# data[].attributes.body
Honest resources containing Australia's big history.

Curator's Insight:

This interactive website offers a rich educational experience that is well-suited to aid the Australian curriculum. Australians Together allows historical exploration; it provides multimedia resources such as videos, timelines, and primary sources, facilitating an in-depth study of Australia's diverse history. Within English, students can analyse historical texts, letters, and speeches featured on the website, honing their comprehension and critical thinking skills while crafting narratives or essays based on their interpretations. Engaging with interactive features and learning web design principles on the platform fosters digital literacy skills and an understanding of ICT incorporation. In geography, interactive maps interpret the geographical context of historical events, while the Visual Arts curriculum benefits from analysing visual representations and creating multimedia projects through different perspectives. Moreover, delving into historical events prompts discussions on civic responsibilities and democratic principles, nurturing informed citizenship within Civics and Citizenship studies. By integrating this website into the curriculum, Australian true history can be incorporated across diverse disciplines, cultivating a deep understanding of history while fostering critical thinking, digital literacy, and interdisciplinary competencies.

# data[].attributes.attachment_link.title
History Of Australia | Australians Together

# data[].attributes.attachment_link.description
Explore the history of Indigenous Australians, including the impact of colonisation and the ongoing effects of government policies on Indigenous peoples. Discover the truth about our history at Australians Together.

# data[].attributes.headline
In My Blood It Runs - documentary for lesson series

# data[].attributes.subject
In My Blood It Runs - documentary for lesson series

# data[].attributes.body
This video is a documentary that accompanies the learning series of the same name. This movie runs for 1 hour and 27 minutes.

# data[].attributes.attachment_link.description
Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

# data[].attributes.headline
In My Blood It Runs - Identity Lesson series (AC9HC8K06, AC9HC8K05)

# data[].attributes.subject
In My Blood It Runs - Identity Lesson series (AC9HC8K06, AC9HC8K05)

# data[].attributes.body
Series of 5 lessons from First Nations perspective on identity. I have used this lesson plan for year 8 civics and citezenship, though it specifies that grades 9-10 can also use these lessons.

# data[].attributes.attachment_link.readable_text
Australian curriculum content descriptions:

Year 9 English:

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)

Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745).

Year 10 English:

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Syllabus outcomes: EN5-2A, EN5-3B, EN5-4B, EN5-7D, EN5-8D

General capabilities: Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.2, OI.5)

Relevant parts of Year 9 & 10 achievement standards: Students interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.

This lesson is part of the wider unit of work In My Blood It Runs

Time required: 75 mins

Level of teacher scaffolding: High - facilitate class activities and discussions, maintain a safe environment for all students

# data[].attributes.attachment_link.description
Australian curriculum content descriptions: Year 9 English: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts,

# data[].attributes.headline
National Identity Lesson sequence - Final part of lesson series Year 8 Civics

# data[].attributes.subject
National Identity Lesson sequence - Final part of lesson series Year 8 Civics

# data[].attributes.body
This link is the final part in the lesson series on personal and National identity. It considers perspectives and contributions to National identity.

# data[].attributes.attachment_link.readable_text
Australian Curriculum content descriptions:
Year 8 Civics & Citizenship:

Different perspectives about Australia's national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)

How national identity can shape a sense of belonging in Australia's multicultural society (ACHCK067)

Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)

Reflect on their role as a citizen in Australia's democracy (ACHCS074)

Syllabus outcomes: AS4.8, AS4.9
General capabilities: Literacy, Personal and Social Capability, Ethical Understanding, Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.6)

Relevant parts of Year 8 achievement standards:
This lesson is part of the wider unit of work: The Final Quarter - Being Australian - Civ & Cit - Year 8
Students analyse issues about national identity and the factors that contribute to people's sense of belonging. They explain different points of view on civics and citizenship issues.

Time required: 80 mins

Level of teacher scaffolding: Medium - facilitate class discussion and promote collaborative group work.

