Assignment Cover Sheet Web view · 2015-09-16Word Count. 11,154 (assessable component 2,342) I declare that all material in this assignment is my own work except where there is clear

Unit Co-ord./Lecturer Tania PickettOFFICE USE ONLYAssignment received:

Tutor:(if applicable) Peter Brett

Student ID 059030

Student Name Sussan Evans

Unit Code ESH260

Unit Name Society and Environment (introduction)

Assignment Title/Number Assessment Task 2: Planning and Evaluation

Word Count 11,154 (assessable component 2,342)I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism *

Signed Date*By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above.

Assessor’s feedback:

Assessment:

Assessor’s Signature (optional) : Dated:

Faculty of Education

Assignment Cover Sheet

ESH309: Society and Environment (Introduction) Sussan EvansAssessment Task 2 059030

ESH260: Society and Environment (Introduction)

Assessment Task 2: Planning and Evaluation

Evaluation

Reference List

Appendix A: Artefact Inspiration and Example Artefacts from Home Hill

Appendix B: Unit Planning Document and Feedback Review

Appendix C: Lesson Resources

Appendix D: Completed Lesson Plans

Rubric

Page 2 of 56


Evaluation

Incorporating Backwards Design, the sequence is founded on ACARA’s Key

Historical Question “What contribution have significant individuals ... made to the

development of Australian society?” (ACARA, 2013b; Wiggins & McTighe, 2001). Inspired

by The Advocate article (Women share, 2013, see Appendix A) this five-lesson sequence

investigates Dame Enid Lyons’ [DEL] contribution to the development of gender roles in

Australia located within a broader exploration of changes in gender roles over time. Centred

on a visit to National Trust Museum Home Hill, a sight of local significance and once DEL’s

residence, the sequence covers a variety of research methods and sources including

newspapers, interviews, digital resources, and museum artefacts (McDonald, 2001).

Learning is subsequently expressed in a number of ways including discussions, timelines,

exhibitions, reports, debates and presentations. The sequence addresses almost every skill

and knowledge component of historical inquiry, described in the Year 6 achievement

standard as: explaining the significance of an individual, sequencing events and creating

timelines, developing questions, identifying a range of sources, locating information to

answer inquiry questions and communicating results (ACARA, 2013b).

The inclusion of controversial issues is an important element of teaching history and

civics and citizenship, although some new teachers circumnavigate controversy in the

classroom citing several factors including: lack of personal awareness on issues, restrictive

school structures and backlash from parents (ACARA, 2013a; Claire & Holden, 2007;

Reynolds, 2012). Opinions of how to, or weather to, approach gender equality were echoed

by student teachers in feedback received during planning (Blair, 2013; Yates, 2013, see

Appendix B). The majority supported the inclusion of current political gender-roles

controversy along with opinion statements in Lesson 1 as an engaging hook and for students

Page 3 of 56


to consider critically as a relevant teaching point (see Appendix D). Reynolds (2012) argues

that controversial and value laden issues are essential to facilitate inquiry based learning in

history. Claire and Holden (2007) agree that controversy and values exist in student’s lives

and their inclusion in the classroom is an effective way for student’s to develop skills to

evaluate perspectives and evidence, and to justify their thinking in open discussions in a

healthy and constructive way.

Embracing Freire’s statement that, in values education, ‘Neutrality is a myth’ (1994,

cited in Taylor & Kriewaldt, 2012, p.305), this sequence explores multiple perspectives,

analyses evidence and background information, includes student choices for investigation and

encourages the expression of opinions. As opposed to technical ‘how’ questions which

promote research of facts, cause and effect, lessons that pose ‘is it fair?’ questions lead to

students thinking critical about society’s and their own values (McDonald, 2001). Decisions

during planning must consider the various levels of thinking and understanding of

controversial issues (Taylor & Kriewaldt, 2012). Taylor and Kriewaldt (2012, p.314) use a

chart to differentiate approaches, categorised by the type of learning outcomes. Young

students understand complex concepts and it is important to engage them with ‘appropriate

depth and challenge’ in historical inquiry (McDonald, 2001). To create a rich context to

engage students in curriculum skills and knowledge, the lesson sequence uses a variety of

authentically framed tasks (Fayhey, 2012).

Authentic tasks bring together curriculum planning, assessment and pedagogy

founded on learning theory that existing ideas must be challenged through problem-based

investigations, going beyond acquiring facts to engage students in deep learning (Hillis,

2008). Problem-based or authentic learning describes framed learning experiences with

genuine tasks that parallel real-world history investigations, providing opportunities to

Page 4 of 56


develop skills that will be applied in the future, effectively, doing history like an historian

(Hillis, 2008). Authentic learning and authentic assessment are separate topics in education,

although they address the same principle (Hillis, 2008).

Assessment should relate to the big-picture concepts covered in the unit (Hunt,

Murdock, & Walker, 2004). Authentic tasks create product-based assessment items that

focus on process as well as product framed in real-world examples, these products are

therefore authentic assessment, evaluating student’s knowledge in action (Brady & Kennedy,

2011; Eddy & Lawrence, 2013). Product-based assessments are best analysed in portfolios or

exhibitions which measure the breadth of student learning throughout the unit and can be

used by students to reflect on their learning (Brady & Kennedy, 2011). This lesson

implements assessment for learning by detailing tasks with examples and using learning

objectives which describe what students are improving on during the lesson against criterion-

based assessment rubrics, and implementing a variety of assessments types including the use

of self and peer-assessment (Hunt, Murdock & Walker, 2004). The variety of learning and

assessment tasks included in this sequence reflects the real-world experiences of students in

the 21st Century.

The National Museum Task is an example of an authentic framework that provides a

valid and engaging reason to visit Home Hill. The inclusion of field trips and observations

are important aspects of society and history learning (McDonald, 2001; Taylor & Boon,

2013). In addition to the specific learning about DEL, the task directs students whilst at the

site, and enables a level of museum literacy to be developed, prior, during and post visit.

Museum literacy enables life-long engagement with museums as source of information

(Suda, 2013). Jacobs, et al, (2009), and Suda (2013) emphasise the importance of developing

museum literacy through pre-visit education, giving students ideas of how and what to

Page 5 of 56


observe enables students access to the information through familiar pathways makes the visit

accessible. Laws (1989) describes the importance of pre and post visit activities to validate

and consolidate field observations. He also influenced the sensory nature of observations in

this site visit, and the combination of both broad and focused attentions, which was facilitated

through The National Museum Task framework. Allowing guided choice of observation

methods during the visit encourages the use of relevant and meaningful ICT to both record

and consolidate the learning (Fitzgerald, Groundswater-Smith & Kelly, 2011). The inclusion

of ICT as a research source as well as communication platform is essential for the tasks to be

genuinely authentic. Software such as Wiki’s provide platforms to observe and present

learning like the National Museum Task and digital sources are used to research and publish

work within the timeline (Eddy & Lawrence, 2013).

The focus on gender roles through the lens of important female firsts has the potential

to exclude boys from the discussion. The use of authentic frameworks including a variety of

choices and options throughout the sequence intend to include all students (Fahey, 2013).

However, teacher questioning and guidance in discussions and inquiries are essential in

engaging the breadth of student interests, specifically encouraging boys to: voice opinions

and develop personally relevant questions to investigate such as ‘Is it fair that men miss out

on roles because they are given to women?’; consider what male stereotypes were included in

the fight for suffrage; investigate how Joseph Lyons beliefs influenced his wife when

constructing the class timeline; and providing the opportunity to investigate areas of interests

to them such as firsts in sports, motorcycling or mountain climbing. Although not included

in the developed plans, lesson 6 is essential for the unit as it relates to the ‘action’ element of

civics and citizenship education (ACARA, 2013a; Fahey, 2013). The male perspective and

gender stereotypes are explored through Tony Porter’s TED Talk, asking: ‘Why is it an insult

to be compared to a girl?’ and discusses how gender roles also restrict men (TEDWomen,

Page 6 of 56


2010). This is also related to the student’s own classroom and school rules and they explore

how our values/beliefs influence our actions asking: ‘How do our actions enforce or reject

gender stereotypes?’

Although there are many aspects to any controversial issue, during planning, focusing

decisions must be made of what to address in the sequence of learning (Marsh 2008). These

decisions are influenced by the curriculum and issues which are relevant to students lives.

This sequence considers many key understandings of effective teaching and learning

strategies in society and history and uses authentic frameworks to cover important skills,

knowledge and content in an engaging way. Maintaining the interest of boy’s in a strongly

female-based inquiry may affect engagement in the unit, but overall this lesson sequence

would develop student’s knowledge and skills, and engage them in authentic history inquiry.

Page 7 of 56


REFERENCE LIST:

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2013a). The

Australian Curriculum v5.1: Civics and Citizenship. Retrieved from:

http://consultation.australiancurriculum.edu.au/HSS/K10Curriculum/4aa2a9dc-49b9-

460b-ae01-f662359f84fc?page=4

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2013b). The

Australian Curriculum v5.1 History: Foundation to Year 10 Curriculum. Retrieved

from: http://www.australiancurriculum.edu.au/History/Curriculum/F-10#level=6

Blair, N. (2013, September 19). Re: Home Hill Visit Grade 6 [online discussion log post].

