Contemporary Teacher Leadership Assessment 1 Report

102098 – Contemporary Teacher Leadership
Assessment 1: Report
Jeremy Odang-Rohan
18017742
Western Sydney University
Intellectual Quality Quality Learning Environment Significance

IQ1 Deep knowledge IQ4 Higher-order thinking QLE1 Explicit quality criteria QLE4 Social support S1 Background knowledge S4 Inclusivity
IQ2 Deep understanding IQ5 Metalanguage QLE2 Engagement QLE5 Students’ self-regulation S2 Cultural knowledge S5 Connectedness
IQ3 Problematic knowledge IQ6 Substantive communication QLE3 High expectations QLE6 Student direction S3 Knowledge integration S6 Narrative
Table of contents
Executive summary……………………………………3
Background information………………………………5
Comparative table……………………………………..6
Recommendations…………………………………….11
Reconstructed Scope and Sequence…………………..18
Concept map………………………………………….20
Reconstructed Assessment task and marking criteria...21
Redesigned unit outline……………………………….26
References…………………………………………….44
Appendices……………………………………………48

Executive Summary
Objective and Context

The following report and content have been designed for the HSIE faculty at Doonside Technology High School, located in Western Sydney. The original unit
taught was for a Year 10 mixed-capability History classroom consisting of 20 students with moderate-low attendance rates and varying economic backgrounds.
Despite the school statistics below, only one student came from a language background other than English.
Doonside Technology High School is a co-educational school that offers streamed classes for all teaching areas with the support of numerous student learning
support officers (SLSO). The population of the school demonstrates diversity amongst its 617 enrolled students, with 42% being from a language background
other than English (LBOTE), 16% identifying as Indigenous or Torres Strait Islander, and a relatively even split of 54% male and 46% female students as of
2018 statistics. The school’s location is within a low-socioeconomic area, with 61% of parents placed in the bottom quarter of earners. Despite this, Doonside
Technology High School provides students with adequate access to learning materials through its technological resources including interactive smartboards,
Google Chromebooks (laptops), 3D printers and utilising programs including Google Classroom and CANVAS.

Goals
 Redesign a unit program using the Understanding by Design framework to backward map and adequately prepare students for the scheduled assessment.
 Make appropriate alteration to the assessment task to provide students with multiple pathways to transfer learning and to implement more formative
assessment to assess student learning throughout the unit.
 Address literacy and numeracy concerns by implementing pathways for students to develop sophisticated textual structures and choice and language
features to compose cohesive and comprehensive texts and to support these texts using evidence-based collected and analysed numerical data relevant to
their studied topic.
 Engage students in critical and creative thinking, to develop their own creative and critical questions for personal inquiry and investigation, to expand
their ability to evaluate different perspectives/sources for relevant and accurate information and make connections to present day issues using
knowledge of the past.
 Develop student’s awareness of ethical values, attitudes and responsibility as active and informed citizens to be agents of change in contemporary issues
related to historical events.
 Improve the sequencing of the unit program to cover topics in greater depth over breadth and to successfully connect the initial topic to future historical
topics.
Recommendations
 Stronger focus on vocabulary development, specifically vocabulary related to historical concepts and ideas.
 Opportunities to conduct practical historical research, gathering evidence through survey and fieldwork and a stronger focus on analysing numerical
data for relevant information and supportive evidence.
 Focus on utilising student background knowledge to connect with new concepts and ideas.
 Encouraging students to develop historical questions and to challenge ideas and concepts presented in their studies and research.
 Moving away from content and learning tasks that focus on facts and breadth of a topic over depth.
 Implementation of essential questions to address the big ideas of history and expand students’ options to view multiple perspectives and answers for
creative and critical discussion.
 Linking the past to contemporary issues that relate to students.
 Opportunities for students to become active and engaged participants of history.
 Focus on student’s development of ethical understanding in relation to history and social studies.
 Using a constructed assessment task relevant to the unit program to backward map and design the sequencing, content and activities students will learn
and participate in.
 Provide numerous pathways for students to transfer their learning for assessment.

Background Information
The following report focuses on the evaluation and redesign of the Stage 5, Year 10 History Core Unit: Rights and Freedoms. The unit under evaluation was
originally developed for a mixed-capability class, with the sequencing of lessons and activities designed for students to successfully complete a separate
assessment task previously created for the unit that demonstrated the application of the Understanding by Design framework. The assessment task created was
issued to students and the pre-service teacher shortly after the unit had begun (Week 1, Lesson 2) and did not align with the sequencing nor depth required of
the topic as stated in the unit program and therefore lesson content, sequencing and resources required adjustments to cater to this change for students to
achieve the required outcomes by Week 4, Lesson 12. Despite this, efforts were placed to backward map lessons to prepare students for the assessment task
requirements though the limited time and unexpected change resulted in struggles to efficiently deliver the unit program and meet the outcomes required.
Furthermore, students demonstrated difficulty in grasping key historical concepts and ideas that impacted their historical investigation, acquirement of
evidence, composition of comprehensive texts and connection between past and contemporary issues.

Comparative Table
Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the
consideration consideration consideration concerns changes suggested.
Students focus on the U.S. Civil The unit provided minimal Implementing a stronger focus on (Australian Curriculum,
Rights Movement and how this opportunity for students to learn to vocabulary goals in the history Assessment and Reporting
Literacy specific section of history use appropriate language features classroom. Fully understanding the Authority [ACARA], 2019);
explores historical, and text structures to comprehend vocabulary used in historical Alexander-Shea, 2011)
geographical, civic and cohesive texts and to compose their studies allows students to develop
economic concerns to build own. This would have allowed their ability to interpret, analyse
knowledge on related students to evaluate texts for shades and evaluate information from
information, concepts and ideas. of meaning and opinion in more various texts for different meanings
depth. and opinions. Students can utilise
this knowledge when composing
comprehensive and cohesive texts.
Students progressively utilise a The unit provides inadequate Unfamiliar vocabulary terms, (ACARA, 2019; Alexander-
wide variety of informational, opportunities for students to make including those referring to Shea, 2011)
persuasive and imaginative increasingly sophisticated language concepts, people, places, and
texts, ranging from speeches, and text choices to understand how events, impede learning in social
confronting images, language varies according to context. studies classrooms. Improving
declarations, animations and Furthermore, although concepts and student vocabulary can assist
documentaries in visual, audible ideas are studied, improvements can students in grasping a complete
and written modes. be made to support students’ scope of social concepts they’re
understanding of them. studying and plays a critical role in
determining their drive to learn and
improving their ability to make
sophisticated language and text
choices relevant to the context.

Students develop timelines Students were not provided the Provide students the opportunity to (ACARA, 2019)
involving calendars and opportunity to collect data through collect data through personal
Numeracy significant historical dates methods including surveys and field research and action, including
during the U.S. Rights tests and focused little on numerical surveying and field test in relation
Movement to mark specific data involving distance, area and to the topic studied.
events and recall information to projections.
illustrate the passing of time
throughout the movement.
Students are exposed to Though numerical data was utilised, Provide students with opportunities (ACARA, 2019; Kobrin,
numerical data and information the lacked focus on teaching students to analyse numerical data to create Abbott, Ellinwood, &
related to the U.S. Civil Rights how to analyse numerical data to meaning of the past by utilising Horton, 1993)
Movement to assist their create meaning of the past, test numeracy to understanding patterns
historical investigations. relationships in patterns and and variables in their historical
Student utilise numeracy to variables (e.g. location and distance) investigation of the period/events.
interpret tables and graphs and to draw their own conclusions for Instil students to master
focus on statistics to provide their historical investigation. histography, to work as historians
supportive evidence in historical in their investigation.
arguments.
Students develop and clarify Students were not encouraged Equipping students with the skills (Virgin, 2014; Alexander-
Critical and investigative questions when enough to explore their own creative and interest to delve into their own Shea, 2011; Conderman &
Creative assessing various sources for questions and speculation, therefore deep inquiry, using their prior Bresnahan, 2008; King,
Thinking reliability on information the value and process of developing knowledge to connect with new Newmann, & Carmichael,
provided. Students use these questions had minimal concepts and ideas to establish their 2009; Obenchain, Orr, &
C.O.M.B.A.T. source analysis presence in the classroom. This own intellectual work that involves Davis, 2011).
tool to determine content, further removes the possibility of original application of knowledge
origin, motive, bias, audience students learning discipline-specific and skills.
and tone of the source. ways of thinking, only interpreting Allowing students to create and
the past from information and explore their own questions,
sources provided by the teacher changing their mindset from a
which failed to encourage their own question-answer approach to a
exploration to develop stronger question-answer-question to
arguments using evidence. encourage deeper historical inquiry.

