Documente Academic
Documente Profesional
Documente Cultură
Teacher
Leadership
Assessment One
Jennifer Arts
18025558
Jennifer Arts 18025558 Contemporary Teacher Leadership
TABLE OF CONTENTS
CONTENTS
Table of Contents ............................................................................................................................................................................................................................. 0
Executive Summary: Objective, Context, Goals and List of Recommendations............................................................................................................................. 1
Background Information .................................................................................................................................................................................................................. 3
Comparative Table ........................................................................................................................................................................................................................... 4
Recommendations .......................................................................................................................................................................................................................... 11
Reconstructed Unit......................................................................................................................................................................................................................... 17
Scope and Sequence ................................................................................................................................................................................................................... 18
Concept Map .............................................................................................................................................................................................................................. 19
Assessment Task and Marking Criteria ..................................................................................................................................................................................... 20
Redesigned Unit Outline ............................................................................................................................................................................................................ 28
References ...................................................................................................................................................................................................................................... 61
Appendices of Original Documents ............................................................................................................................................................................................... 65
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Jennifer Arts 18025558 Contemporary Teacher Leadership
This report has been designed for the HSIE faculty at St Clair High School, located in Western Sydney. The objective of this report is to develop
key recommendations for the program Investigating Modern History – Case Study: The American Civil War, studied within the Stage 6,
particularly Year 11 curriculum. The original program was extremely simplified and minimal with no structure, with an intended diffusion for a
comprehensive, mixed-ability Year 11 class. Whilst there are still a number of mixed-ability Year 11 classes within the school, the proportion of
Language Background other than English (LBOTE) stands relatively high. As such, key recommendations to consider in the revision of this
program were designed to target a low-ability, diverse class of students with inclusive of cultural influences from students with a Language
Background Other Than English (LBOTE).
Goals
Enhanced literacy, numeracy, critical and creative thinking skills and personal and social capabilities to enable within students to enable
successful participation in school, as well as equipping students for participation with the wider community (ACARA, n.d.).
Permeation of student-centred learning strategies through Inquiry Based Learning (IBL) to enable collaborative approaches to learning
and disable entirely teacher-led instruction.
Thorough integration of ICT as a resource to support learning and to develop critical and creative thinking skills (Talebiana,
Mohammadia & Rezvanfara, 2014).
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Effective differentiation in terms of content, process and product in order to address the diverse needs of students within the classroom
utilising the Universal Design for Learning (UDL) framework to provide multiple means of representation, expression and engagement
so as to provide inclusivity and participation (Katz, 2013).
Operative assessment as informed by Understanding by Design (UbD) in terms of formative, diagnostic and summative to appropriately
assess learning and engagement (McTighe & Wiggins, 2012).
List of Recommendations
Developing critical and creative thinking and personal and social capabilities with critical historical inquiry, IBL and empathetic
understanding (Wolpert-Gawron, 2015; Lazarakou, 2008).
Development of literacy and numeracy capabilities through statistics, timelines, scale, maps, mind-mapping, brainstorming, scaffolds,
note-taking and vocabulary (Budd, 2004).
Integration of ICT as a resource to support student learning to develop digital literacy and enhance participation and engagement (NESA,
2012; Johnson-Harris & Mundschenk, 2014).
Permeate Inquiry-Based Learning (IBL) throughout unit to promote student-centred learning informed by UbD and promote motivation
for engagement (McTighe & Wiggins, 2012; Billman, 2008).
Implementation of differentiation as informed by the Universal Design for Learning (UDL) to address an array of educational needs and
ability levels and ensure participation of a diverse cohort (Katz, 2013; García-Campos, Canabal & Alba-Pastor, 2018).
Improve the provision of assessment as informed by Understanding by Design (UbD), through formative, summative and diagnostic
means (McTighe & Wiggins, 2012; Ladwig & Gore).
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BACKGROUND INFORMATION
St Clair High School is a comprehensive, co-educational school located within Western Sydney. There is a high level of diversity within the
population of the school, with 36% of students identifying as being from a language background other than English (LBOTE), and 8% of
students identifying as being of Aboriginal or Torres Strait Islander heritage. Furthermore, the socioeconomic status of the school has been
recorded from parental information within the lower half, with 53% of the school distribution falling within the bottom quarter of the Index of
Community Socio-Educational Advantage (ICSEA) scale. As such, the schools ICSEA value comes in at 938, lower than the average ICSEA
value of 1000. The school has a relatively equal split in terms of female and male students, with 52% identifying as boys and 48% identifying as
girls.
This program was originally taught to a mixed-ability Year 11 class, with minimal resources and efficient teaching and learning strategies
integrated. As such, when this unit was originally taught, there was a high use of teacher-led instruction and worksheets either created or sourced
from textbooks. As such, the revisions of this unit considers two pedagogical frameworks to meet the recommendations of differentiated content,
process and product, development of literacy, numeracy and personal and social capabilities, improvement of critical and creative thinking, as
well as improvements upon assessment within the unit: Understanding by Design (UBD) (McTighe & Wiggins, 2012) and Universal Design for
Learning (UDL) (Katz, 2013).