Retrieved from:

https://mylo2012.utas.edu.au/d2l/lms/discussions/messageLists/frame.d2l?

ou=42954&fid=24789&tid=67647&isShared=False

Brady, L., & Kennedy, K. (2011). Assessment and Reporting: Celebrating Student

Achievement (4th ed). Frenchs Forrest, NSE: Pearson

Claire, H., & Holden, C. (2007). The Challenge of Teaching Controversial Issues. London:

Trentham Books

Eddy, P.L., & Lawrence, A. (2013). Wikis as Platforms for Authentic Assessment.

Innovative High Education, 38 (4), 253–265.

Fahey, C. (2012). Planning for teaching and learning in geography and history. In Taylor, T.,

Fahey, C., Kriewaldt, J., & Boon, D. Place and Time: Explorations in Teaching

Geography and History. Frenchs Forrest: Pearson Australia.

Fitzgerald, P., Groundwater-Smith, S., & Kelly, L. (2011). Transactional to

Transformational: Young People and Museum Design [pdf]. Building Bridges for

Historical Learning: Connecting Teacher Education to Museum Education. Retrieved

from: http://learnonline.canberra.edu.au/pluginfile.php/450275/mod_page/content/1/

Papers/Fitzgerald_et_al_Transactional_to_transformational.pdf

Hillis, P. (2008). Authentic Learning and Multimedia in History Education. Learning, Media

and Technology, 33 (2), 87-99.

Page 8 of 56


Hunt, G., Murdoch, K., & Walker, K. (2004). Assessment and evaluation: Profiling

Achievement in SOSE. In Gilbert, R (Ed.). Studying society and environment: A

guide for teachers (3rd ed.). Katoomba, NSW: Social Science Press

Jacobs, C., Andrews, J., Castle, M., Meister, N., Green, M., Olson, K., Simpson, A., & Smith,

R. (2009). Beyond the Field Trip: Museum Literacy and Higher Education, Museum

Management and Curatorship, 24 (1) 5-27.

Laws, K. (1989). Learning Geography through fieldwork. In Fien, J., Gerber, R., & Willson,

J. (Eds). The geographical teachers’ guide to the classroom (2nd ed). Melbourne:

Macmillan Education.

McDonald, H. (2001). Planning for Practice. In Gilbert, R (Ed.). Studying society and

environment: A guide for teachers (3rd ed.). Katoomba, NSW: Social Science Press

Marsh, C. (2008). Studies of Society and the Environment: Exploring the Teaching

Possibilities. Frenchs Forrest, NSW: Pearson Education Australia

Reynolds, R. (2012). Teaching History, Geography & SOSE in the Primary Classroom (2nd

ed). South Melbourne, VIC: Oxford University Press.

Suda, L. (2013). Intersections: Museums and Social Education in the 21st Century. The Social

Educator, 29 (3), 3-6.

Taylor, T., & Boon, D. (2012). Historical Inquiry. In Taylor, T., Fahey, C., Kriewaldt, J., &

Boon, D. Place and Time: Explorations in Teaching Geography and History. Frenchs

Forrest: Pearson Australia.

Taylor, T., & Kriewaldt, J. (2012). Values Education in Geography and History. In Taylor,

T., Fahey, C., Kriewaldt, J., & Boon, D. Place and Time: Explorations in Teaching

Geography and History. Frenchs Forrest: Pearson Australia.

TEDWomen. (2010). Tony Porter: A Call to Men. Retrieved from:

http://www.ted.com/talks/tony_porter_a_call_to_men.html

Page 9 of 56


Wiggins, G., & McTighe, J. (2001). Understanding by Design. Upper Saddle River, NJ:

Merrill Prentice Hall.

Women Share Stories of Gender Equality. The Advocate (2013, May 29). Retrieved From:

http://www.theadvocate.com.au/story/1537251/women-share-stories-of-gender-

equality/

Yates, G. (2013, September 19). Re: Home Hill Visit Grade 6 [online discussion log post].

Retrieved from:



Page 10 of 56


APPENDIX A: Artefact Inspiration and Example Artefacts from Home Hill

Women share stories of gender equality May 29, 2013, 10 p.m

GENDER equality has come a long way in 70 years, but there is still a way to go.

That's the overall view from five of the North-West's most influential women, who gathered in Devonport last night for From the Kitchen Sink to the Cabinet, part of this year's Heritage Festival.

The panel was moderated by University of Tasmania lecturer Peter Brett.

The panel included University of Tasmania professor Janelle Allison, Sharon Pittaway, Burnie Deputy Mayor Sandra French, Devonport Alderman Annette Rockliff and Mount Gnomon Farm owner Eliza Wood

The panel were asked to share their experiences of gender equality and asked were asked are we still breaking stereotypes from 70 years ago, when Dame Enid Lyons elected to House of Representatives _ the first woman to do so.

Professor Allison spoke of her young adult life and the troubles she faced going to university, in Queensland, under then Premier Joh Bjelke-Petersen.

Page 11 of 56

http://www.theadvocate.com.au/


``My parents took a very brave step in terms of sending me to university, it was the time when Joh Bjelke-Petersen was the Premier of Queensland and I marched on those various times,'' Professor Allison said.

Professor Allison took time out when she started a family, and was very much a part-time lecturer and researcher.

``I have no regrets at all in taking time out and raising my daughters, I value that time and didn't return to full-time work until they were both at school.''

Alderman French spoke of her experiences in local government and said when she was first elected only 10 per cent were women, while today it's only up to 22 per cent.

``Things have certainly changed over the past 70 years, but we still have a long way to go,'' Alderman French said.

``Having read a little bit about Dame Enid's life I certainly associate myself and my life to hers.

``She stated she justified herself, not as a woman, but as a citizen, and I have always said that too.''

Retrieved From: http://www.theadvocate.com.au/story/1537251/women-share-stories-of-gender-equality/

Page 12 of 56

http://www.theadvocate.com.au/story/1537251/women-share-stories-of-gender-equality/

http://www.theadvocate.com.au/story/1537251/women-share-stories-of-gender-equality/


Examples of Artefacts we would expect students to observe on the Home Hill visit.

Page 13 of 56

Maiden Speech: http://aso.gov.au/titles/radio/dame-enid-lyons-maiden-speech/clip1/

Joseph & Dame Enid Lyons photographed after receiving her OBE Enid Lyons amongst her fellow cabinet ministers 1949

Enid Lyons Commemorative Stamp Enid Lyons National Portrait Enid Lyons Coronation Cape 1936

(Personal Photographs by Sussan Evans & Amanda Campbell, 20th August, 2013).

http://aso.gov.au/titles/radio/dame-enid-lyons-maiden-speech/clip1/


APPENDIX B: Unit Planning Document and Feedback Reflection

Unit Planning DocumentUnit Title: Gender Roles: Change Over Time

Curriculum Objectives: Year 6: History, Change over time & Significance; Civics & Citizenship; and general capabilities of ICT and Critical Thinking.

Duration (number of lessons, time, location):

Lesson 3 excursion to Home Hill Devonport. Lesson 7 is a full day event. All other lessons take place during morning block prior to recess.

Context & Prior Learning:

Connecting to investigations of Australia’s Federation

Key Understandings: There has been significant development in gender roles in Australia

since federation and Dame Enid Lyons was an influential figure in those changes.

Through a variety of methods we can explore questions we want to answer and express knowledge in a variety of ways.

As individuals, our awareness and actions can make a difference to the ongoing battle for gender equality.

Outcomes: Students will improve in the following skills and knowledgeExplore gender roles from past to present, develop inquiry questions, investigate using interview, note taking, analyse posters as a form of communication, use digital resources to research and communicate, make extensive artefact observations, consolidate observations into an exhibition, edit and publish using Wiki, consider how actions and expectations reject or reinforce gender equality. Integrate knowledge into a performance.

Formal Assessment Strategies:Appendix C:1.3 Assessment Checklist2.1 Web-quest Timeline Task 4: Conduct Peer & Self Evaluation2.3 National Museum Task Rubric3.1 National Museum Self-Assessment Checklist7.2 Final Assessment Task Rubric

Page 14 of 56


Unit Stage Stage Objective Sequence of Activity Resources Integration

Stage 1.1Unit HookDevelop inquiry questions

Discuss and develop questions in response to a controversial news clip and quote.

Appendix C: 1.3: Assessment ChecklistThe Australian. (2013a). The Australian. (2013b).

Civics & Citizenship

Stage 1.2 Use interview as a source Practice note taking

Teacher in Role Interview with ‘Miss Fletcher’ an expert on suffrage and Dame Enid Lyons’s the first female cabinet minister.

Teacher in Role Description (see Appendix C 1.1) ‘costume’ for Miss Fletcher

Drama

Stage 1.3 Analyse and create posters Use Four Resources model to analyse posters. Communicate one key idea from the interview

Suffrage Poster Examples (see Appendix C: 1.2)Poster making equipmentDepartment of Education. (n.d)

English

Stage 2.1 Research using digital sources, sequence events in a timeline, and develop background on DEL prior to Home Hill visit.

Web-quest Timeline: In groups of 3 research and construct class timeline of Dame Enid Lyon’s life for display at Home Hill.

