ASSIGNMENT 2 - UNIT OF WORK

Melanie Maguire – 110169902

RATIONALE

The subject Humanities and Social Sciences (HASS) is made up of many different components in the Australian Curriculum, the main focus for this unit plan
being History, in particular Year 6. History plays an important role in the developing of a young person, allowing them to come to an understanding of their
world through past and present in a world that is constantly changing (Hoepper, 2017). History is a sub-strand found within the Knowledge and Understanding
Strand of HASS, which in the Year 6 level moves on from colonial Australia and onto the development of the country as a nation, in particular after 1900
(Australian Curriculum Assessment and Reporting Authority [ACARA], 2016). ‘Experiences of Australian democracy and citizenship, including the status and
rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children’  (ACHASSK135) (ACARA, (A), 2016), is the content descriptor that is in
focus. In conjunction with the Australian curriculum, students will gain knowledge about the forcible removal of children leading to the Stolen Generations, as
this is vital event in Australia’s history that not only devastated the lives of those involved at the times, but also the families of those affected. It is extremely
important for students to be informed on this topic, as reconciliation is still something that is going on today. Students need to be aware of events such as
National Sorry Day, they need to be aware of the appropriate language to use, they need to be aware of the past events to know how to move on in the future
(Short, 2008). There are a few HASS values that the topic of the Stolen Generations link too, the first being empathy, tolerance and open-mindedness. While
the common response to the Stolen Generations is one of disgust, it is important that the students uphold the value of being empathetic to ones viewpoints,
even if those at the time are not morally correct, they need to be aware of both points of view (Gilbert, 2017). The second HASS value that is relevant to the
chosen topic is caring. The events of history happened here in Australia itself, not so long ago. Students need to establish what their values are and what kind
of person they are, to decide what they care about. Especially as reconciliation is something still happening today, therefore students need to decide where
their care factor lies and how they are going to act to make change in the future (Gilbert, 2017).
 Year Level Topic Sub-Strand
6 The Stolen Generations History
LEARNING FOCUS - (links to literature required)
 INQUIRY QUESTION - How have key figures, events and values shaped Australian society, its system of government and citizenship? (ACARA, 2016).

KNOWLEDGE/UNDERSTANDING INQUIRY and SKILLS (choose 1 from each phase) (ACARA (A), 2016)
QUESTIONING
Develop appropriate questions to guide an inquiry about people, events, developments, places,
Experiences of Australian democracy and citizenship, systems and challenges (ACHASSI122 - Scootle )
including the status and rights of Aboriginal and Torres Strait RESEARCHING
Islander Peoples, migrants, women and Sequence information about people’s lives, events, developments and phenomena using a variety of
children(ACHASSK135 - Scootle ) methods including timelines (ACHASSI125 - Scootle )
ANALYSING
With a focus on the following elaboration: Examine primary sources and secondary sources to determine their origin and
purpose (ACHASSI126 - Scootle )
Investigating the lack of citizenship right for Aboriginal
Peoples and Torres Strait Islander Peoples in Australia, EVALUATING & REFLECTING
illustrated by controls on movement and residence, the Work in groups to generate responses to issues and challenges (ACHASSI130 - Scootle )
forcible removal of children from their families leading to the
Stolen Generations, and poor pay and working conditions COMMUNICATING
(ACARA (A), 2016). Present ideas, findings, viewpoints and conclusions in a range of texts and modes that
incorporate source materials, digital and non-digital representations and discipline-specific terms
and conventions (ACHASSI133 - Scootle )
CROSS CURRICULUM LINKS – (links to literature required)
General Capabilities Cross Curriculum Priority Cross Curricular Links
The Australian Curriculum highlights the following as the general
The English curriculum is one that works largely in
capabilities for the Knowledge and Understanding chosen
The cross-curriculum priority that is conjunction with the HASS curriculum. Many times
(ACARA (A), 2016):
selected for the Knowledge and throughout the unit plan will links of English appear, the
Understanding chosen is: Aboriginal main being the summative task itself where the
 Ethical Understanding
and Torres Strait Islander Histories students will produce their own speech where they will
 Intercultural Understanding
and Cultures (ACARA (B), 2016). need to consider grammar, planning the speech and
 Critical and Creative Thinking
using persuasive writing techniques (ACARA (C),
 Literacy
2016).
CONCEPTS - Which concepts will you focus on?
There are many concepts that could be focused on throughout this unit of work, however the three main ones that will be focused on and remained within are:
continuity and change, significance, and empathy.
Continuity and change: This is related to the Stolen Generations as while it is not something that is as common in todays society, it is still happening on a smaller
scale and is still having an impact on those who were present at the time. It is important to look into how things were back then, and then also look into what is
happening now and what reconciliation methods have been put into place (ACARA (B), 2016).
Significance: Concept of significance is relevant to this topic, as the effects of the Stolen Generation have changed and continue to change over a long period of
time. These are the lives of humans that were impacted so drastically, these events being extremely significant to Australia’s history, therefore being one of the most
important concepts (ACARA (B), 2016).
Empathy: Empathy requires the understanding of the past from the point of view of a particular person or group, including an appreciation of the circumstances they
faced and the motivations, values and attitudes behind their actions. Students need to be able to see the different points of view to develop an understanding of the
trauma the Indigenous and Torres Strait Islander people went through and are going through, and use this to understand the events fully (ACARA (B), 2016).