Additionally, moving away from
learning tasks that call for
memorization and reporting
specific information and facts and
focusing on breath rather than
depth of a topic.
Students learn to think logically Despite a focus on the different Implementation of essential (Virgin, 2014; Conderman
when evaluating evidence and perspectives of Martin Luther King questions and big ideas into the unit & Bresnahan, 2008; King et
analysing arguments and Jr. and Malcolm X throughout the program that focus on the topic al., 2009; Lattimer, 2008;
decision making by key unit, students were not encouraged being taught and later assessed. Obenchain et al., 2011).
historical figures during the enough to be curious and imaginative Essential questions address the big
U.S. Civil Rights Movement, in their historical investigations and ideas of history and have many
with a specific focus on Martin were limited in their choices of possible answers discovered
Luther King Jr. and Malcolm X. different perspectives about issues through various perspectives and
Student think deeply on the and events. This saw a lack of sources that can boost creative and
questions, arguments and goals applying concepts and skills to new critical discussions.
these figures proposed during contexts and the development of new They further enable students to
the movement to assist in their interpretations to explain aspects of construct their own understanding
historical investigation. the past and present. of the past, to discover history as an
ongoing narrative that helps link
past and present and allows them to
challenge their own beliefs on the
topic studied; experiencing history
through their own perspective and
influencing personal historical
inquiry to develop new
interpretations of past and present.
Students investigate diverse Students were not provided the Implement and promote the (Virgin, 2014).
Ethical values and principles shared opportunity to conduct their own opportunity for students to
Understanding amongst people involved in the investigation which involved approach historical topics as
U.S. Civil Rights Movement surveying and field tests and questions that require research,
that have influenced their therefore were not exposed to discovery, analysis and
activity. Students examine learning ethical procedures for contextualisation to their local

evidence, both prior and during investigating and working with condition. Encouraging students to
the movement to deepen their people and places. be active and engage participants in
understanding of ethical issues history when in public life,
and behaviour of people that conducting historical inquires that
resulted in differing standards, involve surveying. With the
expectations and societal implementation of fieldwork,
attitudes. students are required to learn
ethical procedures when conducting
their investigations.
Students focus on ethical Limited time was placed on the Implementation of a stronger focus (Virgin, 2014; King et al.,
concepts such as equality, student’s exploration and on students as participants in civic 2009; Obenchain et al.,
respect and fairness, examining understanding of the Universal society. To first implement this, 2011)
and discussing shared beliefs Declaration of Human Rights, its deeper focus needs to be placed on
and values relevant to articles and values in relation to students’ background knowledge of
democracy and citizenship, and ethics. In addition to a lack of ‘human rights’ to help develop their
consider the consequences of exploring different perspectives, informed, ethical values and
personal and civic decisions ambiguities and ethical attitudes. Additionally, a stronger
upon individuals and societies considerations related to social focus on the value of learning
through the lens of human issues, concerns are placed on the beyond school that stresses the
rights. students’ ability to develop informed, importance of students evaluating
ethical values and attitudes and the historical situations, synthesizing
awareness of their own personal role, information and making
rights and responsibilities as connections between past events
members of the contemporary social and contemporary dilemmas to
world. discover their role and
responsibilities in untangling them.
The Understanding by Design Content studied by students was The implementation and focus on (McTighe, & Thomas,
framework was applied by broad and focused on too many big ideas and essential questions. 2003; Conderman, &
Understanding constructing the lesson plans events during the U.S. Civil Rights Evaluate how students will learn Bresnahan, 2008; Lattimer,
by Design and activities to ensure the Movement rather than a deeper and the required goals to be 2008; Voelker, &
students were prepared and able understanding of the movement, key communicated that lead to deep, Armstrong, 2013)
to complete the assessment task figures and their impact as per meaningful construction of
provided. The assessment required by the assessment question. knowledge.

focused on the evaluation of key More depth required on specific
figures and their impact during sections.
the U.S. Civil Rights
Movement, and therefore
students were focusing on
specific events, roles and
actions involving these people
(Martin Luther King Jr. and
Malcolm X).
Avoidance of the common The unit provided lacks the Reconstructing the unit program (McTighe, & Wiggins,
problem of treating the textbook implementation of backward design using Understanding by Design 2012; McTighe, & Thomas,
as the curriculum. A textbook as the assessment task provided to Framework, initially determining 2003; Wiggins, & McTighe,
wasn’t provided for this unit students doesn’t align with the the desired results for the students 2008).
which provided the flexibility of sequencing of content in the and moving backwards from there
investigating historical program. There is minimal inclusion to develop meaningful assessments
information through various of identifying the desired results of and learning plans. To further assist
methods. Activities each lesson students, determining assessment students reaching their goals, the
were created for a purpose so evidence and planning learning implementation of more formative
students would be able to experience and instructions. assessment tasks provides teachers
achieve the outcomes set and to with the knowledge that students
ensure learning happens and are learning what is being taught,
creating a path for them to and what may be required to
transfer their learning. change for students to successfully
make meaning of the content and
transfer their knowledge
successfully.

Recommendations
The following are evidence-based recommendations to be applied to evaluated unit utilising the Understanding by Design framework to reconstruct the
program. The following recommendations are separated into their general capabilities categories and address the requirements of students, indicate concerns
with observed inadequacies and propose approaches to target these deficits. The final sub-heading, Understanding by Design (UbD) and Assessment address
the frameworks requirements, application into a history unit and student assessment.
Literacy
The Australian Curriculum General Capabilities standards regarding literacy in Humanities and Social Sciences (HASS) requires students to make increasingly
sophisticated language and text choices to understand how language varies according to context, use language features and text structures to compose cohesive
texts and understand how language can be manipulated to make meaning (ACARA, 2019). Alexander-Shea (2011) states the primary impediment to learning in
social studies classrooms is unfamiliarity with relevant vocabulary terms related to concepts, people, places and events on the topic studied which plays a
critical role in a student’s drive to learn the content (Anderson, 1983). Students who have trouble understanding key historical terms will struggle to see the
importance of a word or concept when surfaced, impeding their ability to interpret, analyse and evaluate key information to build their knowledge on these
ideas. Furthermore, it places limitations on their comprehension of key texts and language use when composing cohesive responses.
Alexander-Shea (2011) believes the overarching goal of social studies is to involve students in civic activities, to understand their world and place in it better,
though to achieve this requires grasping a complete scope of social concepts which require strong vocabulary skills. Implementing a stronger focus on
vocabulary and literacy-based activities could assist students in building knowledge on relevant historical, civic, economic and geographical information,

concepts and ideas required to successfully analyse and evaluate information to use as evidence (ACARA, 2019); to discover the importance of a topic and
develop well-structured, cohesive literary responses.
Numeracy
The Australian Curriculum General Capabilities standards regarding numeracy in HASS requires students to utilise numerical information to construct and
interpret tables, graphs and statistics when conducting historical investigations. Additionally, students are required to analyse numerical data to construct
meaning of the past, test patterns and variables to draw their own conclusions (ACARA, 2019). Utilising numerical data in historical topics can expand beyond
the generic timeline and calendar dates into evidence-based material to support personal inquiries conducted by students.
A proposed solution is suggested by Kobrin et al. (1993), who encourages students to work as historians, to accept and master complicated skills and attitudes
when investigating history and understanding the importance behind the passage of time. Implementing an opportunity for students to conduct their own
surveys and field tests to collect qualitative and quantitative data as supportive evidence to their historical investigations encourages students to work as
historians, to analyse their research and evaluate information from it. Furthermore, focusing on the numerical data from certain historical periods and
comparing them to contemporary data on the same topic educates students on patterns between the past, indicating the passage of time and evaluating the
impact of historical decisions to present time.