Web-quest Timeline Task 4: Conduct Peer & Self Evaluation

Example Timelines:Australian Women’s History Forum. (2013).Museum of Australian Democracy. (2013).Access to a minimum of 8 computers and an interactive whiteboardWeb-quest Timeline Brief (See Appendix C: 2.1)

ICT

Stage 2.2 Task Hook & Pre-visit information

Introduce the Home Hill visit and the National Museum Task: Discuss what to observe and how. Complete Part 1: Make a list of resources required

National Museum Task Brief (see Appendix C: 2.2, Part 1 & Part 2)National Museum Task Rubric (see Appendix 2.3)

Critical Thinking

Stage 3 Extensive observations Home Hill Museum Visit: Guided tour and small group investigation including detailed observation of objects for the National Museum Task

For Full list see Appendix DSee Appendix C for:2.2: National Museum Task Brief – including Part 1 & Part 2:2.3: National Museum Task Rubric,3.2: Parent Information Brochure,3.3: Home Hill Observation Sheet

Critical Thinking ICT

Page 15 of 56


Unit Stage Stage Objective Sequence of Activity Resources Integration

Stage 4.1 Consolidate observations into exhibits for the National Museum Task

Draft, edit and digitally publish group exhibitsPresent completed exhibits to the class in preparation for final exhibit

See Appendix C:2.2: The National Museum Task Brief,2.3: National Museum Task Rubric,3.1: National Museum Self-Assessment ChecklistA computer for each group. Access to a scanner. Access to 'further resources' to research their items further if required.The National Museum of Australia (2013).Wiki Spaces Online: www.wikispaces.com

Critical ThinkingICT

Stage 5 Explore female firsts to consolidate progress over time and emphasise what roles women had been excluded from.

Investigate newspapers and create a news-report on other significant ‘First’s’ during the last 15 years. Such as: Julia Gillard, Laura Giddings, Kathy Freeman, Jessica Watson

Critical thinkingEnglish

Stage 6 Broaden the gender perspective

Watch TEDTalk & review excerpts from Julia Gillard’s misogyny speech

TEDWomen. (2010).SBS2Australia. (2013).

Critical Thinking

Stage 6.1 consider how actions reject or reinforce gender equality

Discuss school policies and class rules and conclude what actions we do that enforce or reject gender stereotypes.

Civics & Citizenship

Stage 7 Communicate knowledge from the unit

Final Assessment Performance: Develop a Drama, Debate, Power-Point Talk, or Speech

Final Presentation Brief (see Appendix C: 7.1).Final Assessment Task Rubric (see Appendix C: 7.2)Computer access to publish work.Space for rehearsals.

Drama, English, ICT

Page 16 of 56


Appendix B: Feedback Reflection

The positive feedback in Feedback 1 (Routley, 2013), reinforced our thinking and

built confidence that we were on the right path. However, reactions in Feedback 2 & 3 to the

inclusion of controversy in Lesson 1 caused deeper reflection and clarified their use (Blair,

2013; Yates, 2013). I drew on Reynolds (2012), Taylor & Kriewaldt (2012) and Claire &

Holden (2007) who discuss the benefits of including of controversial and value laden issues,

and reflected on the fundamental premise of historical inquiry – analysing and questioning

evidence, significance and perspective.

Considering perspectives is also important for group work, where individuals have

different ideas of what learning looks like, so we must clearly articulate, compromise and

negotiate what is included in the lessons. Many ideas were raised and evolved throughout the

planning via conversations like those included in Feedback 5 (Ajc9, 2013, August 27).

The advice in Feedback 4 (Brett, 2013) gave us a single point of focus, re-connected

us to readings about authentic learning such as Hillis (2008) and solidified our lesson plans.

We were able to continue with a more authentic and structured plan that was relatable for the

students, provided better learning and assessment opportunities.

Page 17 of 56


Feedback 1:

Page 18 of 56

Re: Lesson 4 of 5 - resolving the museum visitSamantha Routley Samantha Routley - 19 September, 2013 21:57Mark Unread[Reply]More actions...

0 unread of 3 messages - 2 author(s)

Hi Susie,

I have really enjoyed reading about your lesson sequence and the development of your lessons. You have picked what could be potentially a pretty dry topic and made it sound very interesting and engaging. I like it that straight away it has attracted discussion and sharing of an opinion; that’s probably a good indication that it will have the same effect in the classroom.

After reading the chapter in Reynolds on Civics and Citizenship I can see that it links in very well with this area of the curriculum. Have you read this chapter, there are some good links I think to what you are doing.

I'm not sure I can help with your lesson 4, as I am really unfamiliar with the content you are including (I know, it's terrible!). I'm struggling a bit with my lesson 4 too, which comes right after the fieldwork. I think that there are so many paths that you could take that it makes it difficult to pinpoint which way to go. Maybe you should choose a very clear focus and plan your lesson from this. Could each group be given some thought-provoking, higher order questions to explore about their items, which could be included in their research. Could students formulate their own questions too, in order to frame their research. Maybe you don't need to compare the two speeches in this lesson (perhaps that could be a literacy lesson); and would this task be suitable for all your learners (i.e. would it be too difficult for many of the students, maybe it could be an extension task for high ability).

I like your suggestion for assessment. I think a rubric would fit in well with this task. It's great sharing ideas, because it helps us all work out to best plan our lessons,

Regards,

Sam.


Feedback 2:

Feedback 3:

Page 19 of 56

Re: Home Hill Visit Grade 6Gaye Yates Gaye Yates - 19 September, 2013 11:46Mark Unread[Reply]More actions...


Hello allThe questions:Should we bring political opinion and especially gender opinion politics into the classroom?There should be discussions on the subject of politics but is it okay to link these to gender inequality or equality?Is this history or is it opinion?Just a few things to think about for your unit, I like the idea but would start with the historical and lead into present day politics in the latter lessons.

Gaye

Re: Home Hill Visit Grade 6Sussan Evans Sussan Evans - 19 September, 2013 12:48Mark Unread[Reply]More actions...


Thanks for your response Gaye,

We appreciate your thoughts and they are all good points. They made us consider why we have included certain items.

We also thought about putting facts first – but thought that students need to make a real connection to the issue through things they already understand – I was hoping that the current issue would connect them to the historical investigation in Activity 2 and make what could be a ‘boring’ topic into a relevant one.

I think that gender equality is a very thought provoking topic and is can be considered a values based issue. Is gender equality an opinion? I think it is based on facts and is certainly still an ongoing struggle in our region, and across the globe. If we want to develop informed citizens at the end of the day, then it is important to investigate these controversial issues.

In the history curriculum (ACARA, 2013) gender is certainly encouraged as a topic to discuss. It is a fact that women’s have had the right to vote and stand for parliament in Australia since 1902, and a fact that we still have only one female cabinet minister in the current leading party. The issue of opinion comes into play when we are encouraging students to consider the contributing factors and develop them. History is opinions – people record their perspectives of what happened and it becomes what we use as evidence to tell about the past. It is a role within the history curriculum to help students differentiate between fact and opinion. As teachers we should present all the facts –


Feedback 3:

Re: Home Hill Visit Grade 6Nerole Blair Nerole Blair - 19 September, 2013 14:42Mark Unread[Reply]More actions...


Hi Sussan and Gaye,

Of course we should view gender inequality as justified as atopic to be discussed in class, it is not opinion but fact, the same way racism is. Inequality is historically a topic that the "Caring" professions such as teaching steer clear of but there is a movement towards the open discussion of power and the powerplays between different individuals and groups called Anti-Bias (in education) or Post-Constructivist in philosophy, psychology and sociology, it grows out of the post-modernist movement or post-colonialism. All these terms are tied together, but all aim toward critical analysis of how social systems form and are sustained and perpetuated in social groups. One very powerful social group is men and another is politics. We can teach children to see these and then to critically reflect apon them. The Anti-Bias approach begins in early childhood and continues from there. I think it is a very valuable point to address with students. Well done for being brave enough to broach it!

Cheers,

Nerole

Feedback 4:

Page 20 of 56


Feedback 5:

Page 21 of 56


References for Appendix B:

Ajc9. (2013, August 27). Concluding the unit – the wrap! [online discussion log post].

Retrieved from: http://esh260at2enidlyon.wikispaces.com/

Australian Women’s History Forum. (2013). Australian Women’s History Forum:

incorporating women’s history month: Timeline. Retrieved from:

http://www.womenshistory.com.au/timeline.asp

Blair, N. (2013, September 19). Re: Home Hill Visit Grade 6 [online discussion log post].

Retrieved from:



Brett, P. (2013, September 17). Fun hook? [online discussion log post]. Retrieved from:

http://esh260at2enidlyon.wikispaces.com/Lesson+3+Home+Hill+Visit

Claire, H., & Holden, C. (2007). The challenge of teaching controversial issues. Trentham

Books

Department of Education. (n.d). Four Resources Model. Retrieved January 8, 2006 from:

http://www.ltag.education.tas.gov.au/focus/beingliterate/FourResources/htm

Hillis, P. (2008). Authentic learning and multimedia in history education. Learning, Media

and Technology, 33 (2), 87-99.

Museum of Australian Democracy. (2013). Equal Rights: Timelines. Retrieved from:

http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-

federal-parliament

Reynolds, R. (2012). Teaching History, Geography & SOSE in the primary classroom (2nd

ed). South Melbourne, VIC: Oxford University Press.