# data[].attributes.attachment_link.title
The Final Quarter - Finding A National Identity

# data[].attributes.attachment_link.description
This lesson plan for Year 7 and Year 8 Humanities and Social Sciences covers the topics of Equality, Indigenous Education, social action, and human rights. It also incorporates Civics and Citizenship, as well as Aboriginal & Torres Strait Islander Histories and Cultures. Teachers will find valuable resources for educating their students on these important subjects.

# data[].attributes.body
An interactive map used to show the traditional land owners land areas.

# data[].attributes.attachment_link.readable_text
'What was before Lord Vestey born and I born? It was blackfella country.' Vincent Lingiari (Wattie Creek 1966)

Australia's First Peoples have been living on the Australian continent for millenia.

Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws. They are the world's oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.

The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It was created in 1996 as part of the Encyclopaedia of Aboriginal Australia project and attempts to show language, social or nation groups based on published sources available up to 1994.

The map shows only the general locations of larger groups of people which may include smaller groups. There are also variations in the way that some language or group names are spelt. You can view some of these alternate spellings on the list of alternate spellings for names on the AIATSIS map of Indigenous Australia below.

Note that the borders between groups are purposefully represented as slightly blurred and are not meant to be exact. Some of the information shown on the map is contested and may not be agreed to by some traditional custodians - the map isn't suitable for native title or other land claims.

The map isn't the only source of information; if you would like more information about Australian Indigenous languages please see our Austlang database. The National Native Title Tribunal also produces maps that show native title claims determinations.

# data[].attributes.attachment_link.description
The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia.

# data[].attributes.body
Paid subscription service

# data[].attributes.attachment_link.description
Take your class on an educational adventure over multiple lessons.

# data[].attributes.body
A Rich resource full of alternate perspectives and links to v9 curriculum.

Rescooped from:

https://padlet.com/mikaylastevens/year-9-history-interwar-years-vmdevw57kywd0erl/wish/2966134446

# data[].attributes.attachment_link.readable_text
Over 400,000 people enlisted to serve for Australia in the First World War. While some volunteers were rejected because of their age, height, or size, the Defence Act stated that people "not substantially of European origin or descent" were excluded. Regardless, Aboriginal and Torres Strait Islander peoples enlisted, as did Australians of Asian, Mediterranean, and Northern European heritage.

Once accepted into the Australian Imperial Force (AIF), individuals experienced a sense of friendship and equality that was often absent from civilian life. Service personnel could access the same training, education, travel and pay, and faced the same horrors of war, regardless of their background or skin colour. While many friendships endured long after the war, equality did not. Some Anzacs returned home to face the same discrimination they had encountered before the war.

# data[].attributes.attachment_link.description
Over 400,000 people enlisted to serve for Australia in the First World War. While some volunteers were rejected because of their age, height, or size, the Defence Act stated that people "not substantially of European origin or descent" were excluded. Regardless, Aboriginal and Torres Strait Islander peoples enlisted, as did Australians of Asian, Mediterranean, and Northern European heritage.

# data[].attributes.headline
WW2: The rise of Nazism and the Holocaust

# data[].attributes.subject
WW2: The rise of Nazism and the Holocaust

# data[].attributes.body
Short film on the rise of Nazism and the Holocaust

# data[].attributes.attachment_link.title
WW2: The Rise of Nazism and the Holocaust | The Jewish Story | Unpacked

# data[].attributes.headline
Instructional video: Orienteering map creation using Mapper

# data[].attributes.subject
Instructional video: Orienteering map creation using Mapper

# data[].attributes.attachment_link.title
How to make a map with mapper, open orienteering - #BlairvadachBytes

# data[].attributes.attachment_link.description
"" teaching resources for those 'aha' moments

# data[].attributes.body
Tutorial for making an orienteering map for learning sequence.

# data[].attributes.body
Software used in learning sequence, this software needs to be downloaded to use in the creation of orienteering maps.

# data[].attributes.attachment_link.readable_text
OpenOrienteering Mapper is an orienteering mapmaking program and provides a free alternative to the existing proprietary solution. Its main advantages compared to it are:

Open Source: The program is completely free, every programmer can improve it.

