Unit Name: Subject: History UNIT DESCRIPTION First Contacts The Year 4 curriculum introduces world history and

the movement of peoples. This 8 week unit will explore the travels, explorations and discoveries of pacific islands and countries, including Australia, by Captain James Cook. Students will examine Cooks exploration and discoveries of Australia and throughout the Pacific. Students examine the impact of Cooks discovery on these societies and how these societies interacted with Cook (Austrlian Curriculum and Reporting Authority, 2011). The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts will be investigated within the particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries (Austrlian Curriculum and Reporting Authority, 2011). The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way (Austrlian Curriculum and Reporting Authority, 2011). A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources (Austrlian Curriculum and Reporting Authority, 2011) KEY INQUIRY QUESTIONS 1. Why did the great journeys of exploration occur, in particular those of Captain James Cook? 2. What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers? Grade: 4 Duration: 8 weeks 1 hour per week.

CONTENT DESCRIPTIONS Historical Knowledge and Understanding The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (Austrlian Curriculum and Reporting Authority, 2011). In this case, the explorer will be Captain James Cook. 1. Identifying key individuals and groups who established contacts with Australia and Oceania during the age of discovery; examining the journey of explorer Captain James Cook using internet mapping tools, and examining their impact on the Aboriginal

society in Australia. 2. using navigation maps to reconstruct the journeys of James Cook 3. investigating networks of exchange between different groups of people

Historical Skills Sequence historical people and events: 1. Placing key events and people of early contact history in chronological order by creating timelines, elaborating on the sequence of events. Use historical terms 1. Using historical terms when talking about the past (for example penal, transportation, navigation, frontier conflict, colonisation, compass, sextant) 2. Identifying the origins of place names in Australia (for example those named by English explorers like New Holland, as well as Aboriginal place names) Develop historical texts, particularly narratives 1. listing key events and peoples experiences and linking them together to form a narrative about the past 2. recounting the experiences of an individual based on researched facts (for example a biography, diary or journal of a navigator)

ASSESSMENT Task 1: Develop a time line of James Cooks travels (Weeks 4-5: Sorting out). The time line should include: Dates and places of significant events accompanied by detailed descriptions of the event. Criteria for this assessment are: Use of historical terms (such as, Navigation, navigator, historical names of places, names of instruments or tools used in exploration). Identify and organise information into correct order. Task 2: Use a compass to find an object journaling the events, finds and achievements (Week 6: Going further). Criteria for this assessment are: Finding objects set by the teacher using a compass. Journaling of the time, date and place the events took place and what students found along the way.

QUALITY TEACHING FRAMEWORK Elements of Intellectual quality: Deep understandingStudents need to demonstrate meaningful understanding of the central ideas covered in the unit. This element has been incorporated through a combination of fact based content learning and discovery learning (Professional Support and Curriculum Directorate, 2003). The factual content is delivered early to engage the students in the topic area. As the unit progresses, students will be more responsible for their learning as they become the investigators and the teacher becomes a guide for information rather than its facilitator (Mcinerney & Mcinerney, 2010). Substantiative communicationStudents will be regularly engaged in sustained conversations about the concepts they encounter (Professional Support and Curriculum Directorate, 2003). Students will be constantly engaged in conversation about the topic through the number of activities involving groups. Furthermore, the requirement of terminology use relevant to the subject is encouraged and highlighted throughout the unit. Students have opportunities to reflect on learning and express their learning through the activities undertaken. Elements of quality learning environment: EngagementStudents will demonstrate engagement through the range of different activities undertaken throughout the unit. All intelligences are addressed multiple times throughout the unit allowing maximum opportunity for all students to engage in the subject. The activities provide opportunities for higher order thinking as well as including opportunities for fun and kinaesthetic learning, the Plan a trip activity and the compass activity are examples of this. Students self regulatedStudents will demonstrate self regulated learning through the collection of information required in some of the activities. These activities provide students opportunities to gather information within the framework provided by the activity and the teacher. Both assessment tasks are examples of self regulated learning. This element can be further enhanced by the teacher outlining the unit to the students at the start of the subject and constantly referring to it in order to keep focus on the end goals and assessment tasks required for the unit. Elements of significance: Knowledge integrationThe subject builds on learning formed in other subject areas, such as English, by incorporating activities which involve writing in different text types, Journal, narrative, report etc. The unit uses problem solving skills and investigation skills gained and used in other subject areas; the compass task, which uses maths and science skills, are examples of this.