Routley, S. (2013, September 19). Re: Lesson 4 of 5- resolving the museum visit [online

discussion log post]. Retrieved from:



SBS2Australia. (2013). Julia Gillard's 'misogyny speech'. Retrieved from:

http://www.youtube.com/watch?v=_nvlN1dTn0c

Taylor, T., & Kriewaldt, J. (2012). Values Education in Geography & History. In Taylor, T.,

Fahey, C., Kriewaldt, J., & Boon, D. Place and time: explorations in teaching

geography and history. Frenchs Forrest: Pearson Australia.

Page 22 of 56



TEDWomen. (2010).Tony Porter: A call to men. Retrieved from:

http://www.ted.com/talks/tony_porter_a_call_to_men.html

The Australian. (2013a). Women victim of glass ceiling: Australian of the Year Ita Buttrose.

Retrieved from: http://www.theaustralian.com.au/national-affairs/women-victim-of-

glass-ceiling-australian-of-the-year-ita-buttrose/story-fn59niix-1226720661539

The Australian. (2013b). Amanda Vanstone defends Tony Abbott on number of women in

cabinet. Retrieved from: http://www.theaustralian.com.au/national-affairs/amanda-

vanstone-defends-tony-abbott-on-number-of-women-in-cabinet/story-fn59niix-

1226720737814#sthash.yP64KnhK.dpuf

Yates, G. (2013, September 19). Re: Home Hill Visit Grade 6 [online discussion log post].

Retrieved from:



Page 23 of 56


APPENDIX C: Lesson Resources

Contents Table:

Document Title Page

Lesson 1:

1.1 Teacher in Role Description 26, 27, 28

1.2 Suffrage Poster Examples 29, 30

1.3 Assessment Checklist 31

Lesson 2

2.1 Web-quest Timeline Brief 32, 33, 34, 35

2.2 National Museum Task Brief 36, 37, 38

2.3 National Museum Task Rubric 39

Lesson 3

3.1 National Museum Self-Assessment Checklist 40

3.2 Parent Information Brochure 41

3.3 Home Hill Observation Sheet 42

Lesson 77.1 Final Presentation Brief 43, 44

7.2 Final Assessment Task Rubric 45

Page 24 of 56


Appendix C: 1.1: Teacher in Role Description

Teacher in Role: Miss Fletcher

Character Description:

Miss (or Mr) Fletcher is a firm head mistress, who is an expert on women’s suffrage – how women fought for the right to vote and stand for parliament. She also knows about Enid Lyon’s - the first woman elected to federal parliament, who was recently promoted to a cabinet. Miss Fletcher is a very traditional ‘old fashioned’ teacher, emphasising the perception of being from a different time by being formal, strict and lecturing. She will insist on students raising their hands to speak.

Costume: To become Miss Fletcher, very little needs to change, adding some large spectacles, or a shawl, or buttoning up a collar shirt to the top and adding a long apron will be enough for the students to acknowledge the change. She would not have worn trousers.

Lesson Structure:

Miss Fletcher is there to conducting a mini history lesson about women’s suffrage and the development of female representation in parliament leading up to Dame Enid Lyon’s promotion to cabinet in 1949. After entering the room and introducing herself formally as the teacher for the next lesson and giving her credentials, Miss Fletcher notices the questions on the board - she asks the children about them. In response to student’s explanations:

T: "Well, I am an expert on women's suffrage! You can ask me anything you like, but only for a few minutes, as we have a task to do."

Students ask questions from the board.

T: "Make detailed notes children, I won't repeat myself."

Through interview, she conducts a mini history lesson about women’s suffrage and the development of women’s rights leading up to Dame Enid’s Election and the response of the people.

After analysing examples of suffrage posters (see Appendix C: 1.2) using the Four Resources Model (see Lesson 1 Resources) students use the notes to develop a poster about women’s suffrage and the first women who were elected to parliament.

Background Information:

In the late 1800’s and early 1900’s the fight for women’s suffrage was an issue across the globe. Groups of women who rallied to allow women the right to vote and stand for parliament were called Suffragettes. In 1989 there was a suffragette society in every colony of Australia. ‘The suffragettes argued that women should be able to vote and stand for

Page 25 of 56


election because the wishes of women should be reflected in parliament. They argued that a government 'by the people' should include government by women, because laws affect women as much as they do men’ (Australian Government, 2013). Australia was one of the first nations to amend their laws federally in 1902. The states then legislated independently. Whilst Australian women were strong in showing their voice at the poles, very few women took up the opportunity to stand for government. Western Australia was one of the last States to legislate in 1920, Edith Cowan, age 60 stood in 1921 and was ‘elected as Australia’s first woman parliamentarian. She won the Legislative Assembly seat of West Perth for the Nationalist Party’ (Australian Women’s History Forum: http://www.womenshistory.com.au/image.asp?iID=338).

There were others women who stood and were elected to various levels of government. The first female elected to a seat in federal parliament was some 20 years later: Dame Enid Lyons, who together with newly elected senator Dorothy Tangney walked into parliament for the first time in 1943 (Fig. 1). However, in 1949 when Enid Lyons was given a place in federal cabinet, indigenous women were still not allowed to vote in federal elections, and would not be granted that right until 1962 (Australian Government, 2013).

Fig. 1 Dame Enid Lyon and Dorothy Tangney also on the Lesson 2 timeline web-quest http://www.womenshistory.com.au/images/pictures/i345_l.jpg

Page 26 of 56

http://www.womenshistory.com.au/images/pictures/i345_l.jpg

http://www.womenshistory.com.au/image.asp?iID=338


Background Resources:

There are many resources to assist you in developing your knowledge of this topic listed below:

Australian Government. (2013). Australian Suffragettes. Retrieved from: http://australia.gov.au/about-australia/australian-story/austn-suffragettes

Australian Women’s History Forum. (2013a). Australian Women’s History Forum: incorporating women’s history month: Timeline. Retrieved from: http://www.womenshistory.com.au/timeline.asp

Australian Women’s History Forum. (2013b). Australian Women’s History Forum: incorporating women’s history month: Women's History Month 2009. Retrieved from: http://www.womenshistory.com.au/promotion.asp?pID=7

Australian Women’s History Forum. (2013c). Australian Women’s History Forum: incorporating women’s history month: WHM 2009: Pioneering parliamentary women. Retrieved from: http://www.womenshistory.com.au/gallery.asp?gID=14

Sydney Morning Herald. (1949). Four women senators. Retrieved from: http://trove.nla.gov.au/ndp/del/printArticlePdf/63084113/3?print=n

Additional Research Resources in Web-quest Timeline Brief (see Appendix C: 2.1)

Page 27 of 56

http://trove.nla.gov.au/ndp/del/printArticlePdf/63084113/3?print=n

http://www.womenshistory.com.au/gallery.asp?gID=14

http://www.womenshistory.com.au/promotion.asp?pID=7

http://www.womenshistory.com.au/timeline.asp

http://australia.gov.au/about-australia/australian-story/austn-suffragettes


Appendix C: 1.2: Suffrage Poster Examples

Example Suffrage Poster 1 of 2: http://www.learnhistory.org.uk/cpp/Suffrage%20Poster.jpg

Page 28 of 56

http://www.learnhistory.org.uk/cpp/Suffrage%20Poster.jpg


Example Suffrage Poster 2 of 2: http://www.learnhistory.org.uk/cpp/Suffrage%20Poster.jpg

Page 29 of 56

http://www.learnhistory.org.uk/cpp/Suffrage%20Poster.jpg


Appendix C: 1.3: Assessment Checklist

Assessment Checklist Lesson 1

Grade student’s against each criteria in the section below.

Rate the whole-class response in the top rating scale.

1 = yes, completed the criteria, 2 = completed most of the criteria, 3 = did not meet the criteria

ACARA Performance Description Rating Scale(ACHHS119)

1 Recorded 3 relevant thoughts and 1 opposing idea 1 2 32 Developed thoughtful questions 1 2 33 Showed respect for others 1 2 3

(ACHHS121)

4 Participated in the Teacher in Role interview 1 2 3

5 Notes were clear and recorded the important details of what was discussed in the interview 1 2 3

(ACHHS125) 6 Poster communicates one key idea from the lesson 1 2 3

Was the lesson successful in sparking interest in the issue? Were the students on task and engaged? 1 2 3

Student Name Criteria Comments1 2 3 4 5 6

Page 30 of 56


Appendix C: 2.1: Web-quest Timeline Brief

Web-quest Timeline

We have been asked to develop a timeline of Dame Enid Lyon’s life to be displayed at Home Hill in Devonport.

In groups you will select and research a phase of Dame Enid’s life and publish that information on the Class

Timeline.

Task 1: Select a Phase: Form a group of 3. Invent a group name and write it beside a phase. Allocate each person a role in the task: researcher, writer or publisher.

Task 2 part 1: Publishers meet and agree on how the timeline will look. Gather new events from their group and accurately transfer the information onto the timeline, including images.

Task 2 part 2: Access the resources: Researcher’s will use the internet sites to find details about Enid Lyon including referenced images. The researcher selects and skims the resources provided and communicates the significant information to the writer who records the details.

Task 3: Come together as a group and Review the Timeline. Each group presents what they found.