Cross-platform: The program works on Android, Windows, macOS and Linux.

While it is under continuous development and considered in beta state, it has been used to produce maps for classical orienteering, MTBO and radio orienteering races. All required functions for drawing maps are implemented and the program works very stable. So it can be considered ready for productive use, although it is like always a good idea to keep backups of your files. We are happy about feedback to the program.
User reviews ★★★★★ Online manual
Screenshots:

Main features of the current version include:

Symbol sets for ISOM 2017-2, ISSprOM (sprint), ISMTBOM (mountain bike), ISSkiOM 2019 (ski), course design and control description sheets

Import and export of ocd maps and symbol sets (import: version 6 - 2018, export: version 8 - 12)

Georeferencing (based on PROJ library)

Working with various kinds of templates:

Raster images (bmp, jpg, tif, png, gif etc. based on GDAL library), including world files and GeoTIFF

GPS tracks (gpx)

Vector data (dxf, osm, shp etc. based on GDAL library)

Geospatial PDF (based on GDAL library)

Maps (ocd, omap)

Working with all important symbol types:

Drawing tools and many editing tools for objects

Printing, PDF, KMZ and raster image export for getting the map into course setting programs

Overprinting simulation (raster output)

CMYK PDF export (vector output)

Translated into more than 20 languages

The online manual can give you more ideas of what the program does.
Contributing
There is a lot to do, and we appreciate every kind of help, whether you are a programmer or not. If you are interested in contributing, good places to start are:

# data[].attributes.attachment_link.description
OpenOrienteering Mapper is an orienteering mapmaking program and provides a free alternative to the existing proprietary solution. Its main advantages compared to it are: Open Source: The program is completely free, every programmer can improve it. Cross-platform: The program works on Android, Windows, macOS and Linux.

# data[].attributes.body
Free Map My School activity, with lesson plans and resources.

# data[].attributes.attachment_link.readable_text
No login isn't required for GeoNadir to participate in the mapping competition. Please let us know if you experience any difficulties or access issues with GeoNadir at your school.

If your school is using the larger drones, then we highly recommend that you set up an account and use GeoNadir as a central repository for storing, managing and processing your drone images.

# data[].attributes.attachment_link.description
Download our free mapping activity to engage students in this maths & geography activity. Create a map of the school grounds and calculate the amount of shade.

# data[].attributes.body
Australian Interactive maps from the Australian Government. Explore Geoscience through hands on interaction with spatial, satellite, geophysical maps and more.

# data[].attributes.headline
Teacher rescources for the rise of the Nazi Party

# data[].attributes.subject
Teacher rescources for the rise of the Nazi Party

# data[].attributes.body
Bullet points and easy to read.

# data[].attributes.attachment_link.readable_text
Vocabulary

Anti-semitism: Opposition to and discrimination against Jews.

Aryan: A term for peoples speaking the language of Europe and India. In Nazi racial theory, a person of pure German "blood." The term "non-Aryan" was used to designate Jews, part-Jews and others of supposedly inferior racial stock.

Bystander: One who is present at some event without participating in it.

Chancellor: Chief (prime) minister of Germany.

Communism: A concept or system of society in which the collective community shares ownership in resources and the means of production. In theory, such societies provide for equal sharing of all work, according to ability, and all benefits, according to need. In 1848, Karl Marx, in collaboration with Friedrich Engels, published the Communist Manifesto which provided the theoretical impetus for the Russian Bolshevik Revolution in 1917.

Enabling Act: The Enabling Act, ratified on March 23, 1933, allowed the government emergency powers: to pass decrees without referring to the president and eventually create new laws. This helped the new (Nazi) regime to establish a firm footing in the Reichstag.

Fascism: A social and political ideology with the primary guiding principle that the state or nation is the highest priority, rather than personal or individual freedoms.

German Workers' Party (Deutsche Arbeiterpartei) /doiche abaitapatai/ : As the precursor to the Nazi Party, Hitler joined the right-wing Deutsche Arbeiterpartei (DAP) in 1919. The party espoused national pride, militarism, a commitment to the Volk, and a racially "pure" Germany.

