|
Core Learning Outcome |
Students use
evidence about innovations in media and technology to investigate how these
have changed society. |
|
Students know: Evidence over time |
sources of evidence ·
pictures ·
diagrams ·
maps ·
timelines and sequences ·
printed texts ·
reference materials ·
stories ·
artefacts ·
middens ·
vegetation patterns ·
electronically sourced information ·
resource people/specialists innovations in media and
technology ·
steam power ·
harnessing energy (oil, solar) ·
communications (telegraph, email) ·
transport (cars) ·
health (inoculations) ·
education (computers) how these have changed
society ·
rapid spread of goods and ideas ·
positive and negative environmental effects ·
increased population ·
increased occupational specialisation ·
wider social interdependence ·
awareness of other cultures and wider issues |
|
Students can: Investigating |
use evidence to
investigate recognise
stages of an investigation e.g. ·
tune in to the topic ·
explore knowledge and viewpoints ·
look for evidence ·
draw and sort information from evidence
|
|
Core Learning Outcome |
Students create
sequences and timelines about specific Australian changes and continuities. |
|
Students know: Changes and continuities |
specific Australian
changes and continuities ·
land and sea exploration (crossing the ·
environmental campaigns ( ·
drought (the 1940s drought as represented by
Russell Drysdale) ·
introduced species (rabbits, prickly pear, pests associated
with modern shipping trade) ·
immigration over time or due to a specific event
(post-World War II) ·
settlement/invasion ·
Federation ·
economic change (1930s Depression) ·
technological developments (building of overland
telegraph, stump-jump plough) ·
disasters (Cyclone Tracey) ·
social upheaval (Myall Creek Massacre) ·
Indigenous events as identified by local
Indigenous representatives |
|
Students can: Creating |
create sequences and
timelines ·
identify aspects of an event in a text and transpose
to a simple timeline (time of introduction and effects of non-native species
into ·
use a database to record seasonal data using
Indigenous reference system ·
arrange pictorial or textual descriptions of
aspects of an event in sequential order (flow chart of Federation) ·
create before and after representations of an
event (human, animal and plant life before and after a drought) ·
connect pictures, drawings or artefacts
associated with an event to a large timeline |
|
Core Learning Outcome |
Students use
knowledge of people’s contributions in |
|
Students know: People and contributions |
people’s contributions in
contributions e.g. ·
artistic ·
economic ·
educational ·
environmental ·
exploration ·
medical ·
peace ·
philanthropic ·
political ·
religious ·
social/cultural ·
scientific ·
social justice ·
sporting ·
technological people selections based on diversity e.g. ·
European/non-European ·
male/female ·
traditional/non-traditional ·
dominant/marginalised ·
young/elderly ·
past, present, future |
|
Students can: Participating |
use knowledge to
cooperatively develop visions of preferred futures ·
work in small groups to create a representation of
future inventions that will enhance health standards ·
cooperatively create an annotated diagram of a
future place that enhances social harmony ·
with students from other places, create a song or
symbol that represents Reconciliation ·
cooperatively investigate an endangered species
and individually write a speech about a preferred future for it ·
use someone else’s forecast for the local area
and cooperatively design a list of strategies that would create a preferred
scenario ·
develop probable and preferred futures |
|
Core Learning Outcome |
Students
organise information about the causes and effects of specific historical
events. |
|
Students know: Causes and effects |
causes and effects of
specific historical events specific historical events e.g. ·
Magna Carta ·
bubonic plagues ·
European circumnavigation of the world ·
settlement/invasion of ·
·
introductions of plant and animal species ·
Australian gold rushes ·
technological inventions (polio vaccine, clipper
transport) ·
universal suffrage ·
Eight Hour Day decision ·
world heritage listings in ·
bombing of ·
causes and effects e.g. ·
direct, indirect ·
human, environmental ·
positive, negative ·
economic, ecological · political, social, cultural |
|
Students can: Communicating |
organise information ·
gather
information from a range of sources and organise in a given table, flow
chart, or as short answer/long answer notes ·
design
a flow chart showing stages of an event from cause/s to effect/s ·
skim
text for main ideas and arrange into cause and effect columns in a table (how
introduced species have affected ·
list
aspects of an event and circle the cause (Franklin-on-Gordon campaign) ·
scan
newspapers for information on a current event and underline a range of
effects (how different people are affected by a disaster) · design questions for an investigation into why an event happened |
|
Core Learning Outcome |
Students
describe various perspectives based on the experiences of past and present
Australians of diverse cultural backgrounds. |
|
Students know: Heritage |
experiences of past and
present Australians ·
social
(immigration, seeking refuge, racism, sexism) ·
political
(gaining citizenship) ·
cultural
(festivals, new ideas from immigrants) ·
work
(child labour, forced labour) ·
leisure
(entertainment) ·
science
and technology (lack of recognition for an idea such as Sister Elizabeth Kenny) ·
environmental
(perceived use /misuse of a place) Australians of diverse
cultural backgrounds ·
Anglo
ethnicity ·
non-Anglo
ethnicity ·
Aborigines ·
·
·
non-English-speaking ·
immigrants ·
Irish
and Chinese in 1850s, post-World War II Europeans, post-Vietnam War ·
age
(youth, the elderly) ·
gender ·
socioeconomic
status ·
dominant
and marginalised groups · groups identified by a cultural interest (the environment, economic activity) |
|
Students can: Reflecting |
describe various perspectives ·
after
an investigation of an event (forced South Sea Islander labour in ·
gather
information about people’s experiences during the gold rushes of the 1850s;
identify whose stories are told; and predict the perspectives of those not
well represented (children, women, local Aborigines) ·
use
a text (Nadia Wheatley’s My Place) to identify children’s perspectives about
a place over time · gather and group the views of diverse people in the school about a significant day (Easter) |