ASSESSMENT - (links to literature required)

ACHIEVEMENT STANDARDS - Which achievement standards will you focus on?
By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for
different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past
(ACARA (A), 2016).

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They
examine sources to determine their origin and purpose and to identify different perspectives in the past and present. Students sequence information about events,
the lives of individuals and selected phenomena in chronological order and represent time by creating timelines (ACARA (A), 2016).

Upon conclusion of this unit, the students will have an understanding of the continuing Stolen Generations, and the reconciliation that is still going today. They will be
able to identify personal stories, the sequence of events, and able to identify the steps that have been put forward for reconciliation, such as the 2008 apology and
National Sorry Day (ACARA (A), 2016).

FORMATIVE ASSESSMENT TASKS (Two needed)

1. The first formative assessment task will have the students
take a small piece of paper each and record their want to
SUMMATIVE ASSESSMENT TASK (one needed)
learn sections from their KWL and put it in the box at the
front of the classroom. The teacher will use these
The summative assessment that will take place in this unit is an oral presentation of each
questions to assess where the class is at with the Stolen
student developing their own National Apology speech. They are to take the information that
Generation.
they have acquired throughout the unit about the Stolen Generations and Kevin Rudd’s national
2. The second formative task is to be completed during the apology to write their own version, adding in their own values and beliefs. Students will need to
Researching inquiry phase. Once students have watched
ensure that they use the correct terms that are acceptable when addressing the Indigenous and
the documentary and created their mind maps, they will
Torres Strait Islander people, and show empathy for the events of the past. This assessment will
use this information to construct a timeline. Teacher will
link in with the English curriculum: Plan, draft and publish imaginative, informative and
provide dates and events, students will need to sequence
persuasive texts, choosing and experimenting with text structures, language features, images
these as accurate as possible. Once completed, teacher
and digital resources appropriate to purpose and audience (ACELY1714 - Scootle ) (ACARA,
will go through the correct sequence and students will be
(C), 2016). See the rubric for this assessment piece in the appendix four.
able to compare their accuracy. Teacher will collect
timelines to assess where the students are at in the topic
and if they are developing a strong understanding.
 TEACHING SEQUENCE - (links to literature required)
AC INQUIRY & LEARNER ACTIVITY CURRICULUM LINKS RESOURCES ASSESSMENT
SKILLS MODEL
Book Reading Discussion: English:  Picture book titled ‘Stolen Formative Assessment One:
 Students are to sit on the floor and listen Make connections Girl’ by Trina Saffioti (Saffioti  Students place their want to
to the teacher read out the children’s book between students’ own & Macdonald, 2011). know questions in the box out
titled ‘Stolen girl’, as an insight to the topic experiences and those (Appendix One) the front of the classroom.
of the Stolen Generations. of characters and  The questions placed in the box
 Separate into small groups and brainstorm events represented in are to be read by the teacher.
what they know about the Stolen texts drawn from  The responses are to be
Generations, and what they think may different historical, assessed by the teacher to see
QUESTIONING have happened. social and cultural if the students are on the right
contexts (ACELT1613 - track and can go deeper earlier
Students develop KWL (Appendix Two): Scootle ) (ACARA (C), on in the unit or if they still have
questions about  Following the discussion, students are to 2016). very little understanding of the
the Stolen individually complete a KWL chart, being: topic and need to go into the
Generations what they already know, what they want to  Notebooks to record their basics before moving forward.
through a guided know, and the third column will be what KWL in - Are the students asking
