Michael's+Showcase

=Michael's Showcase =

This Wikispace will showcase the work that I have completed, with assistance of my colleagues from the Bendigo INTEL course, and I would appreciate if you could e-mail any feedback, suggestions, critical analysis or general comments to my work e-mail address. // Hi Michael. E-mail's not working. Posting feedback onto Showcase. Cheers! Frances //

=Unit Overview =

Unit Summary
A concise overview of your unit that includes the topics within your subject that are covered, a description of the main concepts learned, and a brief explanation for how the activities help students answer the Content, Unit, and Essential Questions In this unit we will be addressing the overall question - Why does the world change over time? We will do this by exploring the impacts on Australia during the period 1900-1920. The unit will examine:
 * Australia during this period || Changes caused by the war || Significance of Federation ||
 * Reasons wars fought || Life during WW1 || Australia's reasons for taking part in World War One ||

**Curriculum Links**
The curriculum areas which this unit will cover History, Arts, English, Thinking Processes and ICT.

**Year Level**
The targeted year level(s) for the unit is Grade 6 or VELS level 4

**Approximate Time Needed**
The unit will run for approximately 10 weeks over one term.

**Standards/Syllabus Outcomes**
The learning outcomes that students will achieve by the end of your Unit are: Domain - History/Humanities -> Dimension - Historical knowledge & understanding - Students will: Domain - History/Humanities -> Dimension - Historical reasoning and interpretation - Students will: Domain - Thinking Processes -> Dimension - Reasoning, processing and inquiry - Students will: Domain - Thinking Processes -> Dimension - Reflection, evaluation and metacognition - Students will:
 * demonstrate their knowledge and understanding of significant events in Australian history including World War I.
 * demonstrate their understanding of the histories of some cultural groups, which make up Australia today.
 * make links and appropriate comparisons with contemporary Australia
 * use a range of primary and secondary sources to investigate the past.
 * frame, with support, research questions and plan their own inquiries.
 * comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented.
 * use appropriate historical language and concepts to develop historical explanations and they present this understandings in a range of forms.
 * develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth.
 * distinguish between fact and opinion.
 * use the information they collect to develop concepts, solve problems or inform decision making.
 * develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth.
 * distinguish between fact and opinion.
 * use the information they collect to develop concepts, solve problems or inform decision making.
 * develop reasoned arguments using supporting evidence.
 * reflect on and evaluate their effectiveness.
 * articulate their thinking processes.

**Unit Questions**

 * How much does our past influence our everyday life? || What can we learn today from the past? ||
 * How are we inspired by our past? || How is fact different to opinion? ||

**Content Questions**
AUSTRALIAN FEDERATION FOCUS WORLD WAR ONE FOCUS
 * Why was Federation significant to Australia?
 * Why did Australia federate?
 * What impact did federation have on have on Australia and did these impacts continue into contemporary Australian society?
 * * What was it like being Australian during WW1? || * What was life like for a digger during WW1? ||
 * * Why did World War One begin? || * Why Australia got involved in a European conflict? ||
 * * What was Australia’s cultural mix during the 1900-1920 and did it change after World War One? || * What impact did World War One and Australia's involvement in it have on contemporary Australian society? ||
 * * Why did Australia take part in World War 1? ||  ||

**Assessment Timeline**

 * Before project work begins** - Enter brief descriptions of assessments that will help determine a student's background, skills, attitude, and misconceptions
 * Students work on projects and complete tasks** - Enter brief descriptions of the on-going assessment strategies used to gauge student needs, monitor progress, check for understanding, and encourage metacognition, self-direction, and collaboration
 * After project work is completed** - Enter brief descriptions of assessment strategies used to demonstrate understanding and skill, encourage metacognition, and gauge student needs for future instruction

Assessment Approaches

 * Compass point thinking routine || See-Think-Wonder thinking routine ||
 * Completion of webquest || Design Brief progress checklist ||
 * Work Progress self-assessments || Reflection Journal Process ||
 * Summary of the student reflections || Teacher / Student conferences ||
 * Reporter’s Notebook - A routine for separating fact and feeling || Prepare presentation that addresses Curriculum Framework questions and providing an position statement on the essential question. ||
 * Research work self assessment ||  ||