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COMPARATIVE TABLE
Area of Strengths of the Concerns of the area Suggested Changes to Research support for the changes suggested
consideration area of of consideration counteract concerns
consideration
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Plan Learning
Experiences and
Instruction:
- Incorporation of
Inquiry-Based
Learning to
enable a
student-centred
learning focus
through
collaborative
tasks, class
discussion,
deviation from
textbook, real
and relevant
connections to
current world
- Differentiation
through
Universal
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Design for
Learning
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RECOMMENDATIONS
Diverse classrooms within Australian schooling necessitates a promotion of access, participation, and progress for all students. St Clair High
School’s increasingly multicultural schooling landscape stands evidential of this, with over one-third of students identifying as being from a
language background other than English (LBOTE). Therefore, recommendations for this unit have been devised to adjust the Stage 6 unit
Investigating Modern History – Case Study: The American Civil War to access relevant EAL/D student learning needs. Recommendations are
buoyed through the three-tiered Understanding by Design (UbD) framework, particularly through outcomes and assessment and through the
Universal Design for Learning (UDL) and Inquiry-Based Learning (IBL) to enable differentiation and a student-centred learning focus. Further
recommendations include a development of critical and creative thinking and personal and social capability through inquiry-based learning,
detailed empathetic tasks for understanding, and detailed analysis of textual and visual sources. In addition, literacy and numeracy are permeated
throughout the unit, with ICT integrated as a resource to support student learning, engagement and participation in all areas of the unit.
The Understanding by Design (UbD) framework offers a three-stage backward design process for curriculum planning, firstly identifying desired
results, followed by determining assessment evidence then concluding with planning learning experience and instruction (McTighe & Wiggins,
2012, pp. 2-6). Within this, assessment and outcomes stands as a vital constituent allowing an identification of desired results and assessment
evidence “to provide information on student achievement and progress and set the direction for ongoing teaching and learning” (Ladwig & Gore,
2009, p. 5). This unit’s initial approach to assessment was very minimal, informal and lacked scaffolded guidance and feedback. As such,
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adaptions of the unit centralise around significant permeation of formative assessment through learning intentions informed by outcomes, timely
feedback, Think, Pair Share, class discussion and question response, as well as the development of an in-depth differentiated summative
assessment inclusive of marking criteria and outcomes to enable relevance and transference of knowledge to new and authentic situations
(McTighe & Wiggins, 2012, p. 5). The informality of the summative task was thought suitable in the context of the scope and sequence for
assessment tasks for year 11, however, the reconstructed unit allows for equal focalisation on context and outbreak, due to requirement of the
informal summative assessment for in-depth analysis of contextual events leading to the outbreak of the American Civil War. As such, backward
mapping promoted by UbD enables a deciphering of student strengths, weakness and achievement, and facilitates direction for teaching and
In planning effective learning experience and instruction, the Universal Design for Learning (UDL) framework enables efficacious differentiated
programming to promote transference, meaning making and acquisition (McTighe & Wiggins, 2012, p. 5). Three principles substantiate the
elimination of educational barriers for EAL/D students within UDL, through multiple means of representation, multiple means of action and
expression and multiple means of engagement, thus enabling “broader access to school for all students, therefore encouraging students’
participation, addressing all possible educational needs” (García-Campos, Canabal & Alba-Pastor, 2018, p. 2-3). ). Recommendations for
multiple means of representation are implemented through the use of vocabulary sheets to access complex historical metalanguages and
technical terms, providing an array of visual, textual and auditory content dissemination and frequent class discussions and collaborative work in
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reference to content. Providing an array of modalities in presenting information increases the chances of student receptiveness, in accordance to
what modality suits each students strengths (Johnson-Harris & Mundschenk, 2014, p. 169).
Further recommendations for multiple means of action and expression within the unit have been implemented through providing choice and
freedom in the method of responding within classwork and in the summative assessment. This is evident through allowing students to present
creatively through mind-mapping, as well as supporting an array of abilities through differing assessment modalities such as PowerPoint/Prezi,
as opposed to essay formats, as the multimodality of presentation software “allows students to express themselves” (Rao & Torres, 2016, p.