inquiry of people they have learnt which will be completed  Pens/Pencils questions that are actually
and events. in the communicating section at the end of  Small pieces of paper to aligned with the topic?
the unit. complete their questions for - Are they showing any signs
 Students will record their want to know the teacher. of prior knowledge to which
questions on a separate piece of paper  (Formative assessment we could dive deeper into
and will put them in the box out the front shown in Appendix Two). the topic?
for teacher to assess and aim to cover by . - Are there any particular
the end of the unit. resources that could be
found to answer these
questions?
Mind Map & Documentary: English:  Access to the documentary
 Students to watch documentary ‘Servant Investigate how ‘Servant or Slave”
RESEARCHING or Slave’. vocabulary choices, (McGregor, 2016).
 Whilst watching the documentary students including evaluative  Notebooks and pencils to
Students learn are to create a mind map, recording down language can express complete their mind maps
about the different pieces of key information and shades of meaning,
sequences of dates, which will help them in their next feeling and
events that was timeline and later inquiry phases. opinion (ACELA1525 -
and is the Stolen Scootle ) (ACARA (C),
Generations, Guest Speaker: 2016).
using this  Invite a local Elder from the Indigenous
sequence and Torres Strait Islander community to
 come and speak to the students about
their experience.
 Have the speaker share their story while  Notebook and pens to take
the students take notes notes from the insights of
 Allow to the students to ask questions not the guest speaker
only on how they felt during their
experience, but also on how they feel
about the steps of reconciliation that have
been taken.

Timeline:
 Students are to use the knowledge from
the questioning phase, and the information Formative Assessment Two–
from the mind map they have just created  Students are to upon
knowledge to put
to develop a timeline in pairs. completing their timelines
together a English:
 Teacher is to provide the dates and events compare their answers to the
timeline. Participate in and
and the students are to attempt to put teachers correct ones on the
them in order accurately. contribute to  A3 poster paper to complete board.
 Once completed, students will be discussions, clarifying the timeline  Students are to mark their work
assessed of their accuracy by the teacher and interrogating ideas,  Teacher to provide print themselves, however will need
completing the timeline on the board at the developing and outs cut into events for the to hand their work into the
front of the classroom. Students are to supporting arguments, students to sequence. teacher.
compare their version to the teachers and sharing and evaluating  The teacher will look into each
see whether they were correct or where information, pairs work to see where the
they went wrong. experiences and students are at:
opinions (ACELY1709 - - Has their knowledge
Scootle ) (ACARA (C), improved from the last piece
2016). of the unit?
- Which sections need to be
looked into further?
- Do they need more
background information or
are they ready for people’s
personal stories?
Critically Analysing the Text: English:  Access to the video of Kevin No assessment to be completed
 Students will first watch the video of Kevin Identify and explain Rudd delivering the National in this phase.
ANALYSING Rudd delivering the National Apology how choices in Apology in 2008, and
Students analyse speech that took place in 2008. language, for access to the transcript of
the primary  Once completed, students will be given example modality, the speech (Rudd, 2008)
source of the the transcript to critically analyse emphasis, repetition an (Appendix Three)
National Apology d metaphor, influence
  Students are to examine why Kevin Rudd personal response to  Notebook to record their
may have made this speech and decide different critical response to the text.
whether or not this was a good first step texts (ACELT1615 -
towards reconciliation. Scootle ) (ACARA (C),
 They need to assess whether or not they 2016).
believe the Indigenous and Torres Strait
Islander people would have responded
well to this, or whether it would have lead
delivered by
to further unhappiness.
Kevin Rudd.
 Students are to record their responses, as
these will be used in the communication
phase.