Critical and Creative Thinking
The Australian Curriculum General Capabilities standards regarding critical and creative thinking in HASS requires students to develop critical thinking by
creating and clarifying investigative questions, develop an argument using evidence through interpretation and analysis of key information, think logically
when evaluating and utilising evidence, thinking deeply about questions presented, apply concepts and skills to new contexts and interpretations, be curious and
imaginative when conducting investigations and to consider multiple perspectives (ACARA, 2019). With various requirements for students to achieve, Virgin
(2014), King et al. (2009) and Obenchain et al. (2011) address the issue of low-level thinking and memorization of facts over higher-level thinking,
interpretation and focus on concepts and inquiry in social studies; reinforced by the exposure of considerable amounts of information leaving students
undernourished as breadth of a topic is focused over depth leaving students rarely seeing the significance of courses (Conderman, & Bresnahan, 2008). King et
al. (2009) proposes the focus on authentic intellectual work that involves original application of knowledge and skills guided by disciplined inquiry. This
enables teachers to utilise students’ prior knowledge, strive for in-depth understanding and to develop and express ideas and findings in their own inquiry,
connecting their own information and experiences to new concepts and ideas (Alexander-Shea, 2011).
Additionally, Virgin (2014) recommends implementing essential questions into a unit program to equip students with the skills and interests to develop their
own inquiry that goes beyond the classroom setting, to allow students to experience history. Essential questions address the big ideas presented in history and
have multiple answers that enable students to construct their own understanding of the past, revealing history as an ongoing and developing narrative (Lattimer,
2008). Furthermore, they promote higher-order thinking to help students focus on important organizational ideas and deep inquiry, changing their mindset from
question-answer to question-answer-question (Virgin, 2014; Obenchain et al., 2011). Essential questions assist students by providing a critical frame for them to

thinking deeply about the content investigated, to act as apprentice historians who generate their own creative and critical questions for personal inquiry to use
as supportive evidence in composed texts (Lattimer, 2008).
Ethical Understanding
The Australian Curriculum General Capabilities standards regarding ethical understanding in HASS requires students to investigate diverse values and
principles influencing human activity, critically explore ethical behaviour of historical figures influenced by differing standards and societal attitudes, discuss
and apply ethical concepts including equality, respect and fairness, develop informed, ethical values through the exploration of differing perspectives and
become aware of their own roles, rights and responsibilities as participants in the world (ACARA, 2019).
Virgin (2014) states the National Council for the Social Studies [NCSS] want students to approach subjects as questions that require research, discovery,
analysis and contextualisation to their local conditions, and to further apply them into personal life, to connect personally with the content studied to learn
essential skills and aptitudes to be applied as active and engaged citizens (NCSS, 2011). To further educate students on ethical understanding, King et al. (2009)
stresses the importance of students evaluating historical situations and synthesizing information to make connections between historical events and
contemporary issues containing roots to the past (Obenchain et al., 2011).
The inclusion of ethical-based questions, activities and content will help enable students to connect history to their personal lives, developing their knowledge
of ethical concepts and attitudes and how their beliefs impact historical investigation. Further, it provides a connection between contemporary issues and past
events, to influence students to consider their roles and responsibilities as active and engaged participants of potential solutions. This can be harnessed to create
activities requiring students to compose texts that propose solutions to contemporary issues and educate them on ethical procedures.

Understanding by Design (UbD) and Assessment
The UbD framework provides a planning process and structure that guides curriculum, assessment and instruction (McTighe, & Wiggins, 2012). It focuses on
the teaching and assessing for understanding of students, to assess whether students have autonomously made sense of their learning and are able to transfer it.
McTighe & Wiggins (2012) states effective curriculum is planned backwards through a three-stage process of desired results, evidence and learning plan that
helps avoid the common textbook as curriculum issue. McTighe & Thomas (2003) believes for backward mapping to work, teachers need to identify these
desired results for the students, analyse multiple sources of data and determine an appropriate action plan to help students achieve those results. This requires
educators to unpack the standards expected of students, and ensure students develop and deepen their understanding of key concepts and processes (McTighe,
& Wiggins, 2012; McTighe, & Thomas, 2003). It is advised teachers are required to change their approach to curriculum development and delivery by thinking
like assessors and acting as facilitators of meaning making who coach students using feedback on utilising content effectively (McTighe, & Wiggins, 2012;
Wiggins, & McTighe, 2008).
Applying the UbD framework into a history program involves the inclusion of essential questions and big ideas that bring life to issues of the time and place
studied, connecting history to familiar concerns, deeper inquiry using case studies, analysis of primary documentation to explore multiple perspectives and
regular reflection on new information and ideas (Lattimer, 2008). It further includes a question-driven approach with open-ended questions at the heart of
design for students to develop their ability to evaluate historical sources, weight multiple interpretations and formulate their own based on reasoned analysis
(Voelker, & Armstrong, 2013).

Though, before the construction of the unit program, UbD requires set desired results for students to achieve and the assessment task that will demonstrate their
learning. The UbD framework identifies six facets for understanding assessment purposes: explain, interpret, apply, perspective, empathy and self-knowledge
(McTighe, & Wiggins, 2012). A robust assessment task must implement these and allow opportunities for students to express themselves and demonstrate their
learning; assessments through performance-based, constructed-responses in combination with multiple choices to provide evidence of their understanding as
students’ answers are not small nor simple and should be given various options to communicate their responses. (McTighe, & Thomas, 2003; King et al., 2009).
From here, backward mapping is applied to lead students in acquiring the important information and skills to make meaning of content and to effectively
transfer their learning to new situations (Wiggins, & McTighe, 2008).
Conclusion
The following recommendations are suitable changes for a HASS program, specifically focusing on History unit. These recommendations were written with the
intention of successfully redesigning and improving a Year 10 History Core Unit: Rights and Freedoms; though with adjustments, these can be applicable to
other history units and topics. These recommendations, however, are not guaranteed to be successful and therefore consistent unit reflection and evaluation is
advised to improve the program for both students and teachers.

Reconstructed Scope and Sequence:
Doonside Technology High School History Stage 5 Scope and sequence: 2018 Semester 2 – Year 10
The Modern World and Australia + Overview: The Modern World and Australia (integrated through Depth Studies 4 and 6)
Term 1 Focus: Students will investigate the significant impact that the World Wars had, particularly examining the decolonisation of European empires and the emergence of new nations, particularly within Asia and
Africa. There is a strong focus on the significant advances in technology, especially in communications, public health and living conditions across the world.
Weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Overview: The Modern World and Australia (integrated throughout Depth Studies 4 and 6)
Sub-Topics Depth Study 6 – School Developed Topic: The Holocaust Depth Study 4 – Rights and Freedoms (Core
Study)
Outcomes HT5.1, HT5.4, HT5.5, HT5.6, HT5. 7, HT5.9 HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10
Comprehension: Chronology, terms and concepts – Read and understand historical texts; use historical terms and concepts in appropriate contexts; sequence historical events to demonstrate the relationship
between different periods, people and places
Skills
Analysis and use of sources – Identify different types of sources; identify the origin, context and purpose of primary and secondary sources; process and synthesise information from a range of sources as
evidence in a historical argument; evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry
Perspectives and interpretations – Identify and analyse the reasons for different perspectives in a particular historical context; Recognise that historians may interpret events and developments differently
Empathetic Understanding – Interpret History within the context of the actions, values, attitudes and motives of people in the context of the past
Research – Ask and evaluate different kinds of questions about the past to inform a historical inquiry; plan historical research to suit the purpose of an investigation; identify, locate, select and organise
information from a variety of sources, including ICT and other methods
Explanation and communication – Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources; select and use a range of communication forms, such
as oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes
Assessment AT1 – 50%: Source Task Handed out: Week 4 Due date: Week 8 AT2 – 50%: Take home Essay
Handed out: Week 1,
The Modern World and Australia + Overview: The Modern World and Australia (integrated through Depth Studies 4 and 6)
Term 2 Focus: Students will investigate the significant impact that the World Wars had, particularly examining the decolonisation of European empires and the emergence of new nations, particularly within Asia and
Africa. There is a strong focus on the significant advances in technology, especially in communications, public health and living conditions across the world.
Weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Overview: The Modern World and Australia (integrated throughout Depth Studies 4 and 6)
Sub-Topics Depth Study 4 – Rights and Freedoms (Core Study)
Outcomes HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