Up front the students will be assisted to conduct to thinking routines (Compass Point and Think-puzzle-explore) to establish the students entry knowledge and to establish the needs in relation to this unit. After visiting the Shrine of Remembrance the students will complete the See-Think-Wonder thinking routine. During the unit, the students will undertake a range of assessment activities. These will include: After teaching activities are completed, students will be assessed by:
 * completing mini-projects and webquest activities that involve both rubrics and/or design brief checklists
 * undertaking progress self-assessments with independent work activities
 * maintaining a reflection journal using the Reporter's Notebook technique
 * Regular Teacher / Student conferences to confirm learning and progress
 * Completing a project exploring the impacts of Federation and WW1 on Australia then and now. This will include responding to a number of the curriculum framing questions. There will be a progress checklist and a rubric, covering the presentation layout and format.
 * A design brief progress checklist will also be completed to allow the students to self-assess their work on the development of their presentation
 * At the very end of the unit, post-project, the students will complete a second compass point activity along with a "I used to think..., now I think..." Thinking routine
 * Overall the student will maintain a reflections journal on their experiences in this unit
 * A sample of the project outcome has been prepared to assist you in explaining and marking the project.

It is intended that Students with Special needs will be:
 * given additional time to undertake key work activities
 * work with partners, in terms of support, during web-based and project activities
 * offered higher levels of teacher / facilitator support during student-led activities

It is intended that ESL Students needs will be:
 * given additional time to undertake key work activities
 * provide the opportunity to work with non-ESL partners, in terms of support, during web-based and project activities
 * offered higher levels of teacher / facilitator support during student-led activities
 * provided work requirements that have been simplified, by the respective teacher, to the reading level of the given student(s)

It is intended that Gifted Students will be:
 * asked to work on a greater number of work activities
 * work on their own during web-based and project activities
 * asked to assist ESL and Special Needs Students as facilitators
 * asked to explore additional resources to support their work outputs
 * expected to produce higher quality work outputs - they will be asked to achieve level 4 on the rubric or the teacher will extend the rubric to include a level 5 & 6 dependent on the abilities of the given student(s).

**Indigenous Groups**
It is intended that Indigenous Students needs will be treated in the same way as other students unless they are ESL, Special Needs or Gifted Students. The resources selected have been checked for suitability but it may necessary to liaise with a local Indigenous group to confirm the suitability for the relevant Indigenous group. In addition, there is an option to have the Indigenous students explore the work requirements, where possible, from an Indigenous point of view.

= =

=TEACHING AND LEARNING ACTIVITIES =

Tuning in Introduction
The activities and learning experiences in this section help teachers to find out what students already know, think and feel about the topic of the inquiry, and are the entry points to the inquiry. The activities and learning experiences introduce the broad understandings underpinning the unit, motivate and enthuse students to engage with the inquiry, and make the parameters of the inquiry clear. [|Multiple entry points] allow for differences in students, provide [|scaffolding] for future learning, and lead into the Finding Out experiences.

Duration
Weeks 1 and 2 with a minimum of 5 60 min periods

Activities
As part of introducing this Unit to the students you will undertake the following activities: > Complete the [|Compass thinking routine] with the Students using this modified essential question as the central idea or proposition -> **The events between 1900 - 1920 have changed both the world and, in particular, Australia!** > **Have the students complete and reflect on the subject sampler called [|Up Close and Personal - the Western Front] > **Watch video (ACMI)- Boy Soldiers and have the students complete a [|See-Think-Wonder thinking routine] focusing on their observations of the video > **Organise and conduct a visit to the Shrine of Remembrance. Have the students review their [|See-Think-Wonder documents] and /or[| Compass outputs] using their observations and reflections from visiting the Shrine.
 * 1) Introduce the topic to students and introduce the Unit and Content questions. Put the Unit and Content questions up around the room.
 * 2) Explain to students that we will have a daily reading of the novel related to this topic along with maintaining, over the whole unit, a time-line of events between 1900 - 1920 and weekly reflections on our learnings.
 * 3) **Tuning in activity one - **
 * 1) **Tuning in activity two -
 * 1) **Tuning in activity three -
 * 1) **Tuning in activity four -

Tuning-in Reflection
Explain to the students that each time you see this image you will be asked to access our our unit blog - Your Country Needs You - to comment of some questions or to reflect on your experiences or learnings.Show the students the unit blog, by clicking on the picture, and discuss how they will use it.