TUNING IN
Strategies and activities to engage all students in the topic, assess prior knowledge, refine further planning and lead into the finding out experiences. Strategies and activities (Week 1) Resources and management considerations

A simple question session asking students what they know about Captain James Cook and his discoveries, including Australia. These answers should be written on the board for students to see, followed by a general discussion about the answers to stimulate thinking in the topic. This starts the learning of the subject as students can start to inform their own knowledge by learning from the knowledge of others (Hayes, 2009). A short documentary to be watched by the students about Captain James Cook, (James Cook: Obsession and Discovery 2007). This DVD is a 4 part series, for this unit the first episode is recommended as it will help explain why expeditions and quests were undertaken during the age of discovery. It will provide a sound base from which students can investigate the topic.

Writing materials Students might be placed directly in front of the area where questions and answers will be put down. DVD player and or somewhere to play the documentary. You will need 40 45 minutes to watch the documentary.

FINDING OUT
Experiences to assist students to gather new information about the topic. Strategies and activities (Weeks 2-3) Resources and management considerations

Students are to build on week one by investigating and researching Captain James Cook themselves. Students will need to utilise Internet and book resources to gather information about Captain James Cooks travels and discoveries. Teachers will need to provide focus questions to help students stay on the right track, for example: What islands or countries did Captain Cook discover? How did the Native peoples of these places react to him? What instruments did Captain Cook use to help him navigate? What countries did he map? What adversities or difficulties did he overcome during his travels? Boundaries are crucial for learner inquiry and discovery learning processes (Rose-Duckworth & Ramer, 2009). (A)-This information needs to be kept and organised by the students as it will also assist them when completing the time line assessment task. Students should store the gathered information on a computer as it is a great way of storing and

Teachers need to make sure that students dont research too much biographical information about James Cooks life. Their main focus should be on his travels and discoveries and any impacts of those discoveries on native peoples. This can be overcome by planning the focus questions.

filing large amounts of data (Murdoch, 1998).

Computer time for students Library time or relevant books on hand.

SORTING OUT
Activities to assist students to process and work with the information and ideas they have gathered about the topic. Strategies and activities

(Weeks 4-5)

Resources and management considerations

(A, 1) - Multimedia or model presentation (Murdoch, 1998). Students need to collate their gathered information into a chronological format. A time line is an effective way of visually presenting the gathered data (Murdoch, 1998). The information should be set out with an event, a date and a brief description of the event. This can be done through a web based tool such as Timetoast, or through more traditional methods such as diagrams or models.

Computer time for students Cardboard or other materials for the traditional methods. Possible homework allocation for models. Tutorial on Timetoast.

GOING FURTHER
Activities to challenge and extend (These may be in the form of further shared experiences, individual or group projects, etc) Strategies and activities

(Week 6) (A, 2) - Cooperative group tasks (Murdoch, 1998). In groups of 4, students are to use compass directions in order to navigate to a desired goal or target, recording their findings along the way. Teachers need to map out a course using a compass and write directions for the compass to be used. Some clues could be placed on the directions sheet to assist the students if desired. Students need to have enough time to do the course and journal their findings. Finishing the course is not essential, recording and journaling of results and experiences are the

Resources and management considerations

A course and required findings needs to be mapped out and directions recorded. 6 compasses and maps. Strict time allocation for

main outcomes of this activity.

treasure hunt. Consider the abilities and strengths of individuals when allocating students to groups (Mcinerney & Mcinerney, 2010).

MAKING CONCLUSIONS
Activities to pull it all together, to assist students to demonstrate what they have learned and reflect on their learning. Strategies and activities

(Week 7)

Resources and management considerations

Learning maps (Murdoch, 1998). This is reflection activity in which students have the opportunity to reflect on what they have learned. Students can represent their reflections in a number of ways, for example, a play, a story board, a journal etc. Teachers need to use this time to reinforce new terms and concepts that were learnt during the unit (Murdoch, 1998). They should also remind them to remember their feelings and or empathy towards the native peoples of the time and acknowledge indigenous peoples perspectives resulting from Cooks discoveries.