Geographical Comprehension: Chronology, terms and concepts – Read and understand historical texts; use historical terms and concepts in appropriate contexts; sequence historical events to demonstrate the relationship
Skills, between different periods, people and places
Concepts & Analysis and use of sources – Identify different types of sources; identify the origin, context and purpose of primary and secondary sources; process and synthesise information from a range of sources as
Tools evidence in a historical argument; evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry
Perspectives and interpretations – Identify and analyse the reasons for different perspectives in a particular historical context; Recognise that historians may interpret events and developments differently
Empathetic Understanding – Interpret History within the context of the actions, values, attitudes and motives of people in the context of the past
Research – Ask and evaluate different kinds of questions about the past to inform a historical inquiry; plan historical research to suit the purpose of an investigation; identify, locate, select and organise
information from a variety of sources, including ICT and other methods
Explanation and communication – Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources; select and use a range of communication forms, such
as oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes
Assessment AT2 – 50%: Multimodal Presentation or Essay – Due Date: Week 4, Term 4

Concept Map

Reconstructed assessment task:
Registration of Task Submission Marker’s Name:

Student Name:
Teacher’s Name: Final Mark:
Date task submitted:
/25
DOONSIDE TECHNOLOGY HIGH SCHOOL

H.S.I.E. Faculty
Title of Task: Multimodal Presentation or Essay

Task Issued: Week 1 Date: 16.10.18 (10HI1) & 18.10.18 (10HI3)
Task is Due: Week 4 Date: 07.11.18 (10HI1) & 09.11.18 (10HI3)
Weighting of Task: 50% Head Teacher: Mr M. Singh
Outcomes Assessed:
HT5-2: SEQUENCES AND EXPLAINS THE SIGNFICANT PATTERNS OF CONTINUITY AND CHANGE IN THE
DEVELOPMENT OF THE MODERN WORLD AND AUSTRALIA
HT5-3: EXPLAINS AND ANALYSES THE MOTIVES AND ACTIONS OF PAST INDIVIDUALS AND GROUPS IN THE
HISTORICAL CONTEXTS THAT SHAPED THE MODERN WORLD AND AUSTRALIA
HT5-6: USES RELEVANT EVIDENCE FROM SOURCES TO SUPPORT HISTORICAL NARRATIVES, EXPLANATIONS
AND ANALYSES OF THE MODERN WORLD AND AUSTRALIA
HT5-8: SELECTS AND ANALYSES A RANGE OF HISTORICAL SOURCES TO LOCATE INFORMATION RELEVANT TO
AN HISTORICAL INQUIRY
HT5-9: APPLIES A RANGE OF RELEVANT HISTORICAL TERMS AND CONCEPTS WHEN COMMUNICATING AN
UNDERSTANDING OF THE PAST
HT5-10: SELECTS AND USES APPROPRIATE ORAL, WRITTEN, VISUAL AND DIGITAL FORMS TO
COMMUNICATE EFFECTIVELY ABOUT THE PAST FOR DIFFERENT AUDIENCES

School Assessment Policy for Lateness, Extensions, Illness and Misadventure.
● Failure to hand this task in by the due date may result in you receiving an N Determination warning letter which
clearly indicates you are at risk of not attaining your Record of School Achievement or Higher School Certificate
● If the task remains unresolved or incomplete after 5 days the student will incur an after school detention with the
Head Teacher.
● If an Extension Request is required, students need to apply with the Head Teacher Secondary Studies for Illness
and Misadventure, or the Head Teacher of HSIE for other reasons. Documentation will be required.
Task:
Compose a response to the following question:
Evaluate the impact the US Civil Rights Movement had on implementing and maintaining human rights for diverse ethnic groups in the United
States and Australia. In your response, refer to the impact of at least two key historical figures and/or activist groups studied throughout the unit
and one of your choice.
Submission details:
 Students must upload an electronic copy of their assessment to the assigned folder in Google Classroom named
10HI3_A2_SUBMISSION by Friday 09/11/18, Week 4 – 11:59pm
 Word length: Essay – 1500 words (+/- 10%)
 Duration: Multimodal Presentation – 10 minutes (+/- 10%)
Evaluate: Make a judgement based on criteria; determine the value of
To successfully complete this task, you will need to do the following:

 Thoroughly research the topic;
 Consider the different approaches to civil rights adopted and evaluate their effectiveness
 Locate appropriate evidence to support the composition of your response;
 Write an historical response that is supported by reference to appropriate evidence
Multimodal Presentation: Multimodal text requires a minimum of three multimodal elements. Examples include but are not limited to:
 Live recording
 Animated material

 Images
 Audio voiceover
Useful programs/ideas that may assist in the composition of your presentation include:
 TED-ED talks
 Prezi
 Pechakucha 20x20
 Powtoon animation

Marking Criteria - Essay Grade
A student:
 Demonstrates extensive knowledge and understanding of significant historical forces A

and factors that have shaped the modern world and Australia
 Demonstrates extensive knowledge and understanding of the motives and actions of the
past individuals and groups in the historical contexts that shaped the modern world and
Australia
 Draws historical conclusions based on an understanding of chronology, continuing and
change
 Evaluates a range of sources for their usefulness and synthesises evidence from them to
support an historical inquiry
 Analyses and assesses the importance of the causes and effects of historical events and
developments
 Reference the impact of more than three historical figures and/or groups to support
evaluation.
 Analyses and accounts for different perspectives and interpretations of the past
 Communicates an understanding of the past by constructing sustained explanations and
arguments for different audiences, in appropriate oral, written, visual and digital forms,
with a sophisticated use of relevant historical terms and concepts.
 Composed text is within +/- 10% word or time limit.
 Demonstrates thorough knowledge and understanding of significant historical forces and B
factors that have shaped the modern world and Australia
 Demonstrates thorough knowledge and understanding of the motives and actions of the
Australia
 Explains historical events based on an understanding of chronology, continuing and
change
 Selects and analyses a range of sources and draws conclusions about their usefulness for
an historical inquiry
 Explains and analyses causes and effects of historical events and developments

 Reference the impact of three historical figures and/or groups to support evaluation.
 Explains and compares different perspectives and interpretations of the past
 Communicates an understanding of the past by constructing explanations and arguments
for different audiences, in appropriate oral, written, visual and digital forms, using a
range of relevant historical terms and concepts.
 Demonstrates sound knowledge and understanding of significant historical forces and C
factors that shaped the modern world and Australia
 Demonstrates sound knowledge and understanding of the motives and actions of past
individuals and groups in the historical contexts that shaped the modern world and
Australia
 Sequences historical events and describes significant patterns of continuity and change
 Selects and organise sources to locate relevant information to support an historical
inquiry
 Explains causes and effects of historical events and developments
 Reference the impact of two historical figures and/or groups to support evaluation.
 Explains different perspectives and interpretations of the past
 Communicates an understanding of the past through explanations and arguments in
appropriate oral, written, visual and digital forms, using relevant historical terms and
concepts
 Demonstrates basic knowledge and understanding of significant historical forces and D
factors that shaped the modern world and Australia
 Demonstrates basic knowledge and understanding of the motives and actions of past
individuals and groups in the historical contexts that shaped the modern world and
Australia
 Sequences some historical events and identifies factors contributing to continuity and
change
 Selects and organises relevant information from sources and summarises the main ideas
to answer historical questions
 Describes some causes and effects of historical events and developments
 Reference the impact of more than one historical figure and/or group to support
evaluation.