= =

=Finding Out =

Introduction
In this section, we will begin to develop student understanding of problems or aspects of Australia between 1900 -> 1920. We will investigate the initial content questions, have the students generate and frame new questions that they want to explore, and we will identify sources of information that may assist further learning. The activities and learning experiences will be used to provide a basis for ongoing opportunities for student assessment so that students can obtain feedback to inform future learning. Students will undertake a selection of the following activities from both focus areas. The number and nature of the activities to be selected should be negotiated between the teacher and the student. In most cases the students should look to record their findings in their Reporter's journal ensuring to record the bibliographical information on the page being used.

Duration
Weeks 3 and 5 with a minimum of seven 60 min periods

Whole Class Activities
The following activities should be undertaken as part of a whole class activity: > * What was it like being an Australian soldier during WW1? In addition, the characters look at each other in the trenches without saying a word. Their laughter is forced. What are they really thinking and feeling as the end comes near? > * What was life like for a digger during WW1? > * Just before Snow's death, what does Frank say to convince him of the purpose of Australia fighting in this conflict? > * Given that the movie has a core theme "The reality of war is a long way from the propaganda reports and romantic notions designed to make them enlist. Back in Australia the war seemed to be glorious, right and the manly thing to do. In Gallipoli, it was just > a waste of life, not glorious or right." Why is war portrayed as being glorious, right and manly and what impact did this have on the Australian society?
 * 1) watch "Gallipoli - The Movie" ([|teacher support material]) and then address the questions:
 * 1) undertake the [|Federator webquest] and, when completed, have the class reflect on what they have learnt about the core question "**How have the circumstances at Federation shaped the way in which Australia has evolved?**"

Individual or Group activities focused on Federation
Students should > [|Cheryl Kerr's Federation Page], [|ABC's Federation Story], [|Federation fast facts], [|Federation Timeline] and [|Our Nation: Now and then]
 * 1) examine the transcripts of the Federation Conference, Melbourne 1890 and re-write them in their own words.
 * 2) write a short speech, in the form of an argument ([|persuasive text]) for or against, on Federation using Building The Nation pgs 14-15 as your core information source. Before drafting your speech create a PMI chart outlining what you have found.
 * 3) research the significance of the Federation and why Australian colonists want a Federal Australia? Using the following websites:

Individual or Group activities focused on World War One
In this section the students will explore <span style="COLOR: rgb(30,165,18); FONT-FAMILY: 'Arial Black',Gadget,sans-serif">why are wars fought? before establishing <span style="COLOR: rgb(17,139,176); FONT-FAMILY: 'Arial Black',Gadget,sans-serif">how World War One started and <span style="COLOR: rgb(208,103,17); FONT-FAMILY: 'Arial Black',Gadget,sans-serif">why Australia joined this European war? These questions will be answered by exploring the selected World War One websites, web-quests, pictures and images listed below. Their finding should be listed in their Reporter's journal using notes or a graphic organiser of their choice. At the end of this exploration activity the students will reflect on what they have seen or found in this activity. The student resources are: > <span class="wiki_link_ext">Extension activity - Students will explore why Australia took part in World War 1? Explain the reasons and reflect on whether you think we have the same views today?
 * 1) [|WWI Through the Eyes of my Grandfather]<span class="wiki_link_ext"> <span class="wiki_link_ext"><span class="wiki_link_ext"><span class="wiki_link_ext">.
 * 2) [|World War One Art and Songs]
 * 3) [|ANZAC DAY] <span class="wiki_link_ext"><span class="wiki_link_ext">
 * 4) [|BBC World War One Movie]
 * 5) [|All quiet on the Western Front]<span class="wiki_link_ext"> <span class="wiki_link_ext">
 * 6) <span class="wiki_link_ext"> [|World War One]<span class="wiki_link_ext">
 * 7) [|World War One - Legends of War]<span class="wiki_link_ext">

Finding-Out Assessment & Feedback
Throughout this element of the unit students will be asked to provide updates on their learning and progress to their teacher during teacher/student conferences. As a result of these conferences the expectations or requirements of the student may be altered or refined. = =

Finding-out Reflection
Now that you have completed the Finding Out activities please respond to the "[|Finding Out Reflection]" post on the Unit Blog. Please ensure that you respond to three of your peers comments by:
 * Asking 3 questions about their reflection
 * Making 2 comments about the reflection
 * Making 1 suggestion about the comment

=<span style="COLOR: rgb(245,52,41)"><span style="DISPLAY: block; FONT-SIZE: 200%; COLOR: rgb(245,52,41); FONT-FAMILY: 'Arial Black',Gadget,sans-serif; TEXT-ALIGN: center">Sorting Out =

Introduction
During activities and learning experiences in this phase, students will work to explicit criteria, and process (analyse and interpret) and re-present ideas and information. The activities and learning experiences provide ongoing opportunities for assessment so that students can obtain feedback to inform further learning - both on the understanding of ideas and on how the understanding is demonstrated.

