Goal
The goal of this lesson is to deliver to students a range of interesting, engaging and interactive activities whilst educating them and providing them with deep understanding of perspective of Australian Federation. This lesson will be aimed at students in Year 6 and according to the Australian Curriculum, Assessment and Reporting Authority by the end of Year 6 students should be able to: identify change and continuity and describe the causes and effects of change on society, a range of different skills which are necessary for providing some comparisons between the experiences of people in the past and today, differing inferences and facts and also forming questions to frame history based inquiries (ACARA, 2011).
Introduction
Read through Australian Federation: One People, One Destiny by Net Brennan. Create character profiles for one significant person in relation to Federation by using the text Australian Federation: One People, One Destiny by Net Brennan at first and then using internet to further their profiles by adding two more columns of their own choice. The students can choose research Henry Parkes, Duncan Gillies, Samuel Griffith, John Quick, Catherine Spence or Edmund Barton. This activity should allow for students to develop their research skills and also interpreting text and conveying it to make meaning aswell as developing their knowledge of Federation.
The goal of this lesson is to deliver to students a range of interesting, engaging and interactive activities whilst educating them and providing them with deep understanding of perspective of Australian Federation. This lesson will be aimed at students in Year 6 and according to the Australian Curriculum, Assessment and Reporting Authority by the end of Year 6 students should be able to: identify change and continuity and describe the causes and effects of change on society, a range of different skills which are necessary for providing some comparisons between the experiences of people in the past and today, differing inferences and facts and also forming questions to frame history based inquiries (ACARA, 2011).
Introduction
Read through Australian Federation: One People, One Destiny by Net Brennan. Create character profiles for one significant person in relation to Federation by using the text Australian Federation: One People, One Destiny by Net Brennan at first and then using internet to further their profiles by adding two more columns of their own choice. The students can choose research Henry Parkes, Duncan Gillies, Samuel Griffith, John Quick, Catherine Spence or Edmund Barton. This activity should allow for students to develop their research skills and also interpreting text and conveying it to make meaning aswell as developing their knowledge of Federation.
Body
Students are to examine the following photographs in small groups of three or four and create a mind maps discussing what questions they might ask the people in the photograph. Make sure the students are examining the photo carefully by looking at what the people are wearing, the style of the buildings and then what the people might be doing in the photo. The students may need to be reminded that the photographs were taken over 100 years ago. The students now individually are then pick from one of the photograph’s and write a diary entry from either; one of the people in the pictures perspectives or an indigenous persons perspective. The diary entry is to be either before Federation or after and must include the date, a clearly set time period, feelings and emotions, where they are from as well as suggested inferences from the photos. The students could also include inferences from their prior as well as their recently acquired knowledge of the time and place. Once their diary entries are completed they are asked to swap with students who do not have the same photograph and person and discuss and ask questions about their diary entries. The students can also then swap with someone who had the same photograph and discuss again. This can also allow for students to see how different students interpret different things in different ways. These discussions should also help students to attempt to find the difference between inference and fact.
Students are to examine the following photographs in small groups of three or four and create a mind maps discussing what questions they might ask the people in the photograph. Make sure the students are examining the photo carefully by looking at what the people are wearing, the style of the buildings and then what the people might be doing in the photo. The students may need to be reminded that the photographs were taken over 100 years ago. The students now individually are then pick from one of the photograph’s and write a diary entry from either; one of the people in the pictures perspectives or an indigenous persons perspective. The diary entry is to be either before Federation or after and must include the date, a clearly set time period, feelings and emotions, where they are from as well as suggested inferences from the photos. The students could also include inferences from their prior as well as their recently acquired knowledge of the time and place. Once their diary entries are completed they are asked to swap with students who do not have the same photograph and person and discuss and ask questions about their diary entries. The students can also then swap with someone who had the same photograph and discuss again. This can also allow for students to see how different students interpret different things in different ways. These discussions should also help students to attempt to find the difference between inference and fact.
Cambridge Street, The Rocks, Sydney N.S.W. Accession No. NL 28305. Photograph reprinted courtesy of the National Library of Australia.
Coogee Beach N.S.W. c1895 Accession No. NL 8570. Photograph reprinted courtesy of National Library of Australia.
Workers in the bush - Heavy sleepers, Timber N.S.W. 1907. Plate No. 28055. Photograph reprinted courtesy of the National Library of Australia
A Picnic in the Bush, 1900. Photograph reprinted courtesy of University of Sydney, Macleay Museum, Historic Photograph Collection.
Photographs retrieved from :
Civics and Citizenship Education,. (2015). Civics | Centenary of Federation: Our nation: Then and now. Retrieved 8 September 2015, from http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9254
Conclusion
The students should now be able to display their knowledge of the concept taught. The students should now be able to use historical terms (colony, parliament, etc), identify a change in society, increasing diversity, chronologically organise events in relevance to the concept and topic, describe the causes and effects of change in the context of particular events and developments in twentieth century Australian history, provide some comparisons between the experiences of people in the past and today, differ inferences and facts, form questions to frame history based inquiries and have identified a range of sources, can find information to answer inquiry questions and also use sources to identify points of view.
References
ACARA,. (2011). Year 6 History - Student Portfolio Summary. Retrieved 5 September 2015, from http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_History_6.pdf
Civics and Citizenship Education,. (2015). Civics | Centenary of Federation: Our nation: Then and now. Retrieved 8 September 2015, from http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9254
Net, B. (2014). Australian Federation: One People, One Destiny. NSW: Walker Books Australia Pty Ltd.
Photographs retrieved from :
Civics and Citizenship Education,. (2015). Civics | Centenary of Federation: Our nation: Then and now. Retrieved 8 September 2015, from http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9254
Conclusion
The students should now be able to display their knowledge of the concept taught. The students should now be able to use historical terms (colony, parliament, etc), identify a change in society, increasing diversity, chronologically organise events in relevance to the concept and topic, describe the causes and effects of change in the context of particular events and developments in twentieth century Australian history, provide some comparisons between the experiences of people in the past and today, differ inferences and facts, form questions to frame history based inquiries and have identified a range of sources, can find information to answer inquiry questions and also use sources to identify points of view.
References
ACARA,. (2011). Year 6 History - Student Portfolio Summary. Retrieved 5 September 2015, from http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_History_6.pdf
Civics and Citizenship Education,. (2015). Civics | Centenary of Federation: Our nation: Then and now. Retrieved 8 September 2015, from http://www.civicsandcitizenship.edu.au/cce/default.asp?id=9254
Net, B. (2014). Australian Federation: One People, One Destiny. NSW: Walker Books Australia Pty Ltd.