Great Depression: A deep, worldwide, economic contraction beginning in 1929 which caused particular hardship in Germany which was already reeling from huge reparation payments following World War I and hyperinflation.

Homophobia: Fear of homosexuals.

League of German Girls: Female counterpart of the Hitler Youth formed in 1927 but not formerly integrated by Hitler until 1932.

Nationalism: A movement, as in the arts, based on the folk idioms, history, aspirations, etc., of a nation.

National Socialist Teachers' Association: Established in 1929, it assumed responsibility for the ideological indoctrination of teachers.

Nuremberg Laws: The Nuremberg Laws were announced by Hitler at the Nuremberg Party conference, defining 'Jew' and systematizing and regulating discrimination and persecution. The "Reich Citizenship Law" deprived all Jews of their civil rights, and the "Law for the Protection of German Blood and German Honor" made marriages and extra-marital sexual relationships between Jews and Germans punishable by imprisonment.

Pogrom: An organized and often officially encouraged massacre of or attack on Jews. The word is derived from two Russian words that mean "thunder."

Prejudice: A judgment or opinion formed before the facts are known. In most cases, these opinions are founded on suspicion, intolerance, and the irrational hatred of other races, religions, creeds, or nationalities.

Propaganda: False or partly false information used by a government or political party intended to sway the opinions of the population.

Reich /raikh/: German word for empire.

Scapegoat: Person or group of people blamed for crimes committed by others.

Social Darwinism: A concept based on the idea of "survival of the fittest." Based on Social Darwinism, Nazis created a pseudo-scientific brand of racism which was most virulent when directed against the Jews, but others, particularly Slavs, were not exempt.

Socialism: A theory or system of social organization that advocates the ownership and control of land, capital, industry, etc. by the community as a whole. In Marxist theory it represents the stage following capitalism in a state transforming to communism.

Treaty of Versailles /versai/: Germany and the Allies signed a peace treaty at the end of World War I. The United States, Great Britain, France, and Italy negotiated the treaty at the Peace Conference held in Versailles beginning on January 18, 1919. The German Republic government which replaced the imperial administration was excluded from the deliberations. The treaty created the Covenant of the League of Nations, outlined Germany's disarmament, exacted massive reparation payments from Germany, and forced Germany to cede large tracts of territory to various European nation-states.

This vocabulary list suitable for printing. (Use your browser's back button to return to this page.)

Discussion Questions/Research Topics

Identify some of the twentieth century precursors to the Holocaust.

Research the possible reasons for the rise of the Nazi party.

What lands did Germany loose as a result of World War I?

What economic changes followed World War One in Germany?

Why was the Nazi party often identified with young men of the lower middle class? Is there a similar pattern among racist groups today?

Research and discuss the social climate and significant events that ultimately led to the state sponsored genocide in Nazi Germany.

Assess the domestic and worldwide conditions that influenced Germany after World War I and contributed to the rise of Adolf Hitler and the Nazi Party.

Research the history of the swastika.

Examine the reasons for the broad appeal to the German people of Nazi philosophy and government. How did Hitler reawaken feelings of nationalism after the humiliation suffered after the First World War?

Describe the techniques Hitler used to organize a large majority of German people to accept and promote Nazi ideology.

How did Germans perceive Hitler? Why was he followed so loyally and by so many?

What did Hindenburg think of Hitler and his followers?

Investigate reasons for and the impact of the decline of the Weimar Republic.
This discussion question list suitable for printing. (Use your browser's back button to return to this page.)

Reproducible Student Hand-Outs

Map of Europe after 1919 (Treaty of Versailles). Map showing territory lost by Germany and Austria-Hungary after the First World War.

Europe before 1919. Map of Europe showing Germany and Austro-Hungary before the Versailles treaty.

Demilitarized Zone-Treaty of Versailles. Map of Germany and Austro-Hungary after the Treaty of Versailles marking the demilitarized zone.