 Identifies different perspectives and interpretations of the past
 Communicates an understanding of the past by describing historical events and issues in
appropriate oral, written, visual and digital forms, using some historical terms and
concepts.
 Demonstrates elementary knowledge and understanding of significant historical forces E
and factors that shaped the modern world and Australia
 Demonstrates elementary knowledge and understanding of the motives and actions of
Australia
 Recounts some historical events in chronological order and identifies significant
changes
 With guidance, locates information from sources to answer historical questions
 Identifies some causes and effects of historical events
 No reference to historical figures and/or groups to support evaluation.
 Recognises different perspectives within historical accounts
 Communicates an understanding of the past through basic accounts of events and issues
in oral, written, visual or digital forms, using simple historical terms and concepts.
Student: …………………………………………………………………….. Teacher: ……………………………… Class: ………………

Reconstructed unit
Key:
 Literacy
 Numeracy
 Critical and Creative Thinking
 Ethical Understanding
 Understanding by Design
Rights and Freedoms – Year 10 History

Unit Title:
Unit Outline Unit duration
The second World War, 1939-1945, saw multiple atrocities occur to ethnic and religious groups, specifically the Jewish people. The Holocaust saw the inhumane mistreatment 10 weeks (60 minutes per lesson)
of Jewish people, many seen as inferior to humans by the Nazi lead Germany, with an estimated total of 6 million deaths occurring. These individuals were not provided basic
human rights we have today and suffered from these harsh conditions.
During WW2, the name “United Nations”, coined by United States President Franklin D. Roosevelt on 1st January 1942, though it wasn’t till the 24th October, 1945 when the
United Nations officially came into existence with the aim of preventing another conflict. Soon to follow, the United Declaration of Human Rights (UDHR) was adopted by the
UN on the 10th December 1948.
The US Civil Rights movement, 1954-1968, saw various events and nonviolent actions taken by African Americans to gain legal equality and the enforcement of constitutional
rights for them. Throughout the years, African Americans fought against racial segregation that saw them as inferior and separated from ‘white’ Americans in daily life. Effects
of these actions are still seen in present day with demands for equal treatment still ongoing in the United States. Actions taken by African Americans during the US Civil Rights
movement had also inspired similar actions in Australia, with the fight for equal rights and treatment for Australia’s Aboriginal and Torres Strait Islander peoples.
Since European invasion in 1788, Indigenous Australians have struggled to retain their rights and freedoms and to have governments recognise them. Over time, state and
Commonwealth governments have implemented policies that have discriminated against Australia’s Aboriginal and Torres Strait Islander peoples, denying them equality,
opportunity and control of their children.
Indigenous Australians have been politically active in demanding their rights. They have achieved some signifi8cant changes in the struggle for recognition, for justice for the
Stolen Generations and for legal acknowledgement of their land rights. The period from the 1960s onwards has seen significant improvements in these areas.
United Nations’ declarations and conventions provide an international framework against which people can measure what remains to be done here, and throughout the world,
to secure indigenous peoples’ civil rights and freedoms. As a signatory to these documents, Australia has made a commitment to achieving their goals.

In this unit of work, students undertake guided specific research into significant events in the campaign for improved rights for Aboriginal and Torres Strait Islander people
between 1964 and 1975. Students also engage in sequencing activities in order to develop contextual understandings of this part of Australian history and use digital learning
tools to further investigate the changing rights and freedoms of Aboriginal and Torres Strait Islander people.
Big ideas/Essential Questions Why does this learning matter?
Students will learn that: ● Students will develop an understanding of the formation of the UN (United Nations), why it was created and Australia’s
● What are ‘rights’ and what are ‘freedoms’? Why is important involvement in it. In addition, students will learn about the creation of the Universal Declaration of Human Rights (UDHR).
for ALL humans to have equal rights and freedoms? Through these, students will learn what ‘rights’ and what ‘freedoms’ are and should be available equally to all humans.
● What is segregation? What is the importance of fighting Students can also reflect on what it means to have rights and freedoms and how they play an essential role in their
segregation?
current society and daily lives.
● What does it mean to have citizenship? What does it mean to
be denied full citizenship? ● Students can gain a deeper understanding of modern-day issues related to race and ethnicity in Australia and the United
● How have Indigenous and non-indigenous Australians states by focusing on historical issues with segregation in both countries and how segregation had negative outcomes.
successfully campaigned to change the rights of Aboriginal Students will also learn about actions taken against segregation, with African Americans and Aboriginal and Torres Strait
and Torres Strait Islander people? Islander peoples fighting for equal rights and freedoms in their own countries and how the outcomes of their actions
● Why is the struggle for full Indigenous citizenship rights a played a crucial role in constructing modern day Australia and United States.
significant and continuing part of Australia’s history? ● Students learn about the inequality and injustice that was bred into Australian society because of European colonialism.
● Students tackle issues with gaining equality, and through deeper understanding and knowledge can become more active
and informed citizens that can contribute to this cause.
● The fight for civil and equal rights is an important part of the development of mid to late 20th century political and
economic movements
Place in scope & sequence/Building the field Target outcomes

2nd Topic in Year 10 History course – Term 4, 2018.  sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-
2
Students background knowledge on the Holocaust during World War 2  explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world
establishing a connection with the topic of Rights and Freedoms and Australia HT5-3
through the inhumane mistreatment of Jewish people, degrading them  uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia
as individuals and segregating them in German society. HT5-6
 selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-8
Similar issues with ‘Rights and Freedoms’, involving fights for equality  applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
and against segregation in the United States and Australia occurring  selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences
continues to scope and sequence in historical study from 1945 HT5-10
onwards.
Related Life Skills outcomes: HTLS-5, HTLS-6, HTLS-8, HTLS-10, HTLS-11, HTLS-12, HTLS-13

Literacy Numeracy ICT Assessment
skills skills skills
Throughout the unit, students will Students will develop numeracy Students develop Information and Indicate key summative assessment task. This should provide students with the opportunity to
develop and strengthen literacy skills through an inquiry into Communication Technology skills through demonstrate what they know and can do. It should assess the target outcomes of the unit and be
skills by participating and chronological historical events their participation of activities in relation to clearly aligned to the big ideas/key concept of the unit. You will need to consider the assessment
engaging in activities that require and processes. historical investigation, analysis and requirements of your syllabus.
the historical inquiry and analysis communication.
of sources. Scaled timelines to understand
when historical events occurred Digital tools are used to investigate
Students will access historical and geographical mapping to historical events and information to help
content through a variety of print, determine where certain their research, develop arguments and
oral, visual, spatial and electronic developments happened during communicate the information for both
forms. the historical period. teachers and students in a classroom
setting.
Students are provided Numeracy skills may be furthered
opportunities to analyse and developed when analysing Students will engage in activities and
evaluate evidence and will statistical data. online resources provided by the teacher
participate in a wide range of text- through Google Classroom or acquired
based activities to communicate, during their personal research.
explore, discuss and argue their
perspective and interpretation of
evidence.
- Short-answer questions
- Extended response
writing
- Mind-mapping
- Persuasion
Outcomes: Content: Possible Teaching Actual Learning Experiences/Resources: Evidence of Reg/