468). The use of ICT further aligns with the third recommendation of multiple means of engagement, through the use of laptops and websites
research, as when used effectively, “instructional technology can support learners’ cognitive processes” (Johnson-Harris & Mundschenk, 2014,
p. 170). Furthermore, integrating multiple means of engagement has been established through consistent and continual reference back to
background knowledge with class discussion and mind-maps, thus enabling information to have a more “profound meaning to [students]” to
“learn and retain [content] more easily” (Rao & Torres, 2016, p. 470). Furthermore, immediate, formative feedback and collaborative learning
further align with the third UDL tenant through maintaining student interests and sustaining effort within class, as well as heightening “student
motivation through the authentic task of sharing their expertise and knowledge” (Johnson-Harris & Mundschenk, 2014, p. 170; Rao & Torres,
2016, p. 469-470). As such, these three tenants of UDL enable inclusivity through differentiated curricula and instructional activities reflective
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The concept of addressing effective learning experience and instruction within UbD is further buoyed by the recommendation of Inquiry-Based
Learning (IBL) throughout the unit. Enabling a student-centred learning focus through IBL is noted for it’s potential to “trigger or support
known contributors to learning and achievement” with this inquiry, inclusive of historical inquiry, “recommended as a method that promotes
motivation to engage in learning” (Billman, 2008, p. 2). Recommended activities within this unit, such as the implementation of research-based
and collaborative tasks, reflective journals, student-centred learning discussions and learning intentions, have been developed in accordance with
the IBL approach to enable students' reflective thought and critical-thinking processes (Duran & Dokme, 2016, p. 2888). Within these activities,
student agency and independent direction is facilitated, with teaching for understanding requiring the “student be given numerous opportunities
to draw inferences and make generalisations for themselves”, as “understanding cannot simply be told; the learner has to actively construct
meaning” (McTighe & Wiggins, 2012, p. 6). As such, the integration of IBL enables EAL/D students to develop transferrable skills associated
with the process of historical inquiry and the interplay of historical evidence and argument, advocating for the student as an active participator
and constructor with meaning (NESA, 2017, p. 9; McTighe & Wiggins, 2012, p. 6).
Furthermore, key aspects of the general capabilities in developing effective learning experience and instruction centralises around the
development of personal and social capabilities, as well as literacy and numeracy. IBL and historical inquiry enable an exploration of personal
and social capabilities, in “providing opportunities [for students] to express and reflect on their opinions, beliefs, values and questions” within
their “capacity for self management” (ACARA, n.d.). As such, inherent within personal and social capability is the exploration of empathetical
understanding, with recommendations for inclusion of empathy tasks throughout the revised program advocated to “move students beyond their
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own perspectives” in understanding complexities of historical events (Lazarakou, 2008). The integration of collaborative tasks also enables
insight into differing perspectives, whilst providing assistance for EAL/D or lower ability as students “develop an understanding of the
unanimity of purpose of the group and the need to help and support each other's learning which, in turn, motivates them to provide information
… and encouragement to others' requests for help or perceived need for help” (Gillies & Boyle, 2010, p. 933). Furthermore, an integration of
literacy and numeracy provides opportunities for students to engage with reading, writing and numerate practices to enable skills for successful
participation, and equipping students for life beyond school, such as access to further training, personal pursuits or participation in the wider
community, an essential confidence for EAL/D students (Billman, 2008, p.3; Van Kraayenoord & Elkins, 2004, p. 32). As such,
recommendations within this unit for integrating literacy and numeracy centre around statistical analysis, sequencing of timelines and
interactive timelines, integration of mind-maps, note-taking and brainstorming to heed background knowledge, scaffolding and graphic
The integration of ICT within the unit stands an essential component to support learning, and buoy critical and creative thinking and inquiry-
based learning. ICT stands as a resource to support learning through an adaption of content to more effectively leverage EAL/D students diverse
learning preferences, life experiences and established knowledge through enabling multiple means of representation, action and expression and
engagement (Katz, 2013; Johnson-Harris & Mundschenk, 2014, p. 170). It is important to recognise the enhancement of ICT capabilities may be
inherently challenging for EAL/D students due to ethnic, cultural, socioeconomic, linguistic and educational diversity, however it is “important
to promote, support and encourage critical literacy with ICT among ESL students in a positive, interesting and stimulating way to engage them
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in these experiences” (Tour, 2017, p. 142). In addressing potential socioeconomic complications, this reconstructed unit emphasises the
school/faculty role in the provision of laptops for research in-class, therefore minimising work requiring ICT/Wi-Fi at home. These ethical
concerns are further addressed through differentiated opportunities in the presentation of the summative assessment, inclusive of ICT and a
traditional essay response. Moreover, within Inquiry-Based methods, ICT enriches existing educational models, allowing the “learner [to] play
an active role” through a promotion of “examination, calculation and analysis of information”. thus providing a platform for “student inquiry,
analysis and construction of new information” (Talebiana, Mohammadia & Rezvanfara, 2014, p. 304; Tinio, 2003, p. 9). As research has
indicated that the use of ICT supports a learner-centred environment, recommendations for integration within this unit centre around use of
online research, visual and auditory YouTube clips for alternate representation and the use of OneNote before, during and after school where
accessible (Castro Sanchez & Chirino Aleman, 2011 as cited in Pyrnos, 2016, p. 37).
As such, recommendations provided for the Stage 6 unit Investigating Modern History – Case Study: The American Civil War were imparted to
provide accessibility of content for lower-ability and EAL/D students. The goal of these recommendations is to provide a means of
representation, expression and engagement for EAL/D students through developing critical and creative thinking, personal and social
capabilities, literacy and numeracy as informed through the Understanding by Design (UbD) process, and differentiated through Inquiry-Based
Learning (IBL) and the Universal Design for Learning (UDL) framework. As such, the recommendations of this report aim to construct a
sequential, accessible program, that simultaneously extended and furthered the knowledge of lower-ability and EAL/D students.
