Ethan Sais – 17974628

History Curriculum 2 Assessment Task 1

Table of Contents

Unit Program ………………………..2

Discussion …………………………….8
- References ……………….12

Resources ………………………13
- Resource 1 …………………..13
- Resource 2 …………………..14
- Resource 3 …………………..15

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 UNIT OUTLINE
Subject: Preliminary Modern History Stage 6 Course: Investigating Modern History Duration
Unit title: The Representation and Commemoration of the Past – Iwo Jima 4 Weeks
Content Focus Syllabus outcomes
Using historical concepts and skills students develop A student:
and understanding of the nature of Modern history  analyses and interprets different types of sources for evidence to
is, through the investigation of how the past is support an historical account or argument - MH11-6
represented and commemorated.  discusses and evaluates differing interpretations and representations
of the past - MH11-7
*This unit plan has been constructed using learning  communicates historical understanding, using historical knowledge,
sequences rather than a weekly structure. This is concepts and terms, in appropriate and well-structured forms - MH11-9
namely because it ensures that each concept is  discusses contemporary methods and issues involved in the
addressed. For ease of planning the week/time investigation of modern history - MH11-10
frames have been included in brackets (). *
Key Terms Key Events Historical Concepts and Skills
- Perspectives - Battle of Iwo Jima The following historical concepts and skills are targeted in this unit:
- Analysis - The flag raising at  Analyse sources to identify and account for the different perspectives
- Historical context Iwo Jima of individuals and groups in the past (ACHMH010)
- Public history  Identify and analyse problems relating to sources in the investigation of
- Commemoration the past (ACHMH011)
- Representation  Analyse the extent and nature of continuity and change over time
(ACHMH001)
 Analyse and evaluate contested interpretations and representations of
the past (ACHMH011, ACHMH012)
 Communicate historical understanding, using historical knowledge,
concepts and terms, in forms appropriate to purpose and audience
(ACHMH014)
Literacy Focus Numeracy Focus ICT Focus Differentiation

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- Students engage in - Use of timelines - This lesson plan This unit plan has provided many opportunities for
a range of literacy- uses a range of ICT differentiation of lessons including;
based tasks and resources and o A focus on group work
have the opportunity programs to engage o Use of a range of tasks that are on both
to develop these and teach students ends of the blooms taxonomy.
skills and concepts these include o As well as activities that are carefully
explicitly throughout research, scaffolded to provide students with lessons
the unit collaborative and that build upon the knowledge and skills
source-based they already have
analysis tasks.

Week Syllabus Content Teaching and Learning Strategies Resources

Week 1  Investigate the public
nature of history and the
uses of history
o Identify and analyse
problems relating to
sources in the
investigation of the past
(ACHMH011)
Introduction to the topic: Life Road Maps - Biography
Split the class into 6 groups: timelines
- Each group will be handed historical figure biography - Vocabulary
sheet/timelines that highlights their figures: Journals
o Historical events/context - Classroom
o Significant relationships Projector/
o Life experiences smartboard.
o Actions/decisions
o Goals and beliefs etc.
- In order for comparative analysis every 2 groups will
be given the same historical figure.
- The class will brainstorm metaphorical symbols that
represent life journeys e.g. stop signs= setbacks,
green lights= achievement of goal etc.
- On a large piece of paper each group will create a
‘life road map’ and present it to the class.

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 - This task will provide students with the opportunity to
address how the same historical facts can be
presented to create varying historical perspectives

Class exploration of ‘Public history’

Students brainstorm:
- How history is represented in their daily lives (e.g. the
media, school, politics, etc.)
- How history/events were portrayed in the past
- In groups of 4,
o Discuss how these representations have
entered the modern zeitgeist (where do they
stem from?)
o To what extent do you think we are a product
of our history?
o How do we use our history today?
o How significant is history in shaping our
society?

Vocabulary journal
- Using the class exploration activity students write in
their own understanding of:
o Public history
o Perspectives
o Zeitgeist
o Representations of history
o Historical interpretation
Weeks 2-3  How history is Image study and backgrounding activity - Images of Flag
represented through Introduction and background to the flag raising at Iwo Jima Raising at Iwo
ONE of the following: February 1945 Jima
memorials, museums, - Students are presented with the two images worksheet
the media, film, presented in the first and second flag raising of Iwo

