Apologising for the Past

Author: lmkervin@me.com

Created: 2016-05-31 11:22am

Edited: 2016-06-02 01:07pm

Keywords: Rights and Freedoms, Aboriginal People, Stolen Generation, Australian History syllbus, Stage 5, Core Study, Guided Enquiry, Technology, Kevin Rudd Sorry Speech, racism, collaborative learning

Description:

This unit of work is designed for stage 5 (year 10) history students to fit in with the new New South Wales Syllabus. As part of the Core Study- Rights and Freedoms the unit of work uses technology and a Guided Enquiry method or information literacy to give the students the students the chance to work collaboratively as a class and in small groups to present a cumulative piece of research. Focusing on the explanation of Kevin Rudd's sorry speech in 2008, the unit of work sets out to study the changes in the rights of the Australian Aboriginal people and the freedoms that occurred as a result of these.

Technology with access to the internet is essential in the completion of this unit.

Intended Learning Outcomes:

HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia
HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia
HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences
HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia

Resources		Tasks		Supports
Brainstorms to gather basis information for use in the rest of the unit
Resources Student laptops with internet connection for research Smart board/ computer with a projector for cumulated whole-class responses Google Suite	→	Task 1 Research- Who are the Aboriginal People? ↓	←	Support: Google Classroom with bibliographical list of useful websites
Resources Student laptops Google Suite	→	Task 2 Research- What is racism? ↓	←	Support Google classroom with bibliographical list of useful resources Locked Google Doc for continued reference of results for tasks 1 & 2
Resources Studen laptops Google Suite	→	Task Online voting and debate- Is there a solution to racism? What is it? ↓	←	Support Google form responses filing into the Google Doc results www.blogger.com for final class result
Use brainstorm results to complete the next section
Use the above brainstorm notes as background knowledge for the completion of the group research tasks. Individual assessment occurs through the guidance in the inquiry process.
Resources Studen laptops	→	Task Groups research the periods of time from prior settlement to the sorry speech (ancient aboriginals, Convict arrival, new colony, free settlers, World War 1, The great depression, World War 2, the 60’s, the freedom ride, Stolen generations, Land Rights, Child protection) ↓	←	Support Present findings on group padlets www.padlet.com
Resource Kevin Rudd's sorry speech	→	Task View speech and discuss implications and responses ↓	←	Support Class Google doc with link to the sorry speech clip for future reference
Resource Student laptops Smart board/ interactive whiteboard to physically put events into chronological order	→	Task Develop a flow chart as a class with each group posting their information and then the whole class develops the flowchart into a type of timeline with each even linking to the next in terms, time and results ↓	←	Support www.gliffy.com for timeline/flowchart
Students have gained an understanding of how the events have led to each other with the changing rights and freedoms
Individual presentations linked into gliffy
Resource laptops Smartboard/ interactive whiteboard speakers	→	Assessment Task Small groups present the information from their period of time in chronological order. Presentations are not to use speeches or in power point style but must be technology based. ↓	←	Support Ideas such as story boarding, slow- mation, movie making, blogs, wikis, padlets etc
Resource laptops Smartboard/ interactive whiteboard speakers	→	Task All groups are to link their completed tasks into the timeline gliffy. Individuals must perform anonymous peer review	←	Support Gliffy timeline
Summative task is the class gliffy timeline and its links to the group tasks. Feedback comethrough peer assessment and continuous assessment throughout the unit

Additional information

Technology with access to the internet is essential in the completion of this unit.
The Google suite including Google classroom, docs and forms are essential in providing a list of appropriate sites to use as well as providing space for students to collaboratively collect and view research.