# data[].attributes.body
The summative assessment will be split into three parts. It will begin with a series of multiple-choice questions, designed to test the students’ basic understanding of the two case studies. Several short answer questions will then follow to add an analytical dimension to the assessment. A source analysis will then conclude the assessment. Some students will be provided with modified assignments that will involve COPS rather than COMPASS.

The following includes:

Summative Assessment (Modified).
Summative Assessment.
Summative Assessment Criteria.

# data[].attributes.body
Building on the previous discussion on representation and rights, students will be asked to brainstorm which groups they believe are marginalised and privileged in Australian society. This form of collaborative discussion will allow students to draw upon prior knowledge whilst providing them with another opportunity to practice their reasoning (Kim, 2002). The teacher, initially acting as an impartial moderator, will then instruct students to stand up and cluster in groups representing the various demographics that make up the Australian society (e.g., Indigenous Australians, Women). The teacher will instruct the students to move around to represent the previous group’s representation within the Australian Parliament. Questions and organic discussion will be encouraged throughout the lesson.

# data[].attributes.body
The teacher will ensure that each group understands their role before handing over to the ‘director’ to commence the exercise. The successful delivery of this exercise will rely on heavily on the extent to which the class has fostered a sense of interdependence.

The following includes:

Visual Organiser - Roleplay Directors Sheet (Google Doc).

# data[].attributes.body
The teacher will outline the interest/lobby group role-playing exercise, including a brief recap and class discussion of the structure of Australian democracy. Students will be split evenly into four groups representing the Minerals Council of Australia (lobby group), The Wilderness Society (interest group), the Federal Opposition and the Federal Government. The specific issue that will be debated is whether Australia should continue exporting thermal coal. Students will then be provided the rest of the lesson to plan their positions and responses, before presenting next lesson.

The following includes:

Visual Organiser - Roleplay Directors Sheet (Google Doc).

# data[].attributes.body
The teacher will deliver a PowerPoint presentation on distinguishing between primary and secondary sources. They will begin with a general overview, covering definitions and their practical uses. From there, the formative assessment will be introduced to students whereby they are asked to work independently in categorising a series of primary and secondary sources within their appropriate classification.

(Jacaranda History Alive 7 VC 2E - 1.3.3 - Using Historical Sources as Evidence - Primary and Secondary Sources).

# data[].attributes.attachment_link.title
Primary and Secondary Sources II Formative Assessment Task

# data[].attributes.body
This lesson will be dedicated to revising the unit of work before the summative assessment next lesson. Students will be informed that unlike the frequent low-stakes formative assessment throughout the module, the following assessment will inform their report. The lesson will focus on the skill of source analysis, as well as revising the democratic structure of Ancient Athens and contemporary Australia. Students will primarily discuss and take notes before being provided with a practise test that is to be completed at home.

The following includes:

Practice Test for HUMS Unit.

# data[].attributes.body
Within this lesson, students will be referred to their textbooks  (Jacaranda History Alive 7 VC 2E - 05 Ancient Greece - 5.5.1 Athens - Roots of Democracy) / 5.7.2 - Public Life, Death and Burial.

# data[].attributes.body
The teacher will deliver a presentation on the similarities and differences between Australian and Athenian democracy. There will be a specific focus on the representative and direct nature of the two respective democratic structures. The lesson  will conclude with a short formative assessment covering content from the class, as well as the previous year.

The following includes:

Formative Assessment - Australian and Athenian Democracy Quiz.

(Jacaranda History Alive 7 VC 2E - 05 Ancient Greece - 5.5.1 Athens - Roots of Democracy) / 5.7.2 - Public Life, Death and Burial).

(Jacaranda Civics and Citizenship 8 VC 2E - 1.6.2 The Electoral System & Electing a Commonwealth Parliament).

# data[].attributes.headline
Formative Assessment - Australian and Athenian Democracy Quiz 

# data[].attributes.subject
Formative Assessment - Australian and Athenian Democracy Quiz 

# data[].attributes.body
Students will attend an incursion featuring representatives from three interest/lobby groups. There will be a representative from the Australian Nursing and Midwifery Federation, Minerals Council of Australia, and The Wilderness Society. Each respective presentation will include a summary of the organisation’s aims and their interactions with government. Students will be encouraged to ask questions, whilst being required to complete the visual organiser provided at the start of the class.

The following includes:

Visual Organiser - Interest/Lobby Group Incursion Worksheet.