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RECONSTRUCTED UNIT
Key
(specific improvements in brackets within unit outline)
Blue Pedagogical improvements, including Inquiry-Based Learning (IBL),
differentiation (UDL/UbD), ICT, literacy, numeracy, personal and
social capabilities (PSC), critical and creative thinking (CCT).
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CONCEPT MAP
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Assessment Task
Preliminary Modern History
COURSE
Investigating Modern History – Case Study:
The American Civil War
TASK WEIGHT
Informal Summative Task (toward report)
DATE OF NOTIFICATION 16th August, 2018
OUTCOMES ASSESSED
› proposes ideas about the varying causes and effects of events and developments MH11-2
› analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11-3
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› examines the significance of historical features, people, ideas, movements, events and
developments of the modern world MH11-5
› analyses and interprets different types of sources for evidence to support an historical
account or argument MH11-6
TASK RATIONALE
This task provides students with the opportunity to demonstrate their knowledge and
understanding of key elements of the historical context that contributed to the outbreak and
nature of the American Civil War. Within this task, students utilise critical literacy skills
through interpretation, analysis, critique and synthesis of evidence from a variety of
sources and develop logical and evidence-based arguments regarding the causes and
consequences of the American Civil War.
TASK INSTRUCTIONS
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Part A.
Select two primary and two secondary sources that demonstrate evidence about life in
America before and after the Civil War broke out. Include a discussion on the usefulness
and reliability of the sources. The time period to be covered can include 1776-1861. [15
marks]
Part B.
You may present your response in the form of a 1000-1500 word essay or a 5-7 minute
multi-modal presentation (Prezi, PowerPoint) exploring the significance or impact of this
statement. You are to reference at least two of the four sources that you utilised in Part B.
[25 marks]
Definition:
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Marking Criteria - Investigating Modern History – Case Study: The American Civil War
Name ______________________________ Class ________________________
Mark
Part A (Source Analysis) 10%
Range
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Mark
Part B (Response Question) 20%
Range
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____________________________________________________________________________________________________________________
Teachers Comment:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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Student Reflection:
My areas of strength:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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UNIT OUTLINE
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Historical interpretation
Analyse the extent and nature of continuity As such, this learning enables students to develop crucial historical inquiry skills such as
and change over time (ACHMH001) understanding and assessing the value of sources and evidence, being able to utilise
Identify and analyse the varying causes and appropriate evidence to support historical accounts and successfully communicating
effects of events and developments in order to historical knowledge and understanding.
construct
historical arguments (ACHMH001)
Form judgements about historical
significance, recognising that significance
may be attributed for
different purposes
Analyse and evaluate contested
interpretations and representations of the past
(ACHMH011,
ACHMH012)
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A student:
This topic will come under ‘Investigating Modern describes the nature of continuity and change in the modern world MH11-1
History – Case Studies’ through a 4 week analysis of proposes ideas about the varying causes and effects of events and developments
the case study ‘The American Civil War’. This will MH11-2
analyses the role of historical features, individuals, groups and ideas in shaping the
be the second topic in Term 2 for Year 11, preceded
past MH11-3
by Historical Investigations and succeeded by The accounts for the different perspectives of individuals and groups MH11-4
Cuban Revolution case study. examines the significance of historical features, people, ideas, movements, events
and developments of the modern world MH11-5
analyses and interprets different types of sources for evidence to support an
historical account or argument MH11-6
discusses and evaluates differing interpretations and representations of the past
MH11-7
communicates historical understanding, using historical knowledge, concepts and
terms, in appropriate and well-structured forms MH11-9
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Students will be utilising a vast array of literacy Students will utilising numerate skills ICT integration is evident through:
skills in this study including: through:
o Laptops (school-based/provided)
o Mind-maps o Interpretation of maps, graphs, scales o PowerPoint
o Brainstorming and statistics o OneNote
o Vocabulary building o Use of sequencing with timelines and o Website research
o Response scaffolding statistics o YouTube
o Graphic organisers o ICT interactive timelines o Software Use
o Note-taking
o Presentations
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Week 3: Lesson 1 The nature of the American Civil War, including: the legacy of the PowerPoint slides
American Civil War. o Maps
A student: o Statistics
describes the nature of What is Civil War? (PPT: Introduction and Legacy) Syllabus points for A6: The
continuity and change American Civil War
in the modern world Learning intention: To understand the legacy of the Civil War; (UDL: Interactive screen
MH11-1 Representation/Formative/IBL). YouTube clips of relevant
examines the content
significance of - Vocabulary worksheet of key terms with definitions handed out.
historical features, Higher-ability students have words and can write and research
people, ideas, their own definitions and add it to worksheet; (Formative/UDL:
movements, events and Representation).
developments of the
modern world MH11-5 - Students brainstorm what they already know of the American
Civil War through mind-map within their books; then contribute
to a class mind-map on the board; (Diagnostic).