Task 4: Conduct Peer and Self-Assessment Checklist

Page 31 of 56

(http://media1.aso.gov.au/titlephotos/Enid_crop_1_jpg_240x180_crop_q85.jpg)

Dorothy Tangney and Enid Lyons walking into Parliament after being elected in 1943: http://www.womenshistory.com.au/images/pictures/i345_l.jpg



http://media1.aso.gov.au/titlephotos/Enid_crop_1_jpg_240x180_crop_q85.jpg

http://media1.aso.gov.au/titlephotos/Enid_crop_1_jpg_240x180_crop_q85.jpg


Page 32 of 56

Introduction:

Dame Enid Lyons was a significant figure in the development of women's rights in Australia. She was a public figure for 36 years including her time as the wife of the Prime Minister she had 12 children and was a published writer. Dame Enid was an advocate for women’s rights and the first female elected to Federal Parliament - her maiden speech was the first female voice heard in the house of representatives and is considered a iconic moment in Australian History.

List of resources:

Australian Dictionary of Biography. (n.d.). Lyons, Joseph Aloysius (Joe) (1879–1939). Retrieved from: http://adb.anu.edu.au/biography/lyons-joseph-aloysius-joe-7278

Australian Government: National Capital Authority. (2013). Dame Enid Lyons Honoured in the Parliamentary Zone. Retrieved From: http://www.nationalcapital.gov.au/index.php?option=com_content&view=article&id=2574:dame-enid-lyons-honoured-in-the-parliamentary-zone&catid=143:2013-media-releases&Itemid=187

Australian Women’s History Forum. (2013). Australian Women’s History Forum: incorporating women’s history month: Enid Lyons, MHR 1943-51 Retrieved from: http://www.womenshistory.com.au/image.asp?iID=345

Centre for Tasmanian Historical Studies. (2006,) The companion of Tasmanian History: Enid Lyons. Retrieved from: http://www.utas.edu.au/library/companion_to_tasmanian_history/L/Enid%20Lyons.htm

Henderson, A. (2010). Faith and politics--Dame Enid Lyons. Journal of the Australian Catholic Historical Society. Retrieved from: http://www.thefreelibrary.com/Faith%20and%20politics--Dame%20Enid%20Lyons.-a0322188974

Museum of Australian Democracy. (2013). Equal Rights: Timelines. Retrieved from: http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-federal-parliament

National Archives of Australia. (2002). Joseph Lyons: Chapter 4 Dame Enid Lyons [pdf]. Retrieved from: http://www.naa.gov.au/naaresources/publications/research_guides/pdf/joseph_lyons/chapter_four.pdf

The Australian: Women’s Weekly Archive (2013). Dame Enid Looks forward to quieter life.

Retrieved from: http://trove.nla.gov.au/aww/read/182784?q=Lyons%2C+Dame+Enid&s=0&resultId=num8#page/12/mode/1up

http://trove.nla.gov.au/aww/read/182784?q=Lyons%2C+Dame+Enid&s=0&resultId=num8#page/12/mode/1up

http://trove.nla.gov.au/aww/read/182784?q=Lyons%2C+Dame+Enid&s=0&resultId=num8#page/12/mode/1up

http://www.naa.gov.au/naaresources/publications/research_guides/pdf/joseph_lyons/chapter_four.pdf

http://www.naa.gov.au/naaresources/publications/research_guides/pdf/joseph_lyons/chapter_four.pdf

http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-federal-parliament

http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-federal-parliament

http://www.thefreelibrary.com/Faith%20and%20politics--Dame%20Enid%20Lyons.-a0322188974

http://www.thefreelibrary.com/Faith%20and%20politics--Dame%20Enid%20Lyons.-a0322188974

http://www.utas.edu.au/library/companion_to_tasmanian_history/L/Enid%20Lyons.htm

http://www.utas.edu.au/library/companion_to_tasmanian_history/L/Enid%20Lyons.htm

http://www.womenshistory.com.au/image.asp?iID=345

http://www.nationalcapital.gov.au/index.php?option=com_content&view=article&id=2574:dame-enid-lyons-honoured-in-the-parliamentary-zone&catid=143:2013-media-releases&Itemid=187



http://adb.anu.edu.au/biography/lyons-joseph-aloysius-joe-7278

Glossary

Researcher: The role of researcher is to look through the information required and find the dates and events that relate to your selected phase of Enid Lyons’ life.

Publisher: The role of Publisher is to co-ordinate with the other publishers to decide on how the timeline will look and create it. They also input the information found and written down by their own group into the correct phase.

Writer: The role of writer is to work with the researcher to record the facts and details that occur within your selected phase.

Events: are fully developed items to place on the timeline that include date, location and details of what happened

Referenced: All images collected from the internet need to have a description of the image and a copy of the URL (the web address of where the image was taken) this can be done by copy and paste

Skims: skimming is a form of reading where the reader looks quickly over information texts to locate relevant information – details that relate only to what they are looking for. We have practiced this in class before.

Significant information: information that directly relates to the phase of your team, and is important in the life of Enid Lyons such as the date she was married, or the date of her election to parliament.


Page 33 of 56

Phases of Dame Enid Lyon’s life

Researcher Writer PublisherPhase 1Birth to 20Phase 2Age 21 to 30Phase 3Age 31 to 40Phase 4Age 41 to 50Phase 5Age 51 to 60Phase 661 to 70Phase 771 +Group 8Joseph Lyons

Australian Women’s History Forum. (2013). women’s history month: Timelinehttp://www.womenshistory.com.au/timeline.asp

Museum of Australian Democracy. (2013). http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-federal-parliament

Did each person in your group contribute? Give two stars and a wish to your group member’s effort on the Web-quest

Name:Role:Star:Star:Wish:

1 = Yes, all done 2= Close, but one or two things missing 3 = needs more work


Appendix C: 2.2: Web-quest Group and self- evaluations

Appendix C: 2.3: National Museum Task Brief

Page 34 of 56

Did each person in your group contribute? Give two stars and a wish to your group member’s effort on the Web-quest

Name:Role:Star:Star:Wish:

1 = Yes, all done 2= Close, but one or two things missing 3 = needs more work


Appendix C: 2.2: National Museum Task Brief

Page 35 of 56

Part 1: What and How to observe

Discuss the task, the rubric and what will need to be done at Home Hill in order to complete it. W h at to observe : Artefacts that speak about the different roles Dame Enid

filled in her lifetime, and what made her a significant figure in Australian history.

How to observe: Discuss different ways to observe objects so that people gain a sense of what they are, and can make a connection to them: Sensory observations, sketching, ‘interview’ with tour guide about artefact, photographs – what other ways?

Make a list of resources you will need to make the observations.

Part 2: At Home Hill

On the visit to Home Hill you will be placed into groups of 4 students. Each group will select an object and observe it using the agreed upon methods:Sensory Chart: Many adjectives

Observation Sheet: Artefact questions

Photographs: Clear images both close up and framed

Interview for background information: Take notes

Sketch: using a high amount of detail and perspective

Voice recordings

Part 3: Presenting the artefact as an exhibit

Draft, Edit & Present: Transform observations of your groups artefact into an exhibition. Look at the example exhibit from the National Museum.

Draft the background information in a Word document, Edit it and upload it to the Wiki Space along with all other images and observations: including scanning the sketches, uploading images and voice recordings.

The National Museum is creating a temporary exhibition of the 50 most significant women in Australia. We have been asked to create the exhibition for Dame Enid Lyons. We will draw on our research and an investigation of Home Hill to select and present 6 artefacts that exemplify why Dame Enid Lyons is a significant woman in Australian History.


Part 1: What and How to Observe Make a list of resources you will need to make observations

Type of Observation Resources Needed

Sensory Chart Provided: Part2: At Home HillObservation Sheet Provided: Appendix 3.3Photographs

Interview for background information: Take notes

Detailed Sketch

Voice recordings

Page 36 of 56


Part 2: At Home Hill

Select an item from Home Hill that interest you and your team

Decide on the artefact as a group, ensuring that it represents why Dame Enid is a significant figure

Observe: Using the agreed upon methods conduct a detailed observation of your artefact

Must have: Sensory Chart: Many adjectivesPhotographs: Clear images both close up and framedBackground Sheet: Artefact QuestionsInterview for background information: Take notesSketch: using a high amount of detail and perspective Voice recordings

Page 37 of 56

Other

Sounds

Looks

Feels

Makes Me Feel


Appendix C: 2.3: National Museum Task: Assessment Rubric

Success Criteria Advanced Proficient Basic Needs improvement

The use of language todescribe artefact

The student is able to use a high amount of adjectives to describe their artefactThe student is able to write down historical facts in detail

The student demonstrates more than 3 adjectives to describe the artefactThe student displays some knowledge of historical facts with limited detail

The student displays 3 adjectives to describe the artefactThe student is able to write down three historical facts in general terms

The student uses little or no adjectives to describe their artefactThe student uses no or little ability to write down historical facts

The use of diagram to describe artefact

The student is able to provide multiple labels, with plenty of detail

The student is a able to provide more than 3 labels, with some detail

The student is able to apply 3 labels to their diagram

The student uses little or no labels to describe their artefact to portray the significance of the artefact

The use of illustrations to describe artefact

The student is able to provide a detailed sketch, with perspective

The student is able to provide a basic sketch with some detail

The student is able to provide a basic sketch with very little detail

The student uses no or little visual detail within their picture of the artefact

language to describe the significance of the artefact

The student is able to use a range of key terms and concepts to describe the significance of the artefact, students are also able to attach reason

The student is able to use some key terms and concepts to describe the significance of the artefact, with very limited reasoning

The student is able to use a very limited vocabulary of historical terms and concepts and can not apply reasoning

The student uses little or no historical reasoning and therefore displays a weak understanding of historical concepts and key terms

Teacher comment:

Page 38 of 56


Appendix C: 3.1: Observation Checklist

National Museum Self-Assessment Checklist

Have you completed the necessary steps in order to complete the task? Rate your effort on the scale from 1-3 using the criteria provided,

Rating Scale1. Yes, I completed the task2. Yes, I complete most of the criteria3. No, I did not meet the criteria

Criteria Comments

Have I used 3 adjectives to describe my artefact 1 2 3

Have I used more than 2 historical fact to describe the significance of the artefact when writing about the artefact

1 2 3

Have I used historical concepts to describe the significance of the artefact

1 2 3

Does my diagram use more than 3 labels to demonstrate what the artefact is

1 2 3

Did I use historical terms in my writing? 1 2 3

Does my sketch contain perspective shows the viewer what the artefact is?