Students learn about: Strategies/content: Learning Date
sequences Introduction
Assess student background knowledge on previous historical
and explains topic – The Holocaust
the significant
Brainstorm with the class about their previous knowledge on
patterns of historical concepts and ideas learnt.
continuity and - Create mind map for students to contribute to and
change in the facilitate discussion.
development
of the modern Have students create a glossary in the back of their history books;
inform them the glossary will be expanded upon as students
world and discover and learn historical vocabulary.
Australia HT5- outline the purpose of the
Students introduced to their new topic for the semester: Rights
2 United Nations and
describe the origins of the and Freedoms – begin by introducing the essential questions and
Universal Declaration of big ideas focused on throughout the topic.
Human Rights, including
Australia's involvement
United Nations and the Universal Declaration of Human
Rights
explains and Introduction of the UN (United Nations) (post-WW2) to connect
analyses the topics.
motives and
In addition to the glossary, students are to create a timeline in
actions of past their books consisting of important/key dates in history on the
individuals topic of Rights and Freedoms and will add unto the timeline as
the unit progresses.
and groups in
the historical The United Nations is Created | Flashback | History (3.48)
contexts that  https://www.youtube.com/watch?v=FnQESSTouNU
Reading of the Preamble to the UN Charter by Sir Laurence
shaped the Olivier (2.34)
modern world  https://soundcloud.com/united-nations-eng/reading-of-
and Australia the-preamble-to-the-un-charter-by-sir-laurence-olivier
HT5-3 History of the United Nations (3.11)

 https://www.youtube.com/watch?v=1cqw8-ongtY
Generate discussion: Why was the UN required post-WW2?

What triggered the push to organise and develop the UN? Have
students link creation of UN to reasons brought by previous topic.
Outline the purpose of the UN
Research task: Students use Chromebooks for historical research

activity to learn more information on UN history and their goals.
 Refer to Powerpoint in resources for questions.

 https://www.un.org/en/sections/history/history-united-
nations/
United Nations and the Universal Declaration of Human

Rights
The origins and significance of the
Universal Declaration of Human Students investigate the drafting of the Universal Declaration of
Rights (UDHR), including Human Rights and describe Australia’s role in their development,
especially the contribution of HV Evatt. Discuss what happened in
Australia's involvement in the WWII that made the Universal Declaration of Human Rights so
development of the declaration important.
(ACDSEH023)
uses relevant Students watch this clip and express what they think The
evidence from Universal Declaration of Human Rights is about (4.31)
sources to  https://www.youtube.com/watch?v=hTlrSYbCbHE
support Students are shown three images related to human rights and
historical must write what they see and how it makes them feel.
narratives, Assess background knowledge of students: what prior knowledge
explanations to they have on ‘rights and freedoms’?
and analyses  What are rights? – Outline definition
 What are freedoms? – Outline definition
of the modern  Reflecting upon their current lives and status, what
world and explain the significance of rights and freedoms do they currently have and are able
Australia HT5- the UDHR to practice in everyday life?
6 What are human rights? – The Story of Human Rights (9.30)
 https://www.youtube.com/watch?v=6XXGF_V8_7M
Students focus on concepts of equality, respect and fairness.

 Who deserves human rights and why? What makes
them an important aspect in society?
Research: Students research the UDHR’s 30 articles

 https://www.humanrights.com/
Students collaborate with classmates to make a short 5-minute
presentation for the class.
 What are rights and freedoms?

 How and why was the UDHR created? What is its
purpose?
 Who deserves human rights and why? What makes
these rights an important aspect of our society, both
past and present?
 Students select five articles from the UDHR they
believe are most important and justify their choices.
Students identify aspects of the Declaration that make it

‘universal’. They identify any contradictions and discuss.
selects and
analyses a US Civil Rights Movement
range of
Background to the struggle
historical
sources to View Crash Course:
locate  1950s and Civil Rights (11.58) –
https://www.youtube.com/watch?v=S64zRnnn4Po
information  1960s in America (15.15) –
relevant to an https://www.youtube.com/watch?v=lkXFb1sMa38
historical
inquiry HT5-8 Students examine the Jim Crows implemented into the United
States and investigate its affect upon people of ‘colour’ in various
ways.
 Watch short clip introducing the Jim Crow Laws (3.13)
o https://www.youtube.com/watch?v=x2Iwa9Le
uFM
• outline the aims and
methods of the US civil Outline the definition of segregation – class discussion: should
rights movement segregation exist in society and how would their lives change if
segregation was implemented in contemporary society?
 Develop students’ ethical attitudes – segregate the
class for the week (seating allocations)
Students investigate Brown vs. Board of Education (9 Dec 1952 –

17 May 1954).

 Brown v. Board of Education | Homework Help from the
Bill of Rights Institute (4.08)
o https://www.youtube.com/watch?v=1siiQelPH
bQ
 History – Brown v. Board of Education Re-enactment
o https://www.uscourts.gov/educational-
resources/educational-activities/history-
brown-v-board-education-re-enactment
 Brown v. Board of Education
o https://www.history.com/topics/black-
history/brown-v-board-of-education-of-topeka
applies a
Class discussion: what does it mean to be separate but equal?
range of
relevant Ask students to use the think, pair, share strategy to discuss the
following question: Do you think ‘white’ people are advantaged in
historical education today? Students should be given time to think about
terms and the question individually before pairing with another student to
concepts share their thoughts.
 Students conduct research into recent acceptance rates
when of African Americans students in United States schools.
communicatin o Primary school
o Middle School
g an o High School
understanding o Tertiary education
of the past  Students analyse the information and discuss whether
there has been an indication of change and to what
HT5-9 extent since the 17th May 1954.
(Optional activity: students are to imagine themselves as an

• outline the aims and African American student living in southern regions of the United
methods of the US civil States between 1896 and 1954 and create a diary entry of the
rights movement struggles they faced in everyday life and education opportunities)
Montgomery Bus Boycott and Rosa Parks (5 Dec 1955 – 20

Dec 1956)
Students investigate a key event in the US Civil Rights Movement

– Montgomery Bus Boycott and historical figures:

 Rev. Martin Luther King Jr.
 Rosa Parks
Introduction (overview)
 Montgomery Bus Boycott | American Freedom Stories |
Biography (3.51) -
https://www.youtube.com/watch?v=FE6Yvy--5aw
 Montgomery Bus Boycott
o https://www.history.com/topics/black-
history/montgomery-bus-boycott
o https://www.britannica.com/event/Montgomer
selects and y-bus-boycott
o https://kinginstitute.stanford.edu/encyclopedia
uses /montgomery-bus-boycott
appropriate Students begin to investigate the principles of people involved in
Civil Rights activism and investigate the ethical behaviour of key
oral, written, historical figures.
visual and  The Story of Rosa Parks (1.34.40) –
digital forms https://www.youtube.com/watch?v=S1fGdGjitNY
to Students write an obituary or article on Rosa Parks celebrating
communicate her life, achievement and impact on the US Civil Rights
effectively Movement.
 Students refer notable principles, behaviour, decision
about the past making and perspective she shared upon the topic of
for different the US Civil Rights Movement.
audiences
HT5-10 Freedom Rides – 1961
• outline the aims and
methods of the US civil Discuss how the US Civil Rights movement’s for greater equality
rights movement and rights was highly publicised, and how the strategies and
gradual successes of civil rights activists in the US inspired
campaigners in Australia to push for greater rights and freedoms
for Indigenous Australians.
 Freedom Riders History (5.03):

https://www.youtube.com/watch?v=1zBY6gkpbTg

 Who were the Freedom Riders? | The Civil Rights
Movement (4.48):
 The US civil rights movement https://www.youtube.com/watch?v=E1smGpGSa14
and its influence on Australia  Freedom Riders: https://www.history.com/topics/black-
(ACDSEH105) history/freedom-rides
Students investigate the influence Freedom Rides during the US

Civil Rights Movement, and their publicity, had on Australia.
 Living Black S2015 Ep2 – Freedom Rides (25.59):
https://www.youtube.com/watch?v=JS3YJN3WED4
Students construct a Venn Diagram and analyse both Freedom

Rides to compare similarities and differences between the two
and evaluate the level of impact they had upon social attitudes in
both nations.
March on Washington – 28 Aug 1963
Students investigate the March on Washington 1963.