Critically Analysing the Text:

 Students are to read the response to the
National Apology and develop an  Print out of the short article
understanding of what is being felt. that demonstrates the
 Students need to consider what perhaps response to the National
was missing, recording these responses Apology (Calma, 2008).
for which will also be used in the  Notebook to record this
communicating phase. response.
Revisit of the KWL from Questioning  Need access to the No assessment to be completed
Phase (Appendix Two): notebooks they completed in this phase.
EVALUATING &  Students are to revisit their KWL from the their original KWL in, along
REFLECTING questioning phase and reflect on what with pens.
Working in they have learnt during the unit
groups to  They are to look back at what questions
develop a final they had at the beginning of the unit and
response to the ensure that they have been answered.
Stolen
Generation, all Oral Presentation Drafts: English:
the key events  Students are to work in groups to develop Re-read and edit  Need access to all previous
and what is still drafts for their oral presentations that will students’ own and resources: the timeline they
going on today, be produced for the communicating others’ work using produced earlier on in the
and the acts of phase. agreed criteria and unit, the notes they took
reconciliation.  Students will work collaboratively to explaining editing from the Elder and the
bounce ideas off each other and allow choices (ACELY1715 - documentary, the mind map
them to coach each other of the content Scootle ) (ACARA (C), and timeline they previously
they have learnt over the previous unit. 2016). created.
 Students can read each others work to
 help draft and help ensure they are on the
right track.

Oral Presentation: English:  Cue cards to have their Summative Assessment:

 Students are to develop a 2 minute Plan, draft and publish speech written down  Students will be assessed on
COMMUNICATI speech, their own reconstruction of Kevin imaginative, informative their knowledge of the topic, is
NG Rudd’s National Apology that took place in and persuasive texts, what they are saying accurate?
Present ideas 2008 choosing and  Their use of communication will
and findings  Students need to consider all of the experimenting be assessed, are they targeting
through an oral information they have learnt throughout with text structures, lan the correct audience?
presentation. the unit on the Stolen Generation, and guage features, images  Are they speaking confidently?
ensure they are empathetic towards the and digital resources  Have they grasped this topic?
Indigenous and Torres Strait Islander appropriate to purpose  Have they developed empathy?
people and audience (ACELY1  The full rubric on what the
714 - Scootle ) students will be assessed on
(ACARA (C), 2016). shown in Appendix Four.
REFERENCES

Australian Curriculum Assessment and Reporting Authority 2018, Humanities and Social Sciences, Australian Curriculum, viewed on 4th of April 2018.

https://australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/

(A) Knowledge & Understanding, Inquiry Skills, General Capabilites, Achievement Standards: https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/hass/?
year=12102&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capabil
ity=Information+and+Communication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability
=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
(B) Concepts: http://docs.acara.edu.au/resources/F-6_7_HASS_Concepts_for_developing_historical_thinking.pdf
(C) Links to the English Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?
year=11580&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Informatio
n+and+Communication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability
=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Calma, T 2008, ‘Let the healing begin’, Response to Government to the National Apology to the Stolen Generations, viewed May 29,
https://www.humanrights.gov.au/news/speeches/response-government-national-apology-stolen-generations

Gilbert, R 2017, ‘Values, ethical understanding and controversial issues’ in R Gilbert & B Hoepper (eds), Teaching Humanities & Social Sciences, Cengage
Leaning Australia Pty Ltd, Sydney, pp. 126-149.

Hoepper, B 2017, ‘Our Globalising World: The context for studying the Australian Curriculum’ in R Gilbert & B Hoepper (eds), Teaching Humanities & Social
Sciences, Cengage Learning Australia Pty Ltd, Sydney, pp. 26-49.