1 2 3

Page 39 of 56


Home Hill Visit Information for Parents

Safety requirements:Remind students of the rules Respect each other, all present adults

and the rules of Home Hill – this includes:

No running in the home at any time Minimal contact with objects during

observations Students remain in buddy pairs, and

within your sight at all timesEnsure that you do a head count and monitor students

Medical requirements Refer to teacher for all first aid Be aware of student allergies Send a student to get the teacher Stay with the student until help arrives

Appendix C: 3.2: Parent Information

Brochure

Your Group Today:St 1:

St 2:

St 3:

St 4:

What we want to achieve:

Investigation Groups: Students will explore the house and decide on ONE object, which they will observe using a number of methods including:

A voice recording, Photographs Background information and Sensory descriptions Detailed sketch of the object

How to engage the students:

Big questions:Throughout the tour, some of the key questions that you may ask students include Why that an interesting artefact? What is the significance of the artefact? How does it relate to Enid's life?

Thank you, for your assistance at Home Hill and we hope that you have had a lovely time

Page 40 of 56

Itinerary: 9:00 Bus departs school grounds 9:15 Arrive at Home Hill 9:20 Whole Group Introduction 9.30 Tours Begins 9.50 Recess Break 10.30 Divide into investigation groups

observations and sketching 11:00 Re-group for review of findings 11:40 Group Discussions 12:20 Bus departs Home Hill


Appendix C: 3.3: Observation SheetArtefact Questions for Home Hill

•Why the artefact is special? .

•When it first came to be owned by their family and how long ago this was? .

.

•Where it came from or where it was made? .

How does it relate to Dame Enid Lyons? .

•How it was used in daily life in the past? .

•How and where the artefact is stored so that it is safe from being damaged? .

.

•Why they have decided to keep it for a long time? .

•How often the tour guide talks about the artefact? .

•Anything else interesting about the artefact? .

Questions adapted from: http://www.museumsandgalleries.act.gov.au/artefactchat/year2.html

Page 41 of 56

http://www.museumsandgalleries.act.gov.au/artefactchat/year2.html


Appendix C: 7.1: Final Presentation Brief

FINAL PERFORMANCEDevelop a performance piece which communicates

how gender roles have changed over time

Which will be performed at a special International Women’s Day Function hosted by the school at Home Hill with invited guests

1. Select and Sign up to a task (sign-up sheet)

2. Create a concept map of the ideas you want to communicate

3. Construct a draft of the written component

4. Rehearse performances

5. Edit and publish the written work

Page 42 of 56

How have gender roles changed over time?

Who/what were some significant things that influenced change?

What are some issues surrounding gender equality?

Drama Groups of 4

Develop a Drama performance using any style.

Debate 2 Teams of 3

Have we achieved gender equality in Australia?

Power-Point Talk In pairs or groups of 3 Speech Individually or in pairs

Cho

ose

One

of t

hese

Write a ‘review’ of your performance: describe who was in it, what devices were used to communicate the message to the audience.

Write a summary of the three arguments your team will be making

Produce a 3 minute presentation: Slides and Slide notes describing what will be said will be submitted

The complete written speech will be submitted


Appendix C: 7.2: Final Assessment Task Rubric

Page 43 of 56

Sign-up Sheet

Drama (groups of 4)

Debate (2 teams of 3)

Power-point Talk (pairs or 3’s)

Speech (individually or in pairs)

Speech (individually or

pairs)


Appendix C: 7.1: Final Presentation Rubric Success Criteria Advanced Proficient Basic Needs improvement

Communication: The performance is well-rehearsed. The methods chosen were suitable to communicate key ideas addressing key concepts from the lesson sequence.

There were one or two minor errors in the performance. It expressed an idea from one of the key questions

The performance lacked clarity in ideas and understandings but had some reference to change over time or Dame Enid Lyons

There is little evidence through the performance of key understandings developed from pervious lesson plans.

Quality of the performanceAppropriate methodsAddressed a key question

Clear writing and structureWell edited and presentedArticulates the message of the performance.

Submitted written work is clear and well structured, communicates a clear knowledge of the topic addressing one of the key questions

Submitted work is structured, displaying some key understandings that relate to the question

Submitted written work has some structure, with limited detail and attempts to address the question

There is little evidence of structure, the information displays no supporting detail to address the questions within the written work

Group work:Includes all members equally.Accepting opinions and ideas.Equally represented in the performance

Groups communicated effectively, with each member participating throughout development and the performance.

Groups communicated effectively, with majority of the group participating throughout development and the performance

Groups displayed little communication, with only some members participating throughout development and the performance

There is little evidence of group communication and group work was completed by one member, with little input from others.

Teacher comment

Page 44 of 56


APPENDIX D: Completed Lesson Plans

Women in Politics: past to present

Key Learning Area : History Lesson: 1 of 7Gender Roles: change over time

Grade Level: 6

Key lesson question:Is it fair that there is only one woman in cabinet? Has there been change in gender roles in Australian Government?How long have women been in government?Curriculum Links:History: Identify questions to inform an Historical inquiry (ACHHS119)

Investigate using a variety of sources (ACHHS121) Use a range of communication forms - discussion, interview & poster (ACHHS125)

Civics and Citizenship: Analysis, synthesis and interpretation: Identify over-generalised statements and their implications for society; identifying facts and

opinions in media reports; and explore stereotypes in societyLearning outcomes

Positive group discussion techniques, Listen openly Develop empathy and recognition of the differences between the roles of women in the past to present.

Developing questions, Using interview as a source to gain background information,

and note taking. An introduction to Dame Enid as the first woman to stand in

Cabinet Using posters as a way to communicate

Access: Strong visual elements to include all students. Creative activity with alternative forms of investigation and presentation.Groups:Individual responsesWhole class discussionsWhole class interview

Resources: Teacher in Role Description ( see Appendix C 1.1) & ‘costume’ for ‘Miss Fletcher’ Suffrage Poster Examples (see Appendix C: 1.2) & Poster making equipment Assessment Checklist (see Appendix C: 1.3)

The Australian. (2013a). Women victim of glass ceiling: Australian of the Year Ita Buttrose. Retrieved from: http://www.theaustralian.com.au/national-affairs/women-victim-of-glass-ceiling-australian-of-the-year-ita-buttrose/story-fn59niix-1226720661539

The Australian. (2013b). Amanda Vanstone defends Tony Abbott on number of women in cabinet. Retrieved from : http://www.theaustralian.com.au/national-affairs/amanda-vanstone-defends-tony-abbott-on-number-of-women-in-cabinet/story-fn59niix-1226720737814#sthash.yP64KnhK.dpuf

Luke and Freebody’s Four Resources Model:Department of Education. (n.d). Four Resources Model. Retrieved January 8, 2006 from:

http://www.ltag.education.tas.gov.au/focus/beingliterate/FourResources/htmLearning activities / process:

Hook: Show The Australian (2013a) News Report of Tony Abbott’s selection of Julia Bishop as the only female cabinet minister. Display the quote from Amanda Vanstone “I’d rather have good government, than have more women in the cabinet for the sake of it.” (The Australian, 2013b)

1. Activity 1: Conduct a group discussion:

Time Key Questions

15-20 minutesKey Question(s):

Is it fair that there is only one female member of

Page 45 of 56



o Write initial responses to the video: 3 things that made you think/feel. Plus one thought from the opposite position. Use the responses to construct a question.e.g : THINK: I felt offended. I think that girls are just as good as boys and should be in the cabinet.OPPOSITE: Maybe they shouldn’t just be given the job; they should have to earn it with their qualifications.QUESTION: How do they get the qualifications if they never get the chance to do it?

o Talk explicitly about being respectful of others opinions: Each student shares one of their responses. After each comment ask students to raise hands for Agree/Disagree. Move onto the next person.

o Thinking time: Do you want to change your question?o Share each student’s question, use formative feedback to frame

questions for historical inquiry. Record each question. Some examples:

Why aren’t there more women in cabinet?Have women always been allowed to be cabinet ministers?Why would someone be chosen because they are a woman or a man?

1. Transition: Introduce an expert ‘guest teacher’. Leave the room and return as Teacher-in-Role: Miss Fletcher, year 1949.