Europe after 1919. Map of Europe after the Treaty of Versailles (1919).

Holocaust time line 1933-1945. (Use your browser's back button to return to this page.)

Other Resources

Hitler: Anatomy of a Dictatorship. Hitler's life from 1923 to the end of World War II is explored in this video using newsreels and archival footage. (23 minutes), Grades 7-12

Hitler: Heroes and Tyrants of the Twentieth Century. Hitler's early rise and his later years are examined in this video using archival footage. (54 minutes), Grades 7-12, Franada

Hitler: The Whole Story. This boxed-set of 3 videos documents the career of Adolf Hitler. Archival footage is provided depicting the rise of the Nazi Party and its leaders following World War I. (180 minutes total), Grades 7-12, Cine-Art

Lest We Forget: A History of the Holocaust. This CD-ROM provides a thorough overview of the Holocaust. Using text as well as archival film and audio clips, and hundreds of captioned pictures, topics such as life in the ghettoes, revolts in the death camps, and the Nuremberg trials are covered. Grades 9-12, Logos Research Systems, 1996

The Life of Adolf Hitler. The life of Adolf Hitler, from his early life to his death, is documented in this video using film footage and photographs compiled in 1961. (101 minutes), Grades 7-12, Video Yesteryear

My Brother's Keeper. This CD-ROM is actually a narrated tutorial by Holocaust survivor Israel Bernbaum. Through Bernbaum's paintings, students are given explanations to the symbolism used, quizzed on knowledge of such topics as the death camps, and the Warsaw Ghetto uprising, and much, much more. Grades 6-12, Clearvue, 1997

The Rise and Fall of Nazi Germany. Forty photographs illustrating the life of Hitler and the Third Reich are provided in this collection. Grades 7-12, Documentary Photo Aids

The Seeds of the Holocaust, 1933-1935. This video uses film footage and testimony from Elie Wiesel to try and explain the events and causes leading to the Holocaust. Fourteen reproducible reprints, a poster and guide are also included. (16 minutes), Grades 7-12

Teaching Holocaust Studies with the Internet: Internet Lesson Plans and Classroom Activities. Lessons using specific web sites along with reproducible worksheets are provided. Lessons on The Rise of Hitler and Nazism, Life in the Ghettos, and Survivors' Stories are included. Grades 4-12, Classroom Connect, 1997

Tiger at the Gate. How and why Hitler rose to power is explored in this video using archival film footage. (20 minutes), Grades 7-12, Films for the Humanities

Lesson Plans from the Teacher's Guide to the Holocaust

Cartoon: Truth or Tale. Students view Nazi propaganda and discuss the power of symbolism and suggestion.

Comprehension Questions for use with The Wave video.

Eleventh Grade Social Studies Unit.

Map Studies. An interdisciplinary unit for middle school.

The Rise of Antisemitism. Students explore the evolution of antisemitism.

Time Capsule. Students share their response to a study of the Holocaust with future generations.

Timeline. Students create a timeline of major Holocaust events and compare it to other events happening at that time.

Lesson Plans on Other Sites

The First Steps Leading to the "Final Solution" from Gary M. Grobman's "The Holocaust--A Guide for Teachers."

Florida Resource Manual on Holocaust Education

The following materials from the State of Florida Resource Manual on Holocaust Education, Grades 9-12 will enrich your class's study of this topic. This manual was distributed to all Florida high schools in the spring of 1999 and should be available in your school resource center.

| Nazi Party | Nazification | Ghettos | Camps | Resistance | Liberation | Aftermath |

Produced by the Florida Center for Instructional Technology, A Teacher's Guide to the Holocaust

College of Education, University of South Florida © 2005.

