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As a result of this lesson sequence students will be able to:

Successfully analyse a range of sources for historical knowledge and compile the information into notes explaining an event in Australian history and its impact on colonies.

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History Lesson for Stage 3
Year 5 and 6

Outcome:

describes and explains the significance of people, groups, places and events to the development of Australia HT3-1

Content:

The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

Students:

• identify events that have shaped Australia's identity and discuss why they were significant

• use a range of sources to investigate ONE significant development or event and its impact on the chosen colony

(NESA, 2012)
2nd Lesson in a Sequence

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Australian Curriculum and Assessment Reporting Authority [ACARA]. Australian Curriculum: Humanities and Social Sciences: History: Rationale. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/rationale/

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2012). Australian Curriculum: General Capabilities: Information and Communication Technology (ICT) Capability. Retrieved from: https://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Churchill, R., Godhino, S., Johnson, N. F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., Rogers, J. (2019). Teaching: Making a difference (4th ed.). Milton Qld: John Wiley and Sons.

NSW Education Standards Authority [NESA]. (2012). History K-10 Syllabus. Retrieved from: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10

Queensland Studies Authority. (2013) Australian Curriculum Year 5 History Sample: Assessment Investigating the colonial period in Australia: Shaping the Australian colonies. Retrieved from: https://www.qcaa.qld.edu.au/downloads/p_10/ac_sa_hist_yr5_colonial_period.pdf

Topic 9: Pedagogy using TPACK and SAMR [Word Document]. Retrieved from Southern Cross University Unit EDU20001 Blackboard site.

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A screenshot of the Question Template ready to be used on Google Docs

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Assessment for the lesson will be done against a simple rubric. This rubric is designed to judge whether a student has indeed fulfilled the lesson objectives in line with both the syllabus content and the ICT element. The rubric will be marked so as to judge student understanding at the end of the lesson and to inform future learning decisions and as such is formative. (Churchill et al, 2019, 436) Initially teachers will gauge the understanding of students in the class through observation. This will take place during the guided and exploration sections of the lesson. Any specific remarks are taken as notes for later use. This will at first function so as to allow the teacher to engage with students during the lesson, supporting them where they need help but will later be used to inform the final assessment. Teachers will also take note of student understanding during the presentation of each group's chosen source in the reflection phase. This will allow the teacher to gauge student understanding of the content by the end of the lesson. The final assessment will be made against the finished google docs document, in which student analysis of the sources, student understanding of the content, and student ability using the ICT will be judged. A rubric will be used as it allows for student performance to be judged on a graded spectrum. (Churchill et al, 2019, pp.448) This spectrum and the separation of different elements allows the teacher to better identify gaps in student knowledge and skill. For example, the students may have struggled with using the ICT and as a result they were unable to demonstrate a full understanding of the content in their notes. However they may demonstrate a clear understanding when asked.  The rubric then allows a teacher to be more accurate when trying to judge future learning goals for their student.

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The main Information Communication Technology (ICT) component of the lesson is the use of Google docs for student note taking. In their groups students cooperate in compiling information from sources they are analysing. For this they use a template on a Google docs document. Google docs improves the process by allowing students to actively correct and alter each other’s work within the document, encouraging students to learn from each other in the process. Its use in this lesson also makes it easier for students to work together on the one document and as a result their work will be simpler and finished sooner. Another benefit is that students are able to observe the whole work at any time, rather than in segments. This is relevant to the history subject as it allows the students to actively engage with other students opinions and interpretations of sources and events, encouraging critical thinking in students and their overall understanding of the History content.
Because the ICT improves and alters the process of note taking it falls under the Augmentation category of the SAMR model. (Topic 9, n.d.)The use of the ICT links in with the ICT continuum area of creating (Australian Curriculum and Assessment Reporting Authority, 2012) as students are using Google docs to organise their thoughts and write down notes. Finally, the use of google docs encourages students to consider how they might use it or other similar technologies for other projects or areas in life altogether increasing their opportunities and abilities.

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Lesson Summary: After reviewing prior knowledge from the unit, students will undertake an analysis of sources they have collected in a prior lesson, with the aim of collecting information on significant events in Australia's Colonial History.