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Week 3: Lesson 2 The historical context, including: Slavery, human rights and the PowerPoint slides
A student: growth of the abolition movement. Interactive screen
Laptops for research
Source analysis graphic organiser
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proposes ideas about Long term causes – Declaration of Independence, Trans-Atlantic Slave
the varying causes and Trade (PPT: Declaration of Independence)
effects of events and
developments MH11-2 Learning intention: To understand the historical context of slavery and
analyses the role of human rights within America; (UDL: Representation/Formative/IBL).
historical features,
individuals, groups and - Vocabulary worksheet of key terms with definitions handed out.
ideas in shaping the Higher-ability students have words and can write and research
past MH11-3 their own definitions and add it to worksheet; (Formative/UDL:
analyses and interprets Representation).
different types of
sources for evidence to Students research Declaration of Independence to deconstruct and
support an historical analyse values. The following list will be written on the board for
account or assistance with visualisation and reflection (UDL: Representation).
argument MH11-6 -
o Life
o Liberty
o Pursuit of Happiness
o The Common Good
o Justice
o Equality
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Source Activity:
Think, pair, share: Source Analysis on PPT Source 2.9 (Civil War
Times, 1952: Sale of Slaves and Stock). The following list of questions
will be written on the board for visualisation; (IBL/UDL:
Representation).
1. What is the general attitude towards slavery communicated
within this list?
2. What characteristics did the highest priced slaves have in
common?
3. Explain the impact of a slave’s age on his/her sale price.
4. Assess the usefulness and reliability of this source
(Formative/Summative Preparation).
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Sectionalism:
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Students are then to form an expert group, with each student having
focused on a different topic to contribute to the group (IBL/UDL:
Expression).
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Week 4: Lesson 5 The historical context, including: Slavery, human rights and the PowerPoint Slides
growth of the abolition movement. YouTube clips
A student: Laptops
accounts for the Learning intention: To understand the argument of human rights within OneNote
different perspectives the context of slavery and the growth of the abolition movement (UDL: Source analysis graphic organiser
of individuals and Representation/Formative/IBL).
groups MH11-4
examines the - Vocabulary worksheet of key terms with definitions handed out.
significance of Higher-ability students have words and can write and research
historical features, their own definitions and add it to worksheet; (Formative/UDL:
people, ideas, Representation).
movements, events and
developments of the Long term causes – The growth of the abolition movement and Uncle
modern world MH11-5 Toms Cabin (PPT: Abolitionism)
analyses and interprets
different types of - PPT to introduce Abolitionist movement and Northern
sources for evidence to arguments against slavery and introducing key Abolitionist
support an historical figures.
account or o Harriet Tubman
argument MH11-6 o Frederick Douglass
o William Lloyd Garrison
o Harriet Beecher Stowe
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Week 4: Lesson 6 The historical context, including: The North and the issue of PowerPoint slides
national unity Interactive screen
A student: Worksheet
accounts for the Learning intention: To understand the effect of the election of Abraham North v. South argument
different perspectives Lincoln and secession on the outbreak of the Civil War (UDL:
of individuals and Representation/Formative/IBL).
groups MH11-4
discusses and evaluates - Vocabulary worksheet of key terms with definitions handed out.
differing interpretations Higher-ability students have words and can write and research
and representations of their own definitions and add it to worksheet (Formative/UDL:
the past MH11-7 Representation).
- PPT explaining short term causes as trigger for the Civil War and
note-take from appropriate slides (Literacy).
o Map and key provided on board for ‘The Progress of
Secession’ (Numeracy).
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Inquiry question: How did the issues of Slavery, Sectionalism and State
Rights contribute to a distinct sense of disunity? (IBL).
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Week 5: Lesson 7 The nature of the American Civil War, including: The outbreak of PowerPoint slides
war in 1861 Worksheet
A student: Source analysis graphic organiser
accounts for the Learning intention: To analyse the events during the outbreak of the
different perspectives Civil War; (UDL: Representation/Formative/IBL).
of individuals and
groups MH11-4 - Vocabulary worksheet of key terms with definitions handed out.
analyses and interprets Higher-ability students have words and can write and research
different types of their own definitions and add it to worksheet; (Formative/UDL:
sources for evidence to Representation).
support an historical
account or argument Outbreak of Civil War – Fort Sumter, timeline of Civil War battles
MH11-6 (PPT: Outbreak of the Civil War)
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Week 5: Lesson 8 The nature of the American Civil War, including: Key battles of the PowerPoint slides
American Civil War, eg the Battle of Gettysburg o Map included on board
A student: showcasing key battle
analyses the role of Learning intention: To analyse key battles within the American Civil locations
historical features, War and their effects and consequences; (UDL: o Statistics comparing
individuals, groups and Representation/Formative/IBL). populations
ideas in shaping the Laptops
past MH11-3 - Vocabulary worksheet of key terms with definitions handed out. OneNote
examines the Higher-ability students have words and can write and research Interactive screen
significance of their own definitions and add it to worksheet; (Formative/UDL: Interactive timeline
historical features, Representation).
people, ideas,
movements, events and Key Battles overview – Manassas to Antietam (PPT: Key Battles of
developments of the Civil War)
modern world MH11-5
- Interactive timeline on board of key battles in Civil War to
provide brief overview (Numeracy/ICT).