Duration
Weeks 6 to 8 with a minimum of eight 60 min periods

Individual or Group Activities
Students will explore the following areas with the intention of analysing and interpreting what they have learnt so far and re-presenting thier ideas and information using a selection of the options listed. The areas to be explored are: Students will be asked to reflect on why we must:
 * Australia during this period
 * Changes caused by the war
 * Significance of Federation
 * Reasons wars fought
 * Life during WW1
 * Australia's reasons for taking part in WW 1
 * Australia’s Cultural Mix during the period 1900-1920
 * question the validity of historical sources of information we explore
 * always explore a range of historical sources when examining past events

Sorting-out Reflection
Now that you have completed the [|Sorting Out activities] please respond to the "[|Sorting Out Reflection]" post on the Unit Blog. Please ensure that you respond to three different classmate's comments by:
 * Asking 3 questions about their reflection
 * Making 2 comments about the reflection
 * Making 1 suggestion about the comment

=<span style="DISPLAY: block; FONT-SIZE: 200%; COLOR: rgb(245,52,41); FONT-FAMILY: 'Arial Black',Gadget,sans-serif; TEXT-ALIGN: center">Going Further =

Introduction
In this stage you will explore the links between the two events we have been explored and Australia today. Your task is to: The magazine should be prepared using a suitable application however it will also need to be posted onto a Blog so that your class peers can reflect and comment on the content.
 * select a team, minimum of 4 students in a team, to work with
 * select a focus area that the group wishes to work on
 * agree on who will address which questions within that focus area and whether they will work individually or in pairs
 * collaboratively design a layout of their magazine
 * research your questions and maintain a bibliography of resources used
 * use your research findings to prepare short articles on your question for your team's magazine.
 * compile, as a team, the magazine. This would include the cover, table of contents, bibliography, and photos / images to support what has been written
 * ensure that the spread the workload equally and you can work together if you have spare questions

Duration
Weeks 9 and 10 with a minimum of six 60 min periods

=Federation of Australia focus= The questions are:
 * 1) Federation was a unifying concept, 100 years later, are we a united or fragmented nation?
 * 2) Should more powers be devolved to the states? Has Federation Stifled the Role of the States?
 * 3) Has our national identity changed since Federation?
 * 4) If the Federation question were put today, how would people vote? In particular, what vested interests would emerge, and what kind of system or model might be produced to gain their support?
 * 5) How do the events of 1901 affect our lives in 2001?
 * 6) Would the millions being spent on the Centenary of Federation be better spent on the Aboriginal issues, health, education?
 * 7) Is history irrelevant?
 * 8) Given that Great Britain is still a significant economic and political power would we be better off if we had remained a group of colonies?
 * 9) What did we gain from federation?
 * 10) What did we lose as a result of federation?
 * 11) How is Australia different as a result of federation?
 * 12) Why was it thought necessary to change Australia to a federation rather than remaining the status quo?

=World War One Focus= The questions are: = = <span style="DISPLAY: block; FONT-SIZE: 200%; COLOR: rgb(42,15,143); FONT-FAMILY: 'Arial Black',Gadget,sans-serif; TEXT-ALIGN: center">
 * 1) Construct a timeline of the war.
 * 2) Chart the major battles of World War One on a map.
 * 3) Research the background to the Battle for the Somme.
 * 4) The line of trenches dug by the German army that stretched from the North Sea to the Swiss border became known as the Western Front. Visit [|www.worldwar1.com/maps/anzwfbig.gif] to locate key sites.
 * 5) Why was it difficult for the Allies to break through the Front?
 * 6) Ten thousand men died in a few weeks in Pozieres alone. How many Australians lost their lives during World War One? Where were the heaviest casualties suffered? How does this compare to losses in other wars?
 * 7) In what ways did combat during World War One differ from World War Two and more recent wars?
 * 8) Find out about life on the home front during the war and write a short report or article.
 * 9) What can you find out about the arguments and campaigns for and against conscription during 1916 and 1917?
 * 10) What does 'trench warfare' involve? How were the trenches constructed? What were 'duckboards'?
 * 11) What particular health problems did veterans of this war suffer?
 * 12) How many veterans of World War One are still alive today? When did the last one die?

