6 May

History

Tuesday

7 May

HistoryIntroductionIntroduction to Refugees Unit

Refugee Week Website

Introduction to Refugee Worksheet.

Examine Refugee Images. Discuss what life is like as a refugee.Introduce Refugee Week Theme “Restoring Hope”Discuss Refugee Week theme focus.Discuss ways of which the community could be involved to support Refugees.Discuss how the students could raise awareness and fundraise to help with support.Hand out tin cans and Label for fundraising.Set label decorating for homework.Introduction to Refugee Worksheet.

Wednesday

8 May

History

Finding outHistory of refugees 1965 - 1990

Find out where it all started: who was affected, how and why?

Website of refugee timelinehttp://www.migrationheritage.nsw.gov.au/cms/wp-content/uploads/teachers-resources/factsheets/MHC-ObjectsTimeline.pdf

Timeline templateTimeline Example

Develop a simple timeline of events 1965 - 1990.

Thursday

9 May

HistoryFinding outHistory of refugees

1. World War II

Images of the war and refugeesWorld map

Brief description of effects of the war and what happens to countries and the people in the affected areas.

Friday

10 May History

Finding outHistory of refugees

2. Migration programs

Migration program handout

Hand out Migration programs to groups of 3 to 4. Read and highlight important information. Scribe a summary of program to report back to class.

Week 3 Lesson Focus Resource Activity

Monday

13 May

History

Tuesday

14 May

NAPLANHistory

Finding outHistory of refugees

2. cont Migration programs

Saved Word document of group summary notes for

each programWrite down Migration program notes.

Wednesday

15 May

NAPLAN

HistoryFinding out History of refugees 1900 and beyond

3. Timeline of Migrants to refugees

Timeline example for whiteboard.

Time line template.

Students to create a simple timeline on A3 paper 1900 and beyond

Thursday

16 May

NAPLAN

History

Finding out4. Moving

Understanding forced and voluntary moving of people from their homes.

Why do people move from their homes? Column example

Distinguish using two columns of reasons for people moving voluntary and involuntary from their homes or country.

Friday

17MayHistory

Finding out5. Refugee Aid

Investigating the type of aid that was available. Finding out how this aid helped Refugees.

“The developing world” Resource sheet.

Correctly identify examples of aid under their corresponding headings.

Week 4 Lesson Focus Resource Activity

Monday20 May History

Tuesday

21 MayHistory Demonstrating

6. Investigation: Asian Migration Story.

Suit case full of ‘Asian Refugee’ possessions.Clothing, one sock, letter and travel description (boat 13).

Develop a character profile of a Refugee according to the evidence in the suitcase.

Character Profile

Wednesday

22 May

CAMP

History

Thursday

23 May

CAMP

History

Friday

24 May

CAMPHistory

Week 5 Lesson Focus Resource Activity

MondayHistory

29 AprilTuesday

30 April

HistoryIntroduce and PLAN Refugee week Assignment

(Remembering)

Restoring Hope Assignment Sheet

Laptops/computersInquiry card format

sheet.

Introduce Assignment.Read through assignment sheet as a class and clarify any queries.Discuss the assessment options to the class.Students spend time looking at Resource to choose a Refugee to write about.Students to start planning the direction of their assignment using Inquiry card format sheet.

Wednesday

1 May History

PLAN Assignment

(Understanding) Laptops/computers

Continue planning their assignment. Start researching.Preferably have an idea of the format that they will work in. Students to start Researching information needed to include into the assignment. Teacher to assist with students to provide direction for research, using key words for direction.

Thursday

2 May History

RESEARCH Assignment

(Applying) Laptops/computers Research and locate key information to include.Use assignment sheet to guide research.

Friday

3 MayHistory

RESEARCH Assignment

(Analysing) Laptops/computers Use laptops and library to research for assignment

Week 6 Lesson Focus Resource Activity

Monday

29 April

History

Tuesday

30 AprilHistory

RESEARCH Assignment

(Evaluating) Laptops/computers

Type up assignmentStudents to look at the information that has been collected. Students to organise and evaluate information to formulate their assignment.