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Week 5: Lesson 9 The nature of the American Civil War, including: Key battles of the Interactive screen
American Civil War, eg the Battle of Gettysburg Documentary on the Battle of
A student: Gettysburg
accounts for the Learning intention: To analyse the Battle of Gettysburg in depth and
different perspectives understand the consequences and effects (UDL:
of individuals and Representation/Formative/IBL).
groups MH11-4
discusses and evaluates - Vocabulary worksheet of key terms with definitions handed out.
differing interpretations Higher-ability students have words and can write and research
and representations of their own definitions and add it to worksheet (Formative/UDL:
the past MH11-7 Representation).
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Week 6: Lesson 10 The nature of the American Civil War, including: The role of PowerPoint slides
different groups during the Civil War, eg soldiers, nurses, slaves Interactive screen
A student: Worksheets
analyses the role of Laptops
historical features,
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individuals, groups and Learning intention: To understand the Emancipation Declaration and
ideas in shaping the the roles of soldiers, nurses and slaves during the American Civil War
past MH11-3 (UDL: Representation/Formative/IBL).
accounts for the
different perspectives - Vocabulary worksheet of key terms with definitions handed out.
of individuals and Higher-ability students have words and can write and research
groups MH11-4 their own definitions and add it to worksheet (Formative/UDL:
Representation).
Emancipation Declaration and Roles in the Civil War (PPT: Roles and
Emancipation Declaration)
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Students are then to form an expert group, with each student having
focused on a different topic to contribute to the group; (CCT/IBL/UDL:
Expression).
Week 6: Lesson 11 The nature of the American Civil War, including: The reasons for PowerPoint slides
the Union victory and the immediate consequences of the American Interactive screen
A student: Civil War Worksheets
describes the nature of Source analysis graphic organiser
continuity and change Learning intention: To understand the immediate consequences on the
in the modern world American Civil War on society through the Reconstruction era (UDL:
MH11-1 Representation/Formative/IBL).
proposes ideas about
the varying causes and - Vocabulary worksheet of key terms with definitions handed out.
effects of events and Higher-ability students have words and can write and research
developments MH11-2 their own definitions and add it to worksheet (Formative/UDL:
examines the Representation).
significance of
historical features, Immediate consequences of the American Civil War (PPT:
people, ideas, Reconstruction Immediate Consequences)
movements, events and
- PPT explaining Reconstruction & The Compromise of 1877.
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Source analysis on PPT showing lasting effects of Jim Crow Laws and
segregation; (Formative/CCT).
1. Explain how this image of the two students, who are the focus of
the photo, help you explain different perspectives toward an
issue.
2. How does the caption change your understanding?
3. How does the source help you understand the difficulties African
American students faced attending previously all-white schools?
4. Write a diary entry taking the role of an African-American
student facing segregation and racism within the source; (PSC).
5. Assess the reliability and usefulness of the source;
(Formative/Summative Preparation).
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REFERENCES
Australian Curriculum, Assessment, and Reporting Authority [ACARA]. (n.d.). General Capabilities in the Australian Curriculum: Humanities
Belcher, O. J. (2016). Effectiveness of a formative assessment initiative on student achievement in eighth grade math (Order No. 10128970).
Billman, A. K. (2008). Inquiry-based instruction in second grade classrooms in high and low socioeconomic status settings (Order No.
Broemmel, A., Jordan, J., & Whitsette, B. (2015). Learning to Be Teacher Leaders: A Framework for Assessment, Planning, and Instruction,
Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35-46. Retrieved from:
http://jbudd.csom.umn.edu/Mindmaps/2004-JEE-Mind-Maps.pdf
Chang, Y., Li, B., Chen, H., & Chiu, F. (2015). Investigating the synergy of critical thinking and creative thinking in the course of integrated
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Duran, M., & Dokme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of
García-Campos, M. D., Canabal, C., & Alba-Pastor, C. (2018). Executive functions in universal design for learning: moving towards inclusive
Gilles, R.M. & Boyle, M. (2010) Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education 26,
Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working Effectively with Students with BD in a General Education Classroom: The Case
for Universal Design for Learning, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87(4), 168-174, doi:
10.1080/00098655.2014.897927
Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal
http://www.jstor.org.ezproxy.uws.edu.au/stable/canajeducrevucan.36.1.153
Ladwig, J., & Gore, J. (2009). Quality teaching in NSW public schools: an assessment practice guide (pp. 1-56). [Sydney] Department of
Education and Training, Professional Learning and Leadership Development Directorate. Retrieved from:
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
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Lazarakou, E. D. (2008). Empathy as a tool for historical understanding: An evaluative approach of the Ancient Greek primary history
curriculum. The International Journal of Social Education, 23(1), 27-111. Retrieved from: https://search-proquest-
com.ezproxy.uws.edu.au/docview/847562080?accountid=36155
McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA: Association for Supervision and Curriculum
NSW Education Standards Authority [NESA]. (2012). Integrating ICT Capability. NSW Government. Retrieved from:
https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
NSW Education Standards Authority [NESA]. (2017). Modern History Stage 6 Syllabus. Retrieved from:
https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-2017.pdf
Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners, Asia-
Pynos, R. (2016). Student engagement and its relationship to mobile device ownership and the role of technology in student learning (Order No.