 Outline the specific aims of the march – Jobs and
Freedom.
March on Washington for Jobs and Freedom
 https://www.history.com/topics/black-history/march-on-
washington
 https://kinginstitute.stanford.edu/encyclopedia/march-
washington-jobs-and-freedom
Video:
 History Specials: King Leads the March on Washington
(3.22): https://www.youtube.com/watch?v=0wDU-
• outline the aims and oYQN04
methods of the US civil
rights movement Students focus on Martin Luther King’s involvement in the March:
specifically focus on “I have a dream speech”
 Students view the speech and provided a transcript of
the speech to interpret, analyse and evaluate
information to build knowledge on historical, civic and
economic concerns and social concepts.
 Students also investigate and analyse numerical data
related to the event:

Attendance numbers
o
Support from various ethnic groups – was it
o
only African Americans who attended? If not,
why?
o Why would the March be for jobs and
freedom? What does this tell us about the
American economic status during the early
1960s?
 Note: Speech may need to be viewed more than once
to provide students time to listen and note notable
sections.
To assist in the analysis, students are encouraged to visit the
English Textual Concepts website to view concepts and language
features included in the speech and analyse their use to generate
deeper impact for the targeted audience
 English Textual Concepts:

http://englishtextualconcepts.nsw.edu.au/
 Video: I have a Dream Speech by Martin Luther King Jr.

(subtitled) (6.47):
https://www.youtube.com/watch?v=vP4iY1TtS3s
Speech: Students participate in developing their own speech to

present to the class – one to two pages in length.
 Students are required to investigate contemporary
issues related to freedom around the world and
construct a speech that includes the following:
o Addressing the issue
o People affected and how
• outline the aims and o Reference to UDHR articles
methods of the US civil o Perspective of oppressors and victims
rights movement o Potential solutions
 Students are encouraged to use persuasive language
and to refer to the English Textual Concept website to
utilise ideas for language features to support this.
Encourage students to work on the task from the lens of a

historian, and to imagine themselves as activists for change.
Remind students of their roles and responsibilities as members of

society and how they have the power to be agents of change as
Martin Luther King was.
Week long personal inquiry task:

Issue students with historical investigative task to generate
inquiry. Students are provided time and are required to create a
survey or interview questions they’d like to ask fellow members of
their society over the week. Suggestions include:
 Fellow students
 Teachers
 Family members
Questions are highly recommended to be open-ended.
Minimum of 5 people interviewed/surveyed. The questions must

be related to topics covered throughout the unit thus far.
Examples include:
 Human Rights
 Segregation
 Civil Rights
 Activism
Students are encouraged to interview/survey people from a
variety of ages, ethnicities and professions to explore different
perspectives.
Students are educated on the ethical protocols when collecting

personal/confidential data. Consent is important!
Students are provided 10 copies of consent forms each and are
• outline the aims and required to adjust in highlighted sections to fit with their question
methods of the US civil topics.
rights movement
Students interpret, analyse and evaluate the responses of their
interviewees and complete an assigned table for submission.
 Students are also required to complete a pie charts
depicting common themes reoccurring in responses.
 Example question: Are you aware of what human rights
are? Depending on responses, students may create a
pie chart showing 70% of interviewees as aware of
human rights.

Allocation of class time at the end of the week for students to
complete their tables and pie charts.
Poor People’s Campaign – 1968
Students investigate the Poor People’s Campaign or Poor

People’s March on Washington to gain economic justice for poor
people in the United States.
Poor People’s Campaign – King institute
 https://kinginstitute.stanford.edu/encyclopedia/poor-
peoples-campaign
Martin Luther King on Economic Justice (3.45):
 https://www.youtube.com/watch?v=ORVRt5TytaE
Students focus on Martin Luther King’s involvement and impact
during the campaign.
Students place further focus on protestors/activists – issue related

to economic concerns, affecting various people from different
ethnic backgrounds.
Students interpret numerical data related to the campaign (both

pre and post).
 Employment rates in America
 Statistics of poverty in America during the 1960s
 Economic growth issues
 Employment rates of individuals from different ethnic
groups
Data is analysed and evaluated to determine success of the
• outline the aims and campaign.
rights movement Students conduct further research into current economic issues in
the United States. Have things changed since the 1960s?
 Connecting past to present, reinforcing the concept of
history as an ongoing narrative.
Poor People’s Campaign: A National Call for Moral Revival

 https://www.poorpeoplescampaign.org/

Poor People’s Campaign asks America to face the injustices
keeping millions in poverty
 https://www.youtube.com/watch?v=TJ4Knip-uAo
What does this tell students about the impact of the Poor People’s
Campaign and the US Civil Rights Movement over time?
Malcolm X – a different perspective
Students recap Martin Luther King

 Analyse his upbringing to his leadership in the Civil
Rights Movement
Introduce students to Malcolm X

 Analyse his upbringing and move towards his principles
and behaviour during the Civil Rights Movement.
Outline his approach to civil rights issues
Students are provided well known quotes by Malcolm X and

conduct a think, pair, share activity to interpret his arguments,
decisions and approach to the situation.
 “by any means necessary”
 “if you’re not ready to die for it, put the word ‘freedom’
out of your vocabulary”
 “You don’t have a peaceful revolution. You don’t have a
turn-the-cheek revolution”
 “There’s no such thing as a non-violent revolution”
Students are further provided images to analyse using

C.O.M.B.A.T. source analyse tool: content, origin, motive, bias,
• outline the aims and audience, tone
 https://i.pinimg.com/originals/1a/03/85/1a03858ad7809
rights movement
0c0ae5c400ef8f03b81.jpg
 https://i.imgur.com/eWGE86Pg.jpg
 https://i.pinimg.com/originals/81/56/2b/81562b632af4c9
566b6061f9c387786d.jpg

Students examine Malcolm X’s perspective on racial segregation
and evaluate the impact the interview had on African-American
and white Americans watching. Students are to refer to a
minimum of three sections in the interview.
 Focus on Malcolm X’s concept of black nationalism and
empowerment.
‘Malcolm X, Do you Believe in Racial Segregation’ 1963 (12.14):

https://www.youtube.com/watch?v=Y4TNZQSMLDE
Students also view a short speech given by Malcolm X to support

their answer to the previous task
Malcolm X’s Fiery Speech Addressing Police Brutality (2.48):

https://www.youtube.com/watch?v=6_uYWDyYNUg
Comparison: Students compare the different perspectives of

Martin Luther King and Malcolm X to determine which approach
was more impactful.
 MLK – “I feel that Malcolm has done himself and our

people a great disservice”
 Malcolm X – “The white man pays Reverend Martin
Luther King, subsidises Reverend Martin Luther King so
that Reverend Martin Luther King can continue to teach
the Negroes to be defenceless.”
Malcolm X versus Martin Luther King Jr (1.45):

https://www.youtube.com/watch?v=LxWiWasnTO8
• outline the aims and Students create a Venn Diagram in the books to compare the
methods of the US civil perspectives, principles, behaviours and actions of both Martin
rights movement Luther King and Malcolm X to determine similarities and
differences.
 Explore the different perspectives, arguments and
decisions of different historical figures to gain a broader
view of how civil rights issues were tackled and the
impact they had.

Outline the difference between Malcolm X’s approaches to the
civil rights movements before and after the leaving the Nation of
Islam (changed perspective):
 “The true brotherhood I had seen had influenced me to
recognise that anger can blind human vision.”
 “America is the first country…that can actually have a
bloodless revolution.”
 Messages directed to all races, not only African
Americans.
Four corner activity: students move around the classroom
according to their personal belief to the statement provided,
deciding whether they strongly agree, agree, disagree or strongly
disagree and justify their decision/choice.
 Students create statements prior to activity based on
the different perspectives and approaches of these two
key historical figures.
 Example statement: Martin Luther King had a more
impactful approach to civil rights issues over Malcolm X.
Statements cannot overlap. Students will upload their statements
(minimum of 5) to Google Classroom for the teacher to utilise in
the activity.
End of the Civil Rights Movement 1954-1968 and present-day

outcomes
Outline Civil Rights Acts placed into legislation during the

movement
• outline the aims and  Civil Rights Act of 1957 – Allowed federal prosecution
methods of the US civil of anyone who tried to prevent someone from voting.
rights movement  Civil Rights Act of 1964 – Guaranteed equal
employment for all
 Voting Rights Act of 1965 – Banned all voter literacy
tests and provided federal examiners in certain voting
jurisdictions
 Fair Housing Act of 1968 – Prevented housing
discrimination based on race, sex, national origin and
religion.