McGregor, S (dir.) 2016, Servant or Slave, documentary, SBS.

Rudd, K 2008, ‘Apology Transcript’, Apology to Australia’s Indigenous Peoples, viewed May 29, https://www.australia.gov.au/about-australia/our-country/our-
people/apology-to-australias-indigenous-peoples

Short, D 2008, ‘Reconciliation and the Stolen Generations’, Reconciliation and Colonial Power, Ashgate Publishing, pp.89-107.

Saffioti, T & Macdonald, N 2011, Stolen Girl, Magabala Books Aboriginal Corporation, Broome, Western Australia.
APPENDIX ONE

The first source that is used to introduce the topic: ‘Stolen Girl’ by Trina Saffioti and Norma
Macdonald.

Saffioti, T & Macdonald, N 2011, Stolen Girl, Magabala Books Aboriginal Corporation, Broome,
Western Australia.
APPENDIX TWO

What I already know: What I want to learn: What I have learnt:

This is the template that will be used for the KWL that will be used in the Questioning and Evaluating and Reflecting phase. Teacher will take the responses
from the ‘What I want to learn’ section to assess where the students are at on the topic. If the students have no idea what this topic is about, the teacher will
know to go through the history of the Stolen Generation, to ensure they have a background on the topic before moving forward with the in depth sections of
the unit. If the students are asking next level questions, the teacher will know to move straight forward with the unit and perhaps will be able to move forward
to an even deeper level.
APPENDIX THREE

The video the students will need to watch and then analyse the script of to create their own oral presentations.

Rudd, K 2008, ‘Apology Transcript’, Apology to Australia’s Indigenous Peoples, viewed May 29, https://www.australia.gov.au/about-australia/our-country/our-
people/apology-to-australias-indigenous-peoples
APPENDIX FOUR – RUBRIC FOR SUMMATIVE ASSESSMENT

Insufficient Below Average Average Above Average Honours

(0 Points) (1 Point) (3 Points) (5 Points) (7 Points)

A clear and informative

A clear introduction that A clear, informative and engaging
introduction that covers
A simple introduction that covers the apology to the introduction that covers the
Introducing the Stolen Generations
No introduction covers the basis of an Stolen Generations. Also Stolen Generations
the commencement, the basis
evident. apology to the Stolen includes limited background commencement, the basis of the
Presentation of the apology and the
Generations. information on the apology and the steps being
steps being taken for
sequence of events. taken for further reconciliation.
further reconciliation.

Clear evidence of Clear evidence of in depth

Minimal attempt
Clear evidence of research research undertaken with research undertaken with multiple
made to research Simple research
undertaken with a good a solid understanding of links made between the events of
Content the Stolen undertaken with a basic
understanding of the Stolen the Stolen Generations the Stolen Generation and what
Knowledge Generation and the understanding of the
Generations and how it and how it relates to steps need to be taken for
reconciliation Stolen Generations.
relates to Australia today. Australia today. Steps of reconciliation. Apology empathic
process.
reconciliation mentioned. and direct.

Understanding the target

Lack of Speaks directly to the target
Lack of understanding of audience done well but Targets the audience well,
understanding of the audience, excellent use of
the audience reaching needs improvement. persuasive language
Language audience reaching persuasive writing to target this
for, use of academic Attempt of persuasive evident. Academic
for, non-intellectual audience. Academic language
language. writing evident, academic language used.
language used. used.
language used.

Confidently summaries main

Confidently summarises
ideas and supporting details.
A simple conclusion with Confidently summarised main ideas and supporting
No conclusion was Concludes with a thought-
Conclusion an attempt to summarise main ideas, does not just details with a thought
evident. provoking question or quote for
information used. repeat information given. provoking question for the
the audience, which promotes
audience.
further curiosity and investigation.
Engagement
(1 Point for Eye Contact Clear Voice Changing Tone of Voice Cue Cards Shows Passion Awareness of Audience
each Non-verbal Cues Purposeful Pauses Engaging Body Language Use of Repetition
highlighted)