Rao, K. & Torres, C. (2016). Supporting academic and affective learning processes for English language learners with Universal Design for
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Tour, E. (2017). Critical Literacy and ICT: Experiences of ESL Students in Australia. In Chan, P. W. K., Asia Pacific Education: diversity,
challenges and changes (pp. 142-153). Victoria, Australia: Monash University Publishing.
van Kraayenoord, C. E., & Elkins, J. (2004). Learning difficulties in numeracy in Australia. Journal of Learning Disabilities, 37(1), 32-41.
Wolpert-Gawron, H. (2015). DIY project-based learning for ELA and history. New York: Routledge. Retrieved from:
https://www.readpbn.com/pdf/DIY-Project-Based-Learning-for-Math-and-Science-Sample-Pages.pdf
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Investigating Modern History: Term 2 Week 3-6 Students investigate the causes and consequences of the American Civil War, using a range
Case Studies of sources.
Class:
A6: The American Civil War The Historical concepts and skills content is to be integrated as appropriate.
Yr 11 Modern
History
› describes the nature of continuity and change in the modern world Identify and analyse problems relacting to sources in the
MH11-1 investigation of the past (ACHMH011)
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› proposes ideas about the varying causes and effects of events and Form judgements about historical significance, recognising that
developments MH11-2 significance may be attributed for different purposes
› analyses the role of historical features, individuals, groups and ideas in Identify and analyse the varying causes and effects of events and
shaping the past MH11-3 developments in order to construct historical arguments
(ACHMH001)
› accounts for the different perspectives of individuals and groups MH11-
4 Analyse and evaluate contested interpretations and representations of
the past (ACHHMH011, ACHMH012)
› examines the significance of historical features, people, ideas,
movements, events and developments of the modern world MH11-5 Communicate historical understanding, using historical knowledge,
concepts and terms, in forms appropriate to purpose and audience
› analyses and interprets different types of sources for evidence to support (ACHMH014)
an historical account or argument MH11-6
Assessment Items:
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● the historical context, including: Brief background to the history of the independent United States of
America and understanding of the Trans-Atlantic Slave Trade and its
– the nature of economic and social differences importance to the Southern Economy
between the North and the South, and States’
Rights - types of jobs available
– Slavery, human rights and the growth of the - social hierarchies (impacts of immigration patterns on these)
abolition movement
– the North and the issue of national unity
Distinctions between North and Southern United States in 1860 and
present
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-- the causes of the Civil War Legacy of the Civil War: long term effects; civil rights movement;
Marion Barry and Washington DC; KKK in 20th C.
Evaluation:
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YEAR 11
WEEKS 3-6 (From week 3: 12 lessons)
American Civil War
Students investigate:
● the historical context, including:
- the nature of economic and social differences between the North and the
- South, and States’ Rights
- slavery, human rights and the growth of the abolition movement
- the North and the issue of national unity
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- Migration Patterns from slavery question: Knowing what we know about the North
and South, explain the reasons for this migration pattern?
- Contestability Task: In your opinion, how relevant is the argument of systematic
racism in countries like America today?
Lesson Long term causes – Declaration of Independence, Trans-Atlantic Slave Trade (PPT:
2 Declaration of Independence)
- Students are handed Declaration of Independence Worksheet to translate and
deconstruct (Doc: Declaration of Independence)
- PPT explaining Slave Trade
- Students are handed Trans-Atlantic Slave Trade sheet to read and answer question
(Doc: Slave Trade Worksheet)
- Source Analysis on PPT Source 2.9 (Civil War Times, 1952)
6. What is the general attitude towards slavery communicated within this list?
7. What characteristics did the highest priced slaves have in common?
8. Explain the impact of a slave’s age on his/her sale price.
- Extension inquiry question: Was there tension in these ideals within the Declaration
and the institution of slavery? How would the Union (anti-slavery) have used the
Declaration to their advantage?
