Year 10 Page Scope & Sequence

This page aims to show you how sample Web 2 tools can be used to teach components of the Year 10 Depth Study from the Australian History Curriculum. It provides a description of the Year 10 objectives and, more specifically, the requirements of the Depth Study into World War 2. Based on the development of thinking skill complexity throughout the unit, the page begins with tools that help students and teachers acquire and integrate knowledge. There are then suggested tools that provide opportunities for extending and refining knowledge, before suggesting a tool that can be used to use the knowledge meaningfully.

This page is intended to work as an integrated ideas collection with the other pages of this wiki, because the tools suggested on this page will fit within any other depth study discussed on other wiki pages. We invite members to add to the examples, share their experiences and comment on how these activities can, or have been, used in a classroom context.

Year 10 Level Description

The Modern World and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modernworld during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:

Key Inquiry Questions
  1. How did the nature of global conflict change during the twentieth century?
  2. What were the consequences of World War II? How did these consequences shape the modern world?
  3. How was Australian society affected by other significant global events and changes in this period?

Depth Study - World War II

HMAS Australia

Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

  1. World War II (1939-45)
    1. An overview of the causes and course of World War II (ACDSEH024)


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Suggested Activities and Web 2.0 Possibilities



Acquire and Integrate Knowledge


…to help students learn, we [teachers] must not only understand the learning process, we must understand the nature of knowledge. We must be as good at identifying the knowledge students are learning as we are at planning interesting educational activities… We must make informed decisions about what knowledge is worth acquiring and integrating, extending and refining and using meaningfully.

Marzano, et.al., 1997, p. 44


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

What do you know about the causes of WWII, specifically the Treaty of Versailles?

  1. Before reading, listening, observing, or acting, students identify what they Know (K) about the topic of inquiry.

  2. Next, they list what they Want (W) to know about the topic.

  3. Student explore the resources provided in the sitehoover and the Scootle collections to work towards clarifying and consolidating their knowledge.

  4. After the activity, students identify and list what they have Learned (L).

Chronology, terms and concepts

Use historical terms and concepts (ACHHS183)

Historical Questions and Research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)

Evaluate and enhance these questions (ACHHS185)

Analysis and use of sources:

Identify the origin, purpose and context of primary and secondary sources (ACHHS187)



TUNE IN:

Students are required to identify their own knowledge, their areas of interest and possible directions for their inquiry using the KWL creator.Then they will need to...

EXPLORE:

Through the use of both the sitehoover and Scootle resources students will encounter and interact with a range of stimuli to help clarify or solidify their understanding. Then they will need to...



Context: Acquire and Integrate Knowledge


BEFORE:

Students will have some understanding of the causes and events of World War I from the last depth study of Year 9 from which to build off of and lead into the discussion on the Treaty of Versailles and the lead into WWII. If they do not have this background a number of additional sites have been included in the sitehoover to help those lacking in this knowledge catch up. As an alternative, teachers may choose to scaffold the start of this task with a quick introduction to WWI. As students may not have used sitehoover, Scootle and readwritethink they may need some guidance on how to use these tools. Watch the tutorial videos or examine/explore the examples provided to familiarise yourself with these tools prior to using this activity.

DURING:

Discuss with students the importance of trying to link the new topic to what the already know about. Stress the importance of having a focus for researching - if you don't stand for something you will fall for anything. Make note to the students that it is helpful to revisit their initial questions after they have done some research to see if they had addressed their questions. These aspects of guided inquiry are addressed in KWL chart.

AFTER:

Students should demonstrate an understanding of some of the key concepts of the initial declarative knowledge associated with this depth study. They should also be able to determine and articulate the gaps in their knowledge. As the unit progresses make reference to the sitehoover and scootle as a place to go back to in order to gather more information on the topic. As well, point out to students that they too can create a sitehoover for this unit in order to gather all their website research into one place for future reference.

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The readwritethinkwebsite is designed to offer a number of resources for teachers to enhance the teaching of literacy. readwrite think is partnered with the International Reading Association, the American based National Council of Teachers of English, and the Verizon Foundation (which focuses on improving literacy and learning relations between teachers, students and parents through online teaching resources). To read a brief review on this Web 2.0 tool see the WEB2TOOLS page of this wiki.

While readwritethink has a plethora of materials in this case for the suggested activity it been accessed to employ a KWL worksheet creator. This activity has been designed to activate the students' prior knowledge on the topic while working to generate inquiry questions to guide their reading of the stimulus material. The worksheet creator allows student to respond to the key prompts of What do I know about this topic [the causes of WW2, specifically the Treaty of Versailles]? What do I want to know about this topic [the causes of WW2, specifically the Treaty of Versailles]? and following the reading/stimulus material for this activity students then can complete the worksheet question prompt What did I learn about this topic [the causes of WW2, specifically the Treaty of Versailles]? Students will use both the scootle learning pathway and the sitehoover collection to complete the third aspect of this worksheet, that of What did I learn?