=<span style="DISPLAY: block; FONT-SIZE: 200%; COLOR: rgb(245,52,41); FONT-FAMILY: 'Arial Black',Gadget,sans-serif; TEXT-ALIGN: center">Overall Reflection = = =

Now that your group has completed the Going Further activities, you must, individually, respond to the "[|Going Further Reflection]" questions on the Unit Blog. In addition, you should review your classmate's reflections and respond to three different classmate's comments by:
 * Asking 3 questions about their reflection
 * Making 2 comments about the reflection
 * Making 1 suggestion about the comment

=<span style="DISPLAY: block; FONT-SIZE: 200%; COLOR: rgb(42,15,143); FONT-FAMILY: 'Arial Black',Gadget,sans-serif; TEXT-ALIGN: center">Materials & Resources =

**Technology—Hardware**:
The required hardware is Computer(s), Digital Camera, Internet Connection, Printer, Projection System and Scanners.

**Technology—Software**:
The required software is E-mail Software, Image Processing, Internet Web Browser, Multimedia software and Word Processing

**Printed Materials**
Printed Materials include:
 * 101 events that shaped Australia-John Larkins || Australian History-Ronald Laidlaw || Building the Nation-Itiel Bereson ||
 * Anzac Day-Jill Bruce || Anzacs at Gallipoli-Jane Pearson || The Anzacs-Lois Krok (big book) ||
 * Time to Remember Unit || Australians at War-Robert Hillman || Australian Timeline 1899-1923 ||
 * Anzacs-The Pain & The Glory of Gallipoli-Peter Bowers || World War 1 Education Program-Shrine of Remembrance || What War Means to me-Herald Sun ||
 * Anzac Day Posters ||  ||   ||

WEBQUEST:

 * http://www.studyguide.org/allquietonwesternfront.htm
 * http://www.milforded.org/schools/foran/kdefonzo/wq/worldwar1b.html
 * http://web-and-flow.com/members/lhayman/20thcentury/hotlist.htm

SUBJECT SAMPLER

 * Up Close and Personal {The Western Front} – http://www.web-and-flow.com/members/lhayman/nationaldays/sampler.htm

BLOG

 * http://yourcountryneedsyou.edublogs.org/

WEBSITES

 * [|www.bbc.co.uk/history]
 * [|www.kidcyber.com.au]
 * [|www.firstworldwar.com/timeline/index.htm]
 * [|www-faculty.edfac.usyd.edu.au/projects/NSWhistory/action_research.html]
 * [|web-and-flow.com/members/lhayman/artww1/hotlist.htm]
 * [|www.solarnavigator.net/world_war_one.htm]
 * [|hsc.csu.edu.au/.../ww1/posters/page74.htm]
 * [|www.nla.gov.au/guides/federation/links.html]
 * [|www.pbs.org/greatwar/]
 * Visit Gallipoli - http://www.anzacsite.gov.au/
 * World War 1 Interactive Learning Web Site - [|http://www.ryebuck.com.au/e_learning/e_learning.asp#]
 * Australian War Memorial - http://www.awm.gov.au/
 * War Memorial – City of Sydney - http://www.cityofsydney.nsw.gov.au/hs_hb_anzac_war_memorial.asp

PICTURES

 * 'A hero of Dardanelles', 1915 - http://www.eduweb.vic.gov.au/dlrcontent/5231353533/index.html

SONGS

 * 'It's a long long way to Tipperary'- http://www.eduweb.vic.gov.au/dlrcontent/5231353234/index.html

POSTER REVIEWS

 * [|hsc.csu.edu.au/.../ww1/posters/page74.htm]

VIDEO

 * [|Passchendaele World war one]media type="custom" key="683117"
 * Gundagai welcomes its soldiers home in 1920 - http://www.eduweb.vic.gov.au/dlrcontent/5232343231/index.html
 * Aerial combat, France, 1914-18 (A) - http://www.eduweb.vic.gov.au/dlrcontent/5234333435/index.html
 * Aerial combat, France, 1914-18 (b) - http://www.eduweb.vic.gov.au/dlrcontent/5234333930/index.html
 * AIF troops embark at Sydney - http://www.eduweb.vic.gov.au/dlrcontent/5231373035/index.html
 * Allied soldiers' athletics carnival, c1918 - http://www.eduweb.vic.gov.au/dlrcontent/5233313238/index.html
 * [|Australian Light Horse troopers]