# data[].attributes.attachment_link.title
A Teacher’s Guide to the Holocaust:The Rise of the Nazi Party

# data[].attributes.attachment_link.description
Resources for teaching about the rise of the Nazi Party.

# data[].attributes.body
A collection of teacher resources for Australian History teachers.

Rescooped from: https://padlet.com/lucasfitzpatrick/lucas-2024-padlet-mzj4hpov6m9edgpz

# data[].attributes.attachment_link.description
This booklet is a re-working of the earlier QHTA Athenian Democracy publication. While much of the material from the earlier unit is included here, its focus has been changed to suit the theme of Political Systems. The new book has been arranged to follow the QSA Ancient History syllabus requirements to incorporate the Aspects of Inquiry.

# data[].attributes.body
Handy and educational resources and websites for teachers

# data[].attributes.body
A simple and informative video on how to implement the SAMR model in your classroom.

Rescooped from: https://padlet.com/davidcasale/david-casale-at2-padlet-bfjrbecaq06c3wd3

# data[].attributes.body
Mapping activity that can be altered and manipulated to fit year 8 geography mapping

# data[].attributes.body
This is an interactive virtual reality adventure that explores the history and landscape of the Flinders Ranges. This experience was developed by the University of South Australia and is an immersive experience of the physical geography within the Flinders Ranges, inluding soils, land formations, flora and fauna.

# data[].attributes.attachment_link.readable_text
This iconic landscape holds a remarkable history, cultural heritage and scientific value now unlocked through the power of virtual reality. Explore an immersive VR experience that documents the outstanding geoscientific significance of the Flinders Ranges in support of its World Heritage nomination.

We acknowledge the Traditional Owners of the Flinders Ranges,

the Adnyamathanha and Nukunu peoples.

We acknowledge their deep cultural knowledge of their Yarta (land)

and pay respects to their Elders past, present and emerging.

Welcome to the extraordinary Flinders Ranges!

The story of this place is a story of LIFE ,

right from its very beginnings...

of mountains moving, oceans freezing

and earthquakes rumbling.

Are you ready to take an incredible journey?

# data[].attributes.attachment_link.description
Explore a world-first immersive VR experience that documents the outstanding geoscientific significance of the Flinders Ranges in support of its UNESCO World Heritage nomination.

# data[].attributes.body
An interactive quiz that can be used as a refresher or test of prior knowledge on physical geographic landmarks and areas in Australia.

Curator's Insight:

By engaging students in an interactive and versatile tool that can be used in multiple learning areas, students and teachers can achieve a fun and challenging test of knowledge and revision of prior learning. By immersing the students in challenging interactive games using visual cues, the game enhances geographical knowledge and spatial awareness; this aligns with the curriculum focus on engaging with landscapes and interconnectivity with people and places. Furthermore, by engaging with these revision games based on many learning areas, students will develop digital literacy as they navigate the interface and utilise the digital tool to explore and analyse geographical information, encouraging interpretation and effective use of maps and digital resources. This interactive digital tool allows students to use mathematical reasoning, measurement, and problem-solving skills through estimating and interpreting information. It further prompts students to utilise their reasoning skills to process and articulate their observations, promoting language proficiency and encouraging discussions amongst peers.

# data[].attributes.attachment_link.title
Australia: Physical Features - Map Quiz Game - Seterra

# data[].attributes.attachment_link.description
To outsiders, Australia consists of a few cities, something called the Outback, and not much else. In reality, it is a place so large and unique that the outsider view does not begin to describe its physical diversity. From north to south the country is 3,200 kilometers long, with a tropical climate…

# data[].attributes.headline
Fouding Documents (Historical primary documents pertaining to Australia)

# data[].attributes.subject
Fouding Documents (Historical primary documents pertaining to Australia)

# data[].attributes.body
A collection of primary sources and documents pertaining to Australia and Government. Sorted into States for ease of access.

# data[].attributes.attachment_link.description
Exhibits and explains Australia’s primary constitutional documents for New South Wales, Northern Territory, Queensland, South Australia, Tasmania, Victoria, Western Australia and the Commonwealth. Traces through these documents the shaping of Australian democracy and citizenship.

# data[].attributes.body
This interactive, collaborative whiteboard is used specifically in the lesson sequence created for year 8 identity and national identity.