2.3. Activity 2: Miss Fletcher is an expert on women’s suffrage (see ‘character

description’ in Teacher-in-Role Description (see Appendix C: 1.1). Miss Fletcher conducts a mini history lesson about women’s suffrage and the development of women’s rights leading up to Dame Enid’s election and the response of the people to her election. After entering the room and introducing herself, Miss Fletcher notices the questions on the board, she asks the students about them. “Well, I am an expert on women’s suffrage! You can ask me anything you like, but only for a few minutes, as we have a task to do.” Students ask the questions on the board. “Make detailed notes children, I won’t repeat myself.” She will share a newspaper article about Dame Enid Lyon’s election.

4.Activity 3: Explore Example Posters See Appendix C 1.2 using Luke & Freebody’s four resources model (Department of Education). Students then use the notes to develop a poster about women’s suffrage and the first women who were elected

Plenary: Return to teacher. In discussion compare what was done in Miss Fletcher’s lesson and compare what they now know about how hard women fought to get the right to be present in parliament - to the Australian article that quotes Amanda Vanstone and Ita Buttrose. Consider/discuss the progress from then until now.

parliament an issue?

How has this changed since the first time women were selected to cabinet?

How long have women been in government?

Who was the first woman to get into cabinet?

10-15 minutes

Key Question(s):

What is suffrage?When did women first get to stand?Who was the first woman to get into cabinet?

10-20 minutesHow do posters communicate their message?

10 minutes

Assessment Opportunities:Assessment checklist (see Appendix C :1.3)

Page 46 of 56


Web-quest TimelineKey Learning Area : History Lesson: 2 of 7

Gender roles: Change over timeGrade Level: 6

Key lesson question: What significance did Dame Enid Lyons have on the development of the role of women in Australia?

Curriculum Links:History: The contribution of individuals... to the development of Australian society... (ACHHK116)Sequence historical people and events (ACHHS117)Locate information related to inquiry questions in a range of sources. (ACHHS121)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)ICT:

Applying social and ethical protocols and practices when using ICT: Recognise Intellectual Property by reference images and information

Investigating with ICT: Select and evaluate data and information Creating with ICT: Generate solutions to challenges and learning area tasks

Learning outcomes: Explore digital sources to research background

information on Dame Enid Lyons’ various roles and her contributions to Australia. Skimming as a research method, note taking.

Sequence events in Dame Enid’s life within a larger digital timeline – providing adequate detail on events, presenting a timeline

Discuss and plan observational techniques for field trip to Home Hill.

Access: Various roles allow for different levels of engagement.Groups: skill-based groups of 3 students, each with a role in their group. Roles: researcher, reporter, and recorder.

Resources:Example Timelines:Australian Women’s History Forum. (2013). Australian Women’s History Forum: incorporating

women’s history month: Timeline. Retrieved from: http://www.womenshistory.com.au/timeline.asp

Museum of Australian Democracy. (2013). Equal Rights: Timelines. Retrieved from: http://explore.moadoph.gov.au/timelines/equal-rights#milestone=first-women-in-federal-parliament

Access to a minimum of 8 computers and an interactive whiteboardWeb-quest Timeline Brief (See Appendix C: 2.1)National Museum Task Brief (see Appendix C: 2.2, Part 1 & Part 2)National Museum Task Rubric (see Appendix 2.3)Learning activities / process:

2. Introduction: Introduce an example timeline from 1880 to 2013, add events discussed in Miss Fletchers classroom as an example of what is expected. Outline Dame Enid's life on the timeline and discuss what students recall about why she is significant figure. Specify what information is required to record each event. Show an example of

Time

10 minutes

Page 47 of 56


referencing.3. Activity 1 - Web-quest: Introduce the Web-quest Timeline

Brief (see Appendix…): Separate students into pre-selected groups of 3. They use digital sources to research Dame Enid’s life, gradually adding information to a class timeline on the computer. Project the timeline onto an interactive whiteboard to monitor progress – time check every 5 minutes.

4. Transition: Present each phase of the timeline sequentially and reflect on learning. Complete the self and peer-assessments. Introduce the visit to Dame Enid’s home – Home Hill

5. Activity 2 – Introduce the National Museum task brief (see Appendix C: 2.2). Discuss the task, the rubric and what will need to be done at Home Hill in order to complete it. PART 1: What to observe: artefacts that speak about the different roles Dame Enid filled in her lifetime, and what made her a significant figure in Australian history. How to observe: Sensory observations, sketching, ‘interview’ with tour guide about artefact, photographs.Plenary: Make a list of resources we will need to make our observations. (see Appendix )Get excited about the visit!

40 minutes total (20 mins for Web-quest task)Key Question(s):What will be significant detail to put on her timeline? What information do we need to include on the events? What did you learn about D.E.L?

10 minutesKey Question(s):What information will we need to give about the object? How will we collect it? What will we need to take to do that?

10 minutes for Plenary

Assessment Opportunities:Peer and self- evaluations (See Appendix C: 2.1: Web-quest Brief)

Page 48 of 56


Home Hill Visit: National Museum TaskKey Learning Area: History Lesson: 3 of 7


Key lesson question(s):How significant was Enid Lyons to women’s rights? How did her home life play a role in her achieving her goals? What evidence portrays significant meaning in the development of End Lyons?

Curriculum Links:History: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)Locate information related to inquiry questions in a range of sources. (ACHHS121)Identify and locate a range of relevant sources (ACHHS120)Level 4 Critical Thinking: Inquiring – identifying, exploring and organising information and ideas:

Identify and clarify information and ideas: identify and clarify relevant information and prioritise ideas

ICT: Managing and operating ICT: Select and use hardware and softwareLearning outcomes:Students will consolidate their knowledge of Dame Enid's life.Observe specific items in order to consider their significance reflecting the various roles that Dame Enid fulfilled

Groups: Pre-determined skill based groups, divided into buddy pairs.Half-class toursGroups of 4 for observing artefacts.Students will individually complete a sketch of their artefact.

Resources:Transport, permission slips and class list, volunteer parent teacher helper slips and a list of which children they will watch (pre-selected groups based on skills, lunch, camera/video cameras, voice recorders, pens/pencils, paper, clip boards (children will have made their own lists of items they need to make their observations in lesson 2 (National Museum Task Brief Part 1).First aid kit – and additional student medicationsSee Appendix C for:2.2: National Museum Task Brief – including Part 1 & Part 2:2.3: National Museum Task Rubric,3.2: Parent Information Brochure,3.3: Home Hill Observation SheetSafety requirements:Make parent helpers aware of student’s medical conditions ensure all students have a buddy.Check and bring a first aid kit, ensure epi pen is available and know how to use it.Learning activities / process:

1. Introduction: Before leaving school remind students of the National Museum Task (see Appendix C: 2.2) and prior knowledge of Dame Enid Lyons using think/pair/share. Assign Buddies.

2. Activity 1: Whole class introduction by the Museum guide providing an overview of the significance of the house and some items that they see inside the house. Divide class in half

Time

What important things do we will need to remember while we are home hill?15-20 minutes

Page 49 of 56


for the guided tour. Second half of group will investigate artefacts around the house with the teacher: “What is this? Look very closely, what do you notice? What do you find interesting?” (http://www.nma.gov.au/education-kids/classroom_learning/activities/what_is_this)

3. Re-group for a review of highlights of the tour. Divide students into pre-determined groups of 4 (joining 2 buddy groups together).Recess Break

4. Activity 2. Within groups investigate an area of the house and select an artefact to observe using pre-selected methods including photographs and voice recordings.

5. Each student must sketch the chosen artefact with adequate detail. Students will reflect on their observations ensuring they have enough background information to produce an exhibit for the National Museum Task.

6. The whole class will gather at the front of Home Hill where the visit will conclude.

PLENARY: Whole class discussion: sitting in a circle within groups students are told that they are not sharing their own observations, but another group’s. Discuss each other’s discoveries before reporting to the class.

Engage in a whole class discussion about how the chosen artifacts relate to Enid and her various roles.

10 minutesWhat stood out for you?

10-15 minutesHave you got enough background information?Around 10 minutesWhat important details will you need to include in your sketch?

15 – 25 minutesDescribe an interesting artifact that your partner discovered at home hill?What did they find out about this artifact?How is the object connected to Enid?What is the significance of the artifact?

Assessment Opportunities:See Appendix C for 2.3: National Museum Task Rubric

Page 50 of 56

http://www.nma.gov.au/education-kids/classroom_learning/activities/what_is_this

http://www.nma.gov.au/education-kids/classroom_learning/activities/what_is_this


National Museum Task: Present ExhibitsKey Learning Area : History Lesson: 4 of 7


Key Lesson Question(s):What do we now know about Dame Enid? What observations did we make? How can we develop those into a professional published exhibit?Curriculum Links:History: The contribution of individuals... to the development of Australian society... (ACHHK116)Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)Communicating using various methods (ACHHS125)Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)Level 4 Critical Thinking: Inquiring – identifying, exploring and organising information and ideas: Organise and process information: analyse, condense and combine relevant information from multiple sourcesICT:

Applying social and ethical protocols and practices when using ICT: Recognise Intellectual Property by reference images and information

Investigating with ICT: Select and evaluate data and information Creating with ICT: Generate solutions to challenges and learning area tasks Communicating with ICT: Collaborate, share and exchange

Learning outcomes:Lesson 4 is a continuation of the National Museum Task: Students will consolidate their observations into published exhibitions using a wiki to upload images, voice recordings and scan sketchers and other observations.Consolidate knowledge about Dame Enid.ICT focus: scanning, uploading and presenting information using computers.Source information on the computers or in the library.