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 documentaries and
online
 The various ways the
past is commemorated,
including the role of key
influences, e.g.
nationalism and nation-
building
o Analyse and evaluate
contested interpretations
and representations of
the past (ACHMH011,
ACHMH012)
o Communicate historical
understanding, using
historical knowledge,
concepts and terms, in
forms appropriate to
purpose and audience
(ACHMH014)
o The need for critical
analysis of
representations of the Historical Film study
past and historical Students watch the film ‘Flags of our fathers’
methods that can be
used for this purpose
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Jima without context. Students are asked to answer - Flags of Our
the following questions to guide analysis: Fathers Film
o What is the context for this picture? (2006)
o Where and when was it taken? - Student
o What is happening in these images devices
o what are the notable features of the people in - Letters from
these images? Iwo Jima Film
o Who are they? (2006)
o What can this image tell us about how we
document and commemorate the past?
o Are there any similarities?
- Once discussion of image has subsided provide
students with the following link to ‘fill in the blanks’
http://www.nationalgeographic.com.au/history/raising-
the-flag-on-iwo-jima.aspx
- Now with the background information students
engage in a class analysis of the image in context.
- Show students the Iwo Jima memorial in Washington
D.C. and ask them to consider the role of nationalism
and its use of war time stories to construct national
narratives
- They are given a SIT worksheet that is split into three
categories. Students use these categories to write
down facts or ideas presented in the film that they
find:
o Surprising
o Interesting
o Troubling
 - Class discussion about the film and what students
learnt from it.
o Make explicit reference to how the film
portrays the commemoration of war and the
construction of the ‘war hero’
o How history has been shaped to construct
particular ideologies and national/social
identities.

Source analysis
Students:
- Use their devices to access the website:
https://museumofworldwarii.org/collection/iwo-jima/
- In this task students are asked to critically analyse
the depiction of the battle of Iwo Jima in regards to its
contextual /historical accuracy. This analysis will be
presented in an essay form and use the information
provided on the website for evidence.

Comparative analysis
Select scenes from the film ‘Letters from Iwo Jima’ are
presented to the class, these scenes centre on the portrayal
of Japanese soldiers and their experiences during the battle
Students:
- Engage in a group analysis and comparison of the
two films.
- Prompted by the teacher fill out a worksheet that lists
how these films both commemorate and depict
varying perspectives of war
- Are asked to look at this from a broader point of view
and assess whether this is usually possible when
looking at depictions of history in the public sphere.

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Week 4  The need for critical
analysis of
representations of the
past and historical
methods that can be
used for this purpose
Students are then asked to identify how these films depict
the idea of history and national identity.
Historical Footage Activity - Student
https://www.youtube.com/watch?v=8rfsRNeiing devices
- In this task students watch a short YouTube video - Vocabulary
that presents historical footage of the battle of Iwo journals
Jima. - Class room
- Students need to assess the historical accuracy of projector/board
the footage and if it presents an accurate perception
of the battle. E.g. is this just an example of the
propaganda style information pervaded in Flags of
our fathers.

In Groups of 6 – students brainstorm different historical

skills and method they use to analyse sources and construct
hypotheses about the past – conduct class discussion about
the importance of these historical skills and methods.
- Write them down in their vocabulary journals for later
analytical tasks

Evaluating Conflicting Evidence

Assessment of Learning
Using the data students have collected from the film Letters
from Iwo Jima, the historical footage of the invasion and the
primary sources students have been researching. In groups
of 4 Students:
- Discuss the evidence presented
- Discuss the narratives presented in each source
- Weigh up if its reliable.
- Use the evidence they have at hand to construct
what they believe are historically accurate narratives
Assessment for Learning Assessment as Learning

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Summative assessment has not Assessing when student prior knowledge in Identifying student interaction and
been indicated in this unit of introduction tasks through group discussions and engagement with tasks. Ensuring
learning. However, the knowledge collaborative tasks student responses to questions and
and skills required for future tasks are relevant and on point.
summative exams including the HSC
have been developed.
Evaluation of the Learning and
Teaching
In future these lessons could be improved
by provide students with more
independent/self-guided tasks.

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Program Discussion

This unit program has been designed to address the issues presented in the module

investigating modern history which centre on the content focus of ‘the representation and

commemoration of the past’. In order to address the content focus, this unit program draws from

the study of the two films; ‘Flags of our Fathers’ and ‘Letters from Iwo Jima’. Both of these films

portray the events of the battle of Iwo Jima in February 1945, what makes them so significant is that

they were both directed and produced by Clint Eastwood as companions to each other. This is

because they each show the battle from both the American and the Japanese perspective.

The aim of the stage 6 modern history syllabus is to provide senior students with the

opportunity to develop the skills, knowledge and understanding of the modern world to critique and

appreciate the values, attitudes, forces and ideas that have formed it. As well as foster a sense of

informed citizenry based on an enduring interest in modern history to help shape them into

motivated and well-rounded individuals prepared for the contemporary world (Modern History

stage 6 syllabus, 2017). This unit program has been developed with these aims in mind. In order to

provide students with an enduring interest in modern history, this unit has used teaching strategies

that engage students on an intrinsic level through activities that use historical knowledge and skills

taught in a way that is highly relevant to their daily lives.

This is highly relevant to the goals and outcomes addressed in the module. This module

places emphasis on the skills and knowledge required to conduct an investigation of the modern

past. As they are vital to provide students with the ability to be active and informed citizens. This

resonates with my professional beliefs and as such this unit is designed to provide senior students

with a thorough understanding of the relevant methods and issues within the discipline of history.

For this unit the focus has been on the nature, legitimacy and representation of history in our

contemporary world. This is so students can understand the contested public nature of history and

its place within our society.