Curator's Insight:

Canva interactive whiteboards are a versatile educational tool that fosters collaboration among students and teachers. It provides an online digital tool to create meaningful, visual representations of group work. This tool is versatile in essentially all learning areas within the Australian Curriculum; some examples would be visual arts, English, digital technologies, maths and many more. In the arts, students can use the interactive whiteboard to collaboratively analyse and critique artworks and design ideas. This template also allows students to engage in English development skills through writing exercises and designing storyboards with other students or autonomously. Any learning areas that require students to work as a team or have an interactive platform to present findings can utilise the Canva whiteboard. Digital technologies can use this tool to create digital content, extend digital literacy and encourage digital safety through the use of colours as identifiers over names. Mathematics can use this whiteboard to display equations and work used to achieve answers. By integrating digital whiteboards into lessons, students can engage in digital literacy while encouraging creativity, group work, critical thinking, and unique learning experiences driven by the students themselves.

# data[].attributes.body
A very handy resource that is easy to understand and read. Rescooped from: https://padlet.com/robertlowther/year-9-itd-class-s4nzpt3tu56rjkou

# data[].attributes.attachment_link.provider_name
UN Sustainable Development Goals Project

# data[].attributes.attachment_link.description
​ Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct...

# data[].attributes.body
A humerous video that simply explains Problem-Based Learning (PBL)

# data[].attributes.attachment_link.title
What is Problem-Based Learning? How to use it in your classroom

# data[].attributes.headline
Study the past to shape the future - Dr Benjamin T Jones

# data[].attributes.subject
Study the past to shape the future - Dr Benjamin T Jones

# data[].attributes.body
Rescooped from: https://padlet.com/q4905339/year-10-idt-resources-qdjog82mo7eqxhbh

# data[].attributes.attachment_link.title
Manage your team's work, projects, & tasks online * Asana

# data[].attributes.attachment_link.description
Work anytime, anywhere with Asana. Keep remote and distributed teams, and your entire organization, focused on their goals, projects, and tasks with Asana.

# data[].attributes.headline
Curator's Insight (Learning Sequence artifacts)

# data[].attributes.subject
Curator's Insight (Learning Sequence artifacts)

# data[].attributes.body
These resources were chosen due to their profound resonance and opportunity to engage students with issues relating to citizenship, identity and social injustices plaguing Australia today. These artifacts encourage a multifaceted learning experience that allows provocative discussion with students about cultural awareness when considering identity, exclusion of culturally significant events and traditions, and racism's impact on personal and national identity. To encourage and incorporate ICT into lesson planning with the activities suggested in these artifacts can be augmented using the SAMR model to allow students to use online platforms such as Canva to collaborate their ideas and thoughts rather than the traditional printed worksheets. Portraying a broad spectrum of perspectives on Australian identity and reclaiming one's identity after intergenerational trauma is essential to include in all Australian curricula to ensure honest representation of all students, promoting a feeling of belonging and well-being. Additionally, the lesson promotes opportunities for student engagement with real-world issues by connecting classroom learning to the impact of government policies on people's lives, motivating students to actively participate in discussions and consider their role in effecting positive change. Using platforms where students can remain anonymous with their comments allows a redefinition of group participation, encouraging honest input that is free of fear of judgment on their opinions or ideas. Furthermore, allowing the students to be anonymous promotes personal responsibility to maintain an ethical digital presence and community, further promoting self-accountability and inclusivity.

These artifacts lead to lessons that encourage students to celebrate differences and recognise the need for inclusive communities, develop a greater appreciation for cultural heritage and a commitment to creating equitable environments. Having students come together as a collective to watch the stimulus and then work autonomously and as small groups in separate activities throughout the sequence allows students of all learning needs to participate and consider the materials meaningfully. Moreover, the artifacts allow for the planning of lesson sequences that will enable students to develop citizenship skills, including empathy, critical thinking, and advocacy. Through collaborative class discussions, reflective online collaborative idea sharing, and critical reflection, students learn how to express their opinions respectfully and advocate for social justice, empowering them to become informed and compassionate citizens armoured with the understanding to address complex social issues in their school and community.