Teachers need to provide a general recap of the unit, going over new terms and concepts. This is crucial and should take half of the lesson time. Adequate time for some discussion.

TAKING ACTION
Activities to link theory to practice. To empower students to act on what they have learned and make links to their daily lives. Strategies and activities

(Week 8) Plan a trip. Students are to plan a trip to an overseas destination in order to reach a goal or object. Teachers need to select a foreign destination or object and ask students to consider what they would need for the trip. Teachers need to set

Resources and management considerations

Students will need 5 10 minutes before the end of the lesson to complete their

limits on inventory supplies and people coming on the trip. Students are to select what they need and give a brief description under each item explaining why theyve chosen the item on their trip. Students are then required to provide a short narrative of their trip. They are to include details for any obstacles they overcame, temperature or terrain for example. They are to also comment on whom they came across on their journey and how these people assisted and interacted with them. A template for this activity can be found in the appendix. This activity will assist to make links between theory and practice. Designing self-guided walks (Murdoch, 1998). In pairs students will walk each other through each others learning experience, showing activities or assignments they participated in. Students should show their partner items like their time line, and their journal from the treasure hunt. Teachers should specify that students use correct terminology for the new terms and concepts they have learned when talking about their work.

self-guided walks. Each student will need a copy of the Plan a trip worksheet. Teachers may need to walk through the Plan a trip activity with the students as they do it. Students will need to make sure they allocate enough time to explain each activity.

EVALUATION QUESTIONS Can the students use relevant and historical terms associated with the topic? Have the activities created engagement with all students? If not who and why? Which activities need fine tuning? Do the students understand and appreciate the difficulties early explorers faced? Do the students understand Cooks role and place in Australian history? Do the students understand the implications Cooks discoveries had on Indigenous peoples? Can the students empathise with these people? Were the assessments of adequate standard and did they show learning?

References
Austrlian Curriculum and Reporting Authority. (2011). Australian Curriculum: year 4. Retrieved from The Australian curriculum: http://www.australiancurriculum.edu.au/Year4 Fimeri, W. (Director). (2007). Captain Cook: Obsession and Discovery [Motion Picture]. Hayes, D. (2009). Learning and Teaching in Primary Schools. Learning Matters. Mcinerney, D., & Mcinerney, V. (2010). Educational Psychology: Constructing Learning 5th e.d. Pearson Australia. Muijs, D., & Reynolds, D. (2005). Effective Teaching: evidence and practice 2.ed. London: Sage Publications. Murdoch, K. (1998). Classroom Connections: Straegies for Intergrated Learning. Armadale: Eleanor Curtain. Murdoch, K., & Wilson, J. (2008). Creating a Learner-centred Primary Classroom: Learnercentred Strategic Teaching. Oxon: Routledge. Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools. Sydney: Department of Education and Training. Rose-Duckworth, R., & Ramer, K. (2009). Fostering Learner Independence. Corwin Press.

Appendix

Plan a Trip
1. Choose a destination: The Himalayas 40 day expedition. The Himalayas are a cold set of mountains, the largest in the world. They boarder Nepal, India, Tibet and China. The South Pole 40 day expedition. The South Pole is Antarctica, a cold hostile environment. The Pyramids of Egypt 30 day expedition. Egypt is in the Middle East, Its a hot dry desert environment. The Amazon jungle 30 day expedition. The Amazon Jungle is in Brazil, its a hot tropical environment with lots of vegetation. 2. What will u need? You may only take a maximum of 5 items to assist you on your trip. Climbing rope Food for 40 days Food for 30 days Water for 30 days Water for 40 days Compass Low temperature clothing Tent Pick Machete Areogaurd Sunglasses Walking stick Sunscreen Sled Canoe 3. Who will help you on your trip? You may only take 2 of the following on your trip. A native from South America A horse A camel A Sherpa (A Tibetan mountaineer) A Husky dog A translator A priest An Eskimo A canoeist 4. Explain why you have made the choices you have from the above lists. 5. Give a summary on what you would like to find at your destination.

6. Who could possibly assist you in getting to your destination? Consider the following when answer the question: How did you interact with the locals to the region or country you are in and how it did they help you?