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 Flags of our fathers adds an extra dimension to this particular topic of representation and

commemoration, because it highlights how historical narratives and ideas of commemoration, in

particular that of the war hero are constructed in order to aid in the process of nation building and

nationalism. Equally ‘letters from Iwo Jima’ provides students with the opportunity to explore how

history and representations of the past are constructed through archaeological exploration and

evidence building techniques. This is made explicit through the story structure of the film as it uses

modern day archaeological exploration of the tunnels scattered throughout the island and

flashbacks to the events taking place in the past.

This unit has been designed to address the needs of students in a stage 6, year 11 class at a

comprehensive public high school. There are a range of needs and varying degrees of academic

ability and knowledge within the class. The first tasks are designed to assess the level of

understanding and skill of the students. This use of formative assessment techniques will be

achieved through classroom discussions and engagement. It will provide the teacher with the data

needed to make adjustments to how future lessons are conducted and planned. This unit program

has also been designed with the concept of cognitive load firmly entrenched within the activities

chosen. In order to provide my students with the optimal level of intrinsic load during lessons I have

attempted to introduce tasks that highlight and build on already established schemas. This is called a

‘simple-to-complex’ approach, designed in such a way as to not overload students with complex

material (CESE, p.4, 2017) - Blooms taxonomy has also been used to determine the usefulness of

activities and how best to engage and support the learning of senior students. Even though senior

students are expected to be engaging with activities on a higher cognitive level by creating their own

responses to problems or analysing sources for example. It is also prudent to provide senior students

with tasks that help scaffold their understanding of the content they are presented. These lower

order tasks are also useful in addressing student formative assessment and in gauging where they

are at in their understanding as well as providing students with the information they need without

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overloading their working memory, so that they can build upon their already existing historical

schemas (Adams, 2015).

This unit has addressed the historical concepts set out in the syllabus namely that of

continuity and change, perspectives, significance and contestability. It is clear that these concepts

are extremely useful in providing students with a foundation to address the many types of sources

and forms of information that they will come across in the lives. These concepts feed the skills that

also aid students in discerning the legitimacy and usefulness of certain sources they will come across

in both the classroom and society. These skills are grounded in analysing and using sources,

historical interpretation, investigation and research, and the ability to explain and communicate

their ideas and understanding. These skills and concepts have been scaffolded upon from various

activities in the unit and have relied heavily on the use of prior knowledge and understanding of

these concepts and skills to introduce students to content covered in the module.

This unit of work has provided students with the opportunity to develop upon not only

historiographical skills and concepts but also that of ICT, Numeracy and literacy skills and concepts.

Learning across the curriculum (History stage 6 syllabus, 2017) has been addressed in the unit

through explicit tasks. ICT has been integrated throughout many activities in order to provide

students with a robust and engaging set of activities. Activities that involve programs like google

docs ensure that all students contribute to class research tasks and discussions. This can also be

quite effective for students who are less likely to engage with large group settings. Numeracy is

typically a difficult area to cover in the discipline of history. However, this unit looks at numeracy in

many activities including the use of timelines and mapping exercises. Literacy is addressed through

explicit literacy tasks including vocabulary building activities, construction of English language

concepts in this case the use of metaphor and through explicit research/writing tasks.

The intent of the stage 6 modern history syllabus is to provide students with the chance to

engage with history in an intrinsic and valuable way. So that students find an enduring love of history

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that will serve them throughout their lives. The other aim of this syllabus is to give students the tools

both skills and knowledge to become informed and enlightened citizens. This unit program has

attempted to address these aims through a unit that is engaging and relevant to students and their

everyday experiences. The investigating modern history module has provided ample opportunity for

an engaging unit as it allows students to look at provocative issues surrounding the nature and uses

of historiography in our contemporary society.

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References

Adams, N.E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical
Library Association, 103(3). Retrieved March 28th, 2018, from
http://dx.doi.org.ezproxy.uws.edu.au/10.3163/1536-5050.103.3.010

Biography Online. (n.d.). John F. Kennedy Biography. Retrieved March 26th, 2018, from Biography
Online: https://www.biographyonline.net/politicians/american/j-f-kennedy.html

Centre for Education Statistics and Evaluation (CESE). (2017, August). Cognitive load theory:
Research that teachers really need to understand. Retrieved March 26th, 2018, from
https://www.cese.nsw.gov.au/publications-filter/cognitive-load-theory-research-that-
teachers-really-need-to-understand

Eastwood, C. (Director). (2006). Flags of Our Fathers [Motion Picture].

Eastwood, C. (Director). (2006). Letters from Iwo Jima [Motion Picture].

National Geographic. (2016, February 23rd). Raising the Flag on Iwo Jima. Retrieved March 26th,
2018, from National Geographic: http://www.nationalgeographic.com.au/history/raising-
the-flag-on-iwo-jima.aspx

NSW Education Standards Authority. (2017). History Stage 6 Syllabus. Sydney, NSW, Australia.
Retrieved March 16th, 2018

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Appendix - Teacher created resources

Use these questions to analyse these two images

What is the context for this picture?

Where and when was it taken?

What is happening in these images

what are the notable features of the

people in these images?

Who are they?

What can this image tell us about how we document and commemorate the past?

Are there any similarities?

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Vocabulary Journal

Word Meaning Application

Public History

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Sample biography

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