Civil Rights Movement Timeline
 https://www.history.com/topics/civil-rights-
movement/civil-rights-movement-timeline
 Students update their timeline
Civil Rights Leaders Assassinated

 February 21, 1965 – Malcolm X
 April 4, 1968 – Reverend Martin Luther King Jr.
Contestability – when did the US Civil Rights Movement end?

 Before or after Martin Luther King’s death?
 Students investigate evidence that could suggest both
and arrive to a conclusion
Students investigate the presence of contemporary civil rights

issues in the United States now, focusing on African American.
 Have civil rights been maintained in the United States?
To what degree? Provide evidence to support your
answer.
Encourage students to view statistical information to support their
answer. Examples include:
 Enrolment and acceptance into education
 Employment rate and acceptance
 Socio-economic status/areas
Students can also utilise publicity and social media to conduct
research. Example:
 Police brutality – “Black Lives Matter’ campaign
Question: What are our roles and responsibilities towards

untangling human rights issues faced by people around the
world?
Assessment Task Due: 09.11.18 (10HI3)

 Uploaded to assigned folder in Google Classroom
titled 10HI3_A2_SUBMISSION by Friday, 11:59pm
(Week 4).
<CONTINUATION OF ORIGINAL PROGRAM>
Background to the struggle – Australian focus

Registration
Teacher Evaluation Comments
How did the unit ‘rate’ in these areas ?
Time allocated for topic

Student understanding of content
Opportunities for student reflection on learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching strategies
Integration of ICT
Literacy strategies used
Numeracy strategies used
Evaluation/variation
After you have taught the unit of work, record in this section your evaluation of the unit and any variations you implemented or would choose to implement the next time you teach the
unit.

Differentiation
Date commenced: Date completed:
Teacher’s signature Head Teacher’s signature

References
Alexander-Shea, A. (2011). Redefining Vocabulary: The New Learning Strategy for Social Studies. The Social Studies, 102(3), 95-103. doi:
10.1080/00377996.2010.509371
Australian Curriculum, Assessment and Reporting Authority. (2019). General Capabilities in the Australian Curriculum: Humanities and Social Sciences.
Retrieved from http://docs.acara.edu.au/resources/HASS_-_GC_learning_area.pdf
Conderman, G., & Bresnahan, V. (2008). Teaching Big Ideas in Diverse Middle School Classrooms. Kappa Delta Pi Record, 44(4), 176-180. doi:
10.1080/00228958.2008.10516519
King, M. B., Newmann, F. M., & Carmichael, D. L. (2009). Authentic intellectual work: common standards for teaching social studies (Research and Practice)
(Report). Social Education, 73(1), 43-47. Retrieved from https://global-factiva-com.ezproxy.uws.edu.au/ga/default.aspx
Kobrin, D., Abbott, E., Ellinwood, J., & Horton, D. (1993). Learning history by doing history (interpreting history). Educational Leadership, 50(7), 39-41.
Retrieved from https://search-proquest-com.ezproxy.uws.edu.au/docview/224851233?accountid=36155

Lattimer, H. (2008). Challenging history: essential questions in the social studies classroom. Social Education, 72(6), 326-329. https://global-factiva-
com.ezproxy.uws.edu.au/ga/default.aspx
McTighe, J., & Thomas, R. S. (2003). Backward Design for Forward Action. Educational Leadership, 60(5), 52-55. Retrieved from
http://edml260.pbworks.com/f/Backward+Design+for+Forward+Action+.pdf
McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. ASCD. Retrieved from
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Obenchain, K. M., Orr, A., & Davis, S. H. (2011). The Past as a Puzzle: How Essential Questions Can Piece Together a Meaningful Investigation of History.
The Social Studies, 102(5), 190-199. doi: 10.1080/00377996.2010.543193
Virgin, R. (2014). Connecting Learning: How Revisiting Big Idea Questions Can Help in History Classrooms. The Social Studies, 105(4), 1-212. doi:
10.1080/00377996.2014.917065
Voelker, D., & Armstrong, A. (2013). Designing a Question-Driven U.S. History Course. OAH Magazine of History, 27(3), 19-24. doi: 10.1093/oahmag/oat021

Wiggins, G., & McTighe, J. (2008). Put Understanding First. Educational Leadership, 65(8), 36-41. Retrieved from
http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/detail/detail?vid=0&sid=f3c7962b-5487-4be2-8a4d-9f986706ba97%40sdc-v-
sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=32135634&db=ehh

Appendices
The following documentation includes:

 Original Unit Program - https://drive.google.com/open?id=1QvB6IdvUajcofBdg-LX4tsm8T9LhJLIH
 Original Assessment Task - https://drive.google.com/open?id=1TfjmuPcTN6xkUfbmwi1KSLqHWCIYGzb7
 Original Scope and Sequences - https://drive.google.com/open?id=1nNezl9d1GJlGMwHo_zifffjYXNyc5Jbw
These have been uploaded to Google Drive to reduce file size.

Should any issues occur when viewing, please email: 18017742@student.westernsydney.edu.au


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102098 – Contemporary Teacher Leadership

Western Sydney University

Intellectual Quality Quality Learning Environment Significance

Reconstructed Scope and Sequence…………………..18

Reconstructed Assessment task and marking criteria...21

Redesigned unit outline……………………………….26

Intellectual Quality Quality Learning Environment Significance

Objective and Context

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

develop well-structured, cohesive literary responses.

impact of historical decisions to present time.

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

as supportive evidence in composed texts (Lattimer, 2008).

contemporary issues containing roots to the past (Obenchain et al., 2011).

Intellectual Quality Quality Learning Environment Significance

Wiggins, & McTighe, 2008).

(Voelker, & Armstrong, 2013).

Intellectual Quality Quality Learning Environment Significance

transfer their learning to new situations (Wiggins, & McTighe, 2008).

advised to improve the program for both students and teachers.

Intellectual Quality Quality Learning Environment Significance

Outcomes HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Registration of Task Submission Marker’s Name:

DOONSIDE TECHNOLOGY HIGH SCHOOL

Title of Task: Multimodal Presentation or Essay

Intellectual Quality Quality Learning Environment Significance

Compose a response to the following question:

To successfully complete this task, you will need to do the following:

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

 Demonstrates extensive knowledge and understanding of significant historical forces A

Intellectual Quality Quality Learning Environment Significance

Intellectual Quality Quality Learning Environment Significance

Student: …………………………………………………………………….. Teacher: ……………………………… Class: ………………

Intellectual Quality Quality Learning Environment Significance

Rights and Freedoms – Year 10 History

Intellectual Quality Quality Learning Environment Significance

Place in scope & sequence/Building the field Target outcomes

Intellectual Quality Quality Learning Environment Significance

Outcomes: Content: Possible Teaching Actual Learning Experiences/Resources: Evidence of Reg/

HT5-3 History of the United Nations (3.11)

Generate discussion: Why was the UN required post-WW2?

Outline the purpose of the UN

Research task: Students use Chromebooks for historical research

Intellectual Quality Quality Learning Environment Significance

United Nations and the Universal Declaration of Human

Students focus on concepts of equality, respect and fairness.

Research: Students research the UDHR’s 30 articles

Intellectual Quality Quality Learning Environment Significance

Students identify aspects of the Declaration that make it

Students investigate Brown vs. Board of Education (9 Dec 1952 –