Lesson Long term causes - Economic and social differences between North and South and
3 Sectionalism (PPT: Economies & Sectionalism)
- Class discussion on economic structures of North and South (slavery vs. industry)
- Students note down information on PPT Table comparing North and South
economy
- Students handed worksheet (Doc: Economy and Industry Worksheet)
- Students are handed worksheet analysing sources for Southern Justification of
slavery (Doc: Southern Justifications Worksheet)
Answer the questions:
1. Why does Calhoun, in the first extract, believe slavery to be a ‘positive good’?
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2. According to Harper, in the second extract, why are the conditions of slavery
better than those of white free labourers in the North?
3. What criticisms does Hammond, in the third extract, make of the North?
4. What understanding can we gain of the Southern view of slavery and the
economy?
Sectionalism
- PPT discussing what sectionalism is and how it’s related to economy
- Students are handed worksheet with source (Doc: Sectionalism) and answer
questions
- Extension inquiry question: Why might mechanization and industrialisation be an
advantage to the North’s economy? Would this manifest tension with the South?
5 Long term causes – The growth of the abolition movement and Uncle Toms Cabin (PPT:
Abolitionism)
- PPT to introduce Abolitionist movement and Northern arguments against slavery.
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6 Short term causes – Election of Abraham Lincoln and Secession (PPT: Short Term & Unity)
- PPT explaining short term causes as trigger for the Civil War and students write
down notes from appropriate slides
- Students handed worksheet (Doc: Short Term Causes)
- Discuss sectionalism
- Students handed worksheet (Doc: Secession Worksheet)
- Inquiry question: How did the issues of Slavery, Sectionalism and State Rights
contribute to a distinct sense of disunity?
- PPT to explain how to answer question above.
- Students complete source analysis on PPT.
7 Outbreak of Civil War – Fort Sumter, timeline of Civil War battles (PPT: Outbreak of the Civil
War)
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- Students handed worksheet (Doc: Civil War Prediction & Timeline worksheet) to
predict outcome of Civil War based off sources.
- Students use PPT to summarise how Fort Sumter was Outbreak
- Students handed worksheet with source analysis to summarise (correspondence):
- Students answer following questions:
1. Summarise the key points of the correspondence between Major Robert
Anderson and General Pierre G. T. Beauregard from April 11 – 14, 1861.
2. Explain what you believe the relationship between Anderson and Beauregard is.
Consider the tone within the source and support your response with reference
to the correspondence.
3. Assess the effectiveness of the document in telling you about the outbreak of
the Civil War.
4. Compose a letter from Anderson to Beauregard or from Beauregard to
Anderson after the war is over and Anderson has raised the US flag again on
Fort Sumter. Explore what you believe would be Anderson’s or Beauregard’s
feelings about their opponent during the initial Fort Sumter struggle.
8 Key Battles overview – Manassas to Antietam (PPT: Key Battles of Civil War)
- PPT showing where battles were
- Students handed information sheet (Doc: Civil War Battle Sheet)
- Students handed worksheet to fill out key and relevant battles and transfer
information (Doc: Civil War Battle Student Worksheet)
- Students reference the above document, answer the following questions:
1. Explain why people in the South were thrilled by the Battle of Bull Run and people
in the North were shocked?
2. Evaluate if Battle of Antietam was the most significant battle in the War.
3. Assess if the Battle of Fredericksburg was one of the lowest points of the war for
the Union.
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- Inquiry question: Assess the reasons that the Battle of Gettysburg was considered
the ‘turning point’ of the Civil War.
10 Battle of Antietam, Emancipation Declaration and Roles in the Civil War (PPT: Roles and
Emancipation Declaration)
- Students handed Battle of Antietam worksheet (found online) and answer
questions
- Students handed Emancipation Declaration worksheet (Doc: Emancipation
Declaration) and answer questions
- Make connection between these two events and changing roles in the Civil War
- Students handed worksheet on roles on women, soldiers and African-American
slaves (Doc: Roles worksheet)
- Students answer questions:
1. Explain the role of soldiers, African-Americans and nurses in the Civil War.
2. Assess the significance of each of these roles in the progression of the Civil War.
3. Contrast the differing depictions of nurses in the Civil War and nurses now. How
could nurses like Dorothea Dix and Clara Barton have contributed to the
modern depiction of nurses?
4. Contrast the roles African-American slaves would have had on the Union Army
and the Confederate Army. Were they treated fairly in either?
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Historical Investigation – in- Case Study 1 – American Civil War Case Study 2 – Cuban Revolution
class. Due Wednesday Week 5
Possinquirye personality focus: Che Guevara/Fidel
Castro
Assessment task: Informal assessment – essay choice from one of the two essays
Historical Investigation
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Assessments:
Exam:
Notes:
Report/Assessment outcomes:
Semester One:
MH11-2 proposes ideas about the varying causes and effects of events and developments
MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument
MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources
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MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms
Semester Two:
MH11-1 describes the nature of continuity and change in the modern world
MH11-5 examines the significance of historical features, people, ideas, movements, events and developments of the modern world
MH11-7 discusses and evaluates differing interpretations and representations of the past
MH11-10 discusses contemporary methods and issues involved in the investigation of modern history
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