Wednesday

1 May History

DRAFT Assignment

(Creating) Laptops/computersType up assignment

Students work with the teacher to run through a draft and provide effective feedback.

Thursday

2 May History

DRAFT/EDIT Assignment

(Creating)Student assessment

checklist

Finalising of assignment for assessment Students use this time to edit and finalise their assignments. The teacher will allocate time to provide feedback for each student using a timer.

Friday

3 MayHistory Assignment Due

Peer assessment sheet.

Tables set up in stations

Class presentations of final assessment pieces.Students to spend the lesson viewing other student’s work at a variety of stations. Allocate time at the end of lesson to refer back to inquiry questions.

Q: ____________________________

Q: ____________________________Q: ____________________________

Q: Who are refugees?

Q: What rights do Refugees have?

Q: What kinds of things have Refugees experienced?

Task

1. Write your answers from class discussion to the questions below.2. Write 3 Questions you would like to find information out about Refugees.

REFUGEE WEEK

16th - 22th June 2013

“Restoring Hope”Refugee Week is about restoring hope and raising awareness of the growing issues affecting many people in countries worldwide. Many Refugees lose everything and in turn, lose their hope.

Task Description:

1. Highlight one of the following formats below to present your information: Newsletter Article Brochure Large Display Poster Radio Interview Voice recording with Powerpoint Presentation Oral presentation Newspaper Spread

1. Cover the following topics in your assignment: What is a refugee? What events caused someone to become a refugee? Briefly describe the history of refugees. Recap a refugee story.

Include:• Who?• What are they fleeing from?• Why are they fleeing?• Where do they come from? • Where do they go?• When did they leave? • When did they arrive?• How did they get to a safer country• How does the United Nations help Refugees?

Lastly, what could you do to restore hope to refugees during Refugee Week (16th – 22nd June 2013)?

REFUGEE WEEK

16th - 22th June 2013

“Restoring Hope”Assessment Rubric

Explanation of Assessment. Poor Satisfactory ExcellentDescription of a refugee.

Clear explanation of events that cause someone to become a refugee.

Brief and clear outline of the History of Refugees.Account of a refugee story is clear and true to events. Written with narrative language and supporting evidence of factual information.Explanation of how UN helps refugees is clear and accurate.

Accurate and achievable explanation of how student could restore hope to refugees during Refugee WeekAssignment is aimed at an appropriate audience.Creativity and presentation of knowledge, understandings and skills.Comments

Families are at great risk. They may be attacked or lack food, water and shelter. They may get lost or not know where they’re going and can travel for days, weeks or even months. Factors like war, disasters, economic troubles and poverty can make it necessary for people to leave their homes. But what factors determine the difference between moving voluntary and moving involuntarily from a house or country?

Moving voluntary Moving involuntary

Why do people move from their homes?

1

2

3

4

5

6

Two Stars and a Wish

Weekly Formative Assessment

Suitcase Activity: Character Profile

WHO WHAT

WHEN

WHYWHERE

WHAT INFORMATION DO I NEED TO GATHER NEXT?

Irene GoudieRoom 8 2013

Year 6/7COMMENTS

Year 6 Girls ( 9)Rowena CHAPPLE

Tamara COOKE

Ella DOUGLAS-SPENCER

Amber-Rose HAZLEDINE

Jade MARSH

Lily PICKARD

Ruby RITCHIE-BONIFAZ

Jessica ROBJOHNS

RUBY SCOTT

Year 6 BoysConnor BOYLE

Harry CLAPHAM

Hoshua Hansen

Max LUCS

Fraser MAC PHEE

James MC PHEE

Lachlan YATES

Year 7 GirlsIsabelle ADAM

Bellicia BRACHEN

Rebecca CARIPIDIS

Chelsea FALSO

Maddy HEALEY

Maya O’LAUGHLIN

Jordan SAGE

Year 7 BoysAlexander CAMPBELL

Kyle DAVIS

Nickolas FARMASSONIS

Clancy HALLIDAY

Jack LUDERS

James SUTTER

Callum TURNER

History: Refugees

Student Formative Assessment Sheet