Groups: Students will continue working in the same group of 4 from the previous lesson.

Resources:See Appendix C: 2.2: The National Museum Task Brief, 2.3: National Museum Task Rubric,3.1: National Museum Self-Assessment ChecklistA computer for each group. Access to a scanner. Access to 'further resources' to research their items further if required.Example Museum Exhibition: The National Museum of Australia (2013). Retrieved From:

http://www.nma.gov.au/whats-on/exhibitions/online_featuresWiki Spaces Online: www.wikispaces.comLearning activities / process:Hook: Showcase observations from the visit – watch the uploaded photos as a slideshow. If there are voice recordings, listen to them and show sketches.

1. Activity 1: Show an example of an exhibition from the National Museum online. Within visit groups discuss how best to present

Time:5-10 minutes

15-25 minutes

Page 51 of 56

http://www.wikispaces.com/

http://www.nma.gov.au/whats-on/exhibitions/online_features


your items, conduct any further research if required. Compare items from the past to items in the present (Dame Enid’s maiden speech to the speech of Julia Gillard).

2. Activity 2: Explore Wikispaces and how to use them. Use computers to draft, edit and publish all background information and item descriptions for presentation, including scanning sketches and attaching recordings.

3. Conclusion: Groups present each exhibit item to the class.

15-20 minutes

10 minutes

Assessment Opportunities:National Museum Rubric see Appendix C: 2.3 & 3.1: National Museum Self-Assessment Checklist

Page 52 of 56


Final PresentationKey Learning Area : History Lesson: 7 of 7

Gender Roles: change over timeGrade Level: 6

Key Investigation Questions:How have gender roles developed over time?Who/what were some significant things that influenced change?What are some issues surrounding gender equality?Curriculum Links:History: The contribution of individuals... to the development of Australian society... (ACHHK116)Communicating using various methods (ACHHS125)Civics & Citizenship: Communication and reflection: Present civics and citizenship ideas and opinions for a particular purpose using civics and citizenship terms and conceptsLevel 4 Critical Thinking:

Generating ideas, possibilities and actions: Imagine possibilities and connect ideas Reflecting on thinking and processes: Transfer knowledge into new contexts

Learning outcomes:Outline and Communicate knowledge accumulated over the unit: How gender roles have changed over time and a current perspective of whether or not genders are equal in Australia now

Access: Choice of task and Groups: Drama: groups of 4 Debate: 2x teams of 3 Power-point talk: groups of2

or3 Speech: individually or in pairs

Resources:Final Presentation Brief (see Appendix C: 7.1).Computer access to publish work. Space for rehearsals.Final Assessment Task Rubric (see Appendix C: 7.2)Learning activities / process: Introduce the Final Presentation Brief: Develop a performance piece, which communicates how the

rights of women have changed over time. Explain the written and performance aspects of each choice – Drama, Debate, Power-point talk or speech. The polished performances will be presented at a special International Women’s Day Function hosted by the school at Home Hill, with invited guests. Along with all of the other items we have created from the unit including the posters, timeline and artefact exhibits.

Review what we have learned throughout the unit:1. Select and sign-up to a task (sign-up sheet).2. Create a concept map of the ideas you want to

communicate.3. Construct a draft of the written component.4. Rehearse performances5. Edit and publish written work.6. Perform to the class.7. Perform at the function with invited guests.

Time and Key Questions:Full day task.

15 minutes

15 minutes

10 minutes15 minutes30 minutes20 minutes20 minutes30 minutes

Page 53 of 56


Assessment Opportunities:Final Assessment Task Rubric (See Appendix C: 7.2)

Page 54 of 56


ASSESSMENT TASK 2 RUBRIC

Assessment criteria HD: 80 – 100 DN: 70 – 79 CR: 60 – 69 PP: 50 – 59 NN: <50

1. Communication: Academic English writing conventions, society and environment oriented forms of communication, terminology and referencing (APA guidelines) (20)

Highly engaging writing, logical structure. Accomplished use of APA referencing conventions and accepted conventions for scholarly writing, as well as different formats appropriate for society and environment and the different sections of the assignment. Terminology clearly explained and adapted for the context being discussed.

High-level clarity, logical structure. Accurate use of APA referencing conventions, spelling, grammar and different formats as appropriate for society and environment and the different sections of the assignment. Terminology clearly explained and adapted for the context being discussed.

Appropriately structured writing, meaning clear, terminology clearly explained. Some minor inaccuracies in use of APA referencing conventions, spelling, grammar. Formats appropriate for society and environment and the assignment sections.

Appropriately structured writing, meaning clear, terminology needing some further explanation. Some minor inaccuracies in use of APA referencing conventions, spelling, grammar. Formats appropriate for society and environment and the assignment sections.

Does not meet the requirements of academic writing or SOSE communication. Referencing inconsistent and incomplete. Incorrect use of terminology and writing conventions. Assignment lacking in logical structure and scholarly argument.

2. Planning and realisation of teaching and learning sequence[Collaborative/Group Mark](20)

Your group considers many competing decision-making interests and logically and insightfully weighs up the evidence to arrive at a critical, authentic, and well-argued framework for curricular and pedagogical decisions and an excellent teaching and learning sequence.

Your group considers competing decision-making interests and logically weighs up the evidence to arrive at a critical and authentic framework for curricular and pedagogical decisions and a very effective teaching and learning sequence.

Your group considers a range of decision-making interests and logically weighs up the evidence to arrive at a well-argued framework for curricular and pedagogical decisions and a coherent teaching and learning sequence

Your group considers curricular and pedagogical decision-making interests and logically weighs up the evidence to arrive at a sound framework for curricular and pedagogical decisions and a realistic teaching and learning sequence.

Your group says what was planned rather than discussing the reasons for the planning approaches taken. There are limitations to the planning approaches adopted and/or the teaching and learning sequence.

3. Synthesis of ideas from wide-ranging and appropriate inquiry(20)

Smoothly and logically, draws together and interweaves society and environment curricula, pedagogies and planning to develop a learning sequence. Integrates widely sourced, highly appropriate material for this unit into a coherent, convincing, insightful whole.

Logically, draws together and interweaves society and environment curricula, pedagogies and planning to develop a learning sequence. Integrates widely sourced, appropriate material for this unit into a coherent, convincing, insightful whole.

Logically, draws together and interweaves society and environment curricula, pedagogies and planning to develop a learning sequence. Integrates widely sourced, appropriate material for this unit into a well-organised whole.

Logically, draws together society and environment curricula, pedagogies and planning to develop a learning sequence. Integrates ideas from the reading material for this unit into a sensible whole

Draws on society and environment curricula, pedagogies and planning but fails to draw upon the materials for this unit or to draw together ideas so as to make meaning of them.

4. Evaluation of society and environment pedagogies and curricula

Insightfully and critically draws out key ideas and weighs up society and environment approaches in relation to inferences, assumptions,

Draws out key ideas and weighs up society and environment approaches in relation to inferences, assumptions, consistencies

Draws out key ideas and weighs up society and environment approaches in relation to some of the following: inferences,

Draws out key ideas and weighs up society and environment approaches in relation to the literature. Links theory

Describes planning for society and environment curricula and pedagogies; fails to weigh up the key features of the society and

Page 55 of 56


(20) consistencies and contradictions. Links theory with practice. Logically and insightfully articulates curricular and pedagogical tensions, in relation to planning.

and contradictions. Links theory with practice. Logically and insightfully articulates curricular and pedagogical tensions, in relation to planning.

assumptions, consistencies and contradictions. Links theory with practice. Recognises and acknowledges curricular and pedagogical tensions, in relation to planning.

with practice. Acknowledges curricular and pedagogical tensions, in relation to planning.

environment learning area and differences with other areas of the curriculum.

5. Analysis of working collaboratively with others and demonstration of adapting planning and thinking in the light of on-line involvement and feedback (20)

Reflects deeply and intelligently upon the process of collaboration in developing learning resources and working with others on planning. Impressive evidence of sustained involvement within the on-line learning environment and of adapting thinking and planning in creative, interesting and exciting ways.

Reflects critically upon the process of collaboration in developing learning resources and working with others on planning. Good evidence of involvement within the on-line learning environment and of adapting thinking and planning in professional and meaningful ways.

Provides thoughtful observation and reflection on the process of collaboration in developing learning resources and working with others on planning. Shows evidence of conscientious and well-informed involvement within the on-line learning environment. Responds sensibly and coherently in adapting planning in the light of feedback.

Demonstrates evidence of working with others in sound and sensible ways in developing learning resources. Shows some involvement in the on-line learning environment and provides some evidence of adapting planning in the light of feedback.

Shows little or no evidence of having worked collaboratively with others in developing learning resources. Little or no evidence of participation in the on-line learning environment or of adapting planning in the light of feedback received.

Page 56 of 56

Documents

Assignment Cover Sheet Web view · 2015-09-16Word Count. 11,154 (assessable component 2,342) I declare that all material in this assignment is my own work except where there is clear