Lesson Topic: 20th Century Australian History
Curriculum Area: History
Year Level: Year 6
General Capabilities: ICT Capability; Personal & Social Capability; Literacy; Ethical Capability
Cross Curricular Priority: Aboriginal and Torres Strait Islander histories and cultures
We have begun working with timelines in Maths, students have a basic understanding of how timelines work. This lesson/unit will help accelerate their understanding of timelines.
This is one of the introductory lesson (2) which fits into a unit consisting of 7 lessons.
The aim of this lesson is to introduce the students to significant events which occurred in Australia during the 20th century. Further lessons will expand on how they had an impact and what it would’ve been like at that time in History. This will lead on to creative writing activities.
By the end of this unit students will know what events were significant in Australian History during the 20th century as well as what impact they had on our country today.
Australian Curriculum Links
Sequence historical people and events. (ACHHS117)
Compare information from a range of sources. (ACHHS122)
Historical Knowledge and Understanding
The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.(ACHHK116)
– Some events are more important than others.
– Certain events have a larger impact than others.
– Chronological ordering is important for understanding the time frame and significance of events
– The dates to which the 20th begun and ended.
– Some events are more significant than others.
Be able to (do)
-Read and decipher information sheets
-Use the internet for research purposes.
-Use meaningful websites
-Chronologically order events
Key; Significant; Australia; History; Chronologically; Decipher;
|Essential QuestionsWhat events shaped Australian History in the 20th century?|
Lesson Title: Key events from the 20th Century in Australia
|Pre-assessment of Students’ Readiness|
|Two days before we begin these lessons I will give the students an exit card questions which they can answer. I will then sort the students into groups based on my understanding of where I believe the students are at. I will allow flexibility during the upcoming lessons so that I can move the students if needed. Whether they need to be moved up a group or down.Do you know how to affectively complete research on a computer? How would you do this?
Do you know how to chronologically place dates?
Upon reading information would you be able to match events with the date?
|Introduction Brief recap on timelines and what we have discussed in the previous maths class.I will then explain the purpose of today’s lesson and make clear what I expect of them by the end of this lesson. I will give them a time frame to which I want them to work within.|
|G1) Students read information sheets which I have formed for them, then using this information they will match the date to an event.|
|G2) Students use the internet to match a date to an event. I will give these students the title of the event along with the date, they will then research either on an iPad or a laptop/computer to match these two together correctly.
Note: If the students complete this task early I will give them some extra cards but only one, e.g. just a date, and they have to research to find a significant event from that year.
|G3) Students conduct their own research, no date or event cards will be given, and determine what events are more significant over others and name and date those key events. Students will also include a brief description of that event.|
|More Structured > More OpenSolutions, Decisions, Approaches||Less Independence > Greater IndependencePlanning, Designing, Monitoring|
|G1) These students are not comfortable with their research skills and cannot easily identify a significant event over one which is less. This is why I have given them the date and event cards as well as the information cards. The information cards are to scaffold the students understanding of comprehension and to help them locate important information within a text.||G1) These students will work together in small groups to come to the desired results. This is so that they can all help each other and share ideas.|
|G2) These students can easily work with technology and have the research skills needed. I have given them the dates and events because the students have difficulty recognising significant over the less significant.||G2) These students will solely work independently; but can also engage in discussion to support each other.|
|G3) These students are confident in using a computer for research purposes. This is why I have challenged them to show me if they can tell me what events are important over the ones to which have less of a significance in that time period.||G3) These students will work mainly independently; however, students can discuss with each other to whether or not a event is significant for clarification.|
|Lesson Closure/ Check for Understanding|
|EXIT CARDThe aim of this exit card is to see if the students have grasped the intended outcomes of the lesson.
I will ask the students to tell me one key event, including date, event and brief summary, as well as asking them to give me a brief description of what chronological ordering is.
Note: This task is designed to take no longer than 5 minutes.