# data[].attributes.body
Students will partake in their Socratic Debates. Students will be required to engage in active listening when not participating in their particular debate. This will be facilitated through the provision of a visual organiser, which will ask students to clarify their position regarding a topic before and after each respective debate. The need to evaluate their position, along with noting any questions or comments that arise, will ensure that students are actively engaged throughout their debates, regardless of whether they are participating (Ang & Amin, 2011).

The following includes:

Socratic Debates Visual Organiser.

# data[].attributes.body
Students will be provided the lesson to prepare for their debates using a Google Doc for the purposes of planning. The teacher will ensure that the responsibilities are being equally distributed, whilst simultaneously answering any queries. NOTE: The teacher would provide students with a list of online links which contain the for and against arguments of each topic.

The following includes:

Example Google Document for Planning.

# data[].attributes.body
Students will begin preparing to engage in their own Socratic debate. The teacher will provide an overview of what is expected of them, focusing on the distinction between Socratic and conventional debates. The teacher will ensure that every student understands the ground rules for the exercise. Students will be allocated into groups and provided their topics. An equal distribution of ability will further the spirit of collaboration being fostering during this unit - Assists diverse learners of differing abilities (Schul, 2011).

The following includes:

Socratic Debate Topics.

# data[].attributes.body
The teacher will deliver a PowerPoint on Australian and Athenian citizenship (from lessons four and five), centres around on the similarities and differences of the two versions. The lesson lesson will conclude with a short formative assessment (visual organiser) in which students will be asked to allocate rights to the corresponding democratic system/s.

The following includes:

Jacaranda Civics and Citizenship 8 VC 2E (1.3.1 / 1.3.3. / 1.6.1).
Visual Organiser - Similarities and Differences within Aust. Democracy.

# data[].attributes.body
The teacher will first gather students’ initial thoughts on a series of primary and secondary sources from both an Ancient Athenian and contemporary Australian context. This will be conducted using learning questions designed to assist students in evaluating the similarities and differences between the various sources. Thus, students will first engage with the sources as a class and will be aided by a visual organiser before they move into a group jigsaw task. The provision of a similarity and difference of two of the sources within a class Google Doc will mirror the Jigsaw and provide students with an overview of their experiences engaging with the content. Every student must submit their responses before leaving the class.

The following includes:

- The sources on Ancient Athens and 21st Century Australia.
- Visual Organiser.

# data[].attributes.body
Within this lesson, students will be referred to their textbooks (Jacaranda History Alive 7 VC 2E - 05 Ancient Greece - 5.4.2 The Development of Greek City-States).

# data[].attributes.body
Students will be introduced to a more structured form of source analysis. This will entail using the acronym ‘COMPASS’ (Context, Origin, Motivation, Primary/Secondary, Audience, Soundness, and Significance). Students with varying learning needs will be provided a modified source analysis known as ‘COPS’ (Context, Origin, Primary/Secondary, and Significance) and work will be done by the teacher in moving students from this Zone of Actual Development to completing the COMPASS structure (ZPD).

The following includes:

- COMPASS Worksheet for Source Analysis.
- Modified Worksheet for Source Analysis for Diverse Learners (COPS).
- Twelve Sources (7 Ancient Athenian & 5 Australian).
- Scaffolded version of COMPASS Worksheet & example to assist all learners.

Students are encouraged to select one Ancient Athenian and one Australian source as a means of completing the COMPASS/COPS worksheet.

# data[].attributes.headline
Visual Organiser - Source Analysis: Similarities and Differences (Google Doc Exit Slip)

# data[].attributes.subject
Visual Organiser - Source Analysis: Similarities and Differences (Google Doc Exit Slip)

# data[].attributes.attachment_link.title
Visual Organiser - Source Analysis - Similarities and Differences

# data[].attributes.headline
Visual Organiser - Interest/Lobby Groups Incursion

# data[].attributes.subject
Visual Organiser - Interest/Lobby Groups Incursion

# data[].attributes.attachment_link.title
Visual Organiser - Interest Group Incursion

# data[].attributes.headline
Visual Organiser - Australian and Athenian Democracy - Similarities and Differences 

# data[].attributes.subject
Visual Organiser - Australian and Athenian Democracy - Similarities and Differences 

# data[].attributes.attachment_link.title
Visual Organiser - Australian and Athenian Democracy - Similarities and Differences

# data[].attributes.headline
Visual Organiser - Roleplay Directors Sheet (Google Doc)

# data[].attributes.subject
Visual Organiser - Roleplay Directors Sheet (Google Doc)

# data[].attributes.headline
Visual Organiser - Roleplay Directors Sheet (Google Doc)

# data[].attributes.subject
Visual Organiser - Roleplay Directors Sheet (Google Doc)