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Scootle is an online database of materials gathered from The Learning Federation. The materials can be arranged in either a learning path or an online collaborative activity. In the case of the possible learning experience outlined here, the material presented to the students in this case is presented in the form of a learning path. To read a brief review on this Web 2.0 tool see the WEB2TOOLS page of this wiki.

The learning pathway that was created for this activity centres on stimulus material that paints of picture of WWI and leads students to the peace treaty - that of The Treaty of Versailles. The pathway incorporates both primary and secondary sources and is comprised of video, audio and text.This stimulus material is intended to give students a brief overview of WWI and how the outcome of the War may have impacted on the outbreak of WWII. This scootle pathway is to be used in conjunction with the KWL worksheet that students created earlier.

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Causes of WWII - The Hangover of WWI (PIN: SGPMTR)



Causes of WWII - The Hangover of WWI (PIN: SGPMTR)

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sitehooveris a online space that can be set up a collection of website specific to a user's interests. The user can link sites to their sitehoover to keep a database of sites they have used for research. Conversely, sitehoover can be used to create a communal resource of sites from which a team can work together off of. Once a collection is started, folders can be created to subdivide sites into categories for ease of use. One of the standout features of sitehoover is that once a site is added to sitehoover, sitehoover allows for an RSS feed to be created to allow the creator to keep tabs on edits or changes on the website that they have placed in their collection. To read a brief review on this Web 2.0 tool see the WEB2TOOLS page of this wiki.

The sitehoover collection that has been created for this activity is centred around websites that detail a number of subdivisions around the topic of the causes of WWII, specifically that of the Treaty of Versailles. The sitehoover has been divided into a number of folders: Outline of WWI, The Battle of Ypres, WWI Leaders, Treaty Documentation, Woodrow Wilson's 14 points, The German Response to the Treaty, and Period Maps. This stimulus material is intended to give students a brief overview of WWI and how the outcome of the War may have impacted on the outbreak of WWII. This sitehoover collection is to be used in conjunction with the KWL worksheet that students created earlier.


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Extending and Refining Knowledge


Learning declarative knowledge requires much more than simply recalling information... The most effective learning occurs when students develop an in-depth understanding of important knowledge so that they can use that knowledge in school and everyday life.

Marzano, et.al., 1997, p.113


Possible Guided Inquiry Experiences Historical Skills & Concepts TELSTAR
Guided Inquiry Question

What were the two perspectives on the fairness of the Treaty of Versailles?

  1. When you are examining an issue about which people disagree, firstly identify and clearly articulate one point of view.

  2. Once you have identified a perspective, try and determine the reasons or logic behind it.

  3. Next, try to clearly articulate a different perspective.

  4. Try to describe the reason or logic behind the different perspective.

Chronology, terms and concepts

Use historical terms and concepts (ACHHS183)

Perspectives and interpretations:

Identify and analyse the perspectives of people from the past (ACHHS190)

Identify and analyse different historical interpretations (including their own) (ACHHS191)

Analysis and use of sources:

Identify the origin, purpose and context of primary and secondary sources (ACHHS187)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)

TUNE IN:

Students must identify the two perspectives in relation to the guided inquiry question.

EXPLORE:

Student encounter and interact with the sources in the VoiceThread.

LOOK:

Students use additionally provided sources in the sitehoover to garner further understanding of the perspectives related to the guided inquiry question

SORT:

Students will need to sort information into categories relating to the perspectives and the relevance that the information is to establishing the support for that perspective



Context: Extending and Refining Knowledge


BEFORE:

Students will have some understanding of the declarative knowledge associated with this depth study as provided in the previous stage - Acquire and Integrate Knowledge. As Students may not have used VoiceThread and Scribd they may need some guidance on how to use these tools. Examine/explore the examples provided to familiarise yourself with these tools prior to using this activity. It is worthwhile to note that when creating a new VoiceThread, to facilitate the process it is best if all the resources for uploading and the associated tasks/comments are prepared and kept in a central location. This planning, while not essential, allows for a quicker creation process.

DURING:

The activity outlined above is one of analysing perspectives. Analysing perspectives is the process of identifying multiple perspectives on an issue and examining the reasons or logic behind each. Stated more simply, it is the process of describing the reasons for different points of view. During this activity the following key points need to be stressed:

  1. The students need to be responsible for the clear articulation of not just the obvious reasons and logic, but also the more subtle and complex.
  2. Students need to be able to trace the reasons and logic to their source to identify the good from the bad. For example, the reason why chocolate ice cream tastes so good is that it is chocolate, represents poor logic as the perspective is just simply a restatement of the initial premise.
  3. Students need to understand that there are often more than two perspective to a topic.
  4. Students need to appreciate that the goal of analysing perspectives is not about agreeing or disagreeing with a specific perspective. The goal is to clearly articulate the perspectives and the logic/reasons behind those perspectives.

(Marzano, 1997, p. 181)
AFTER:

Students should be able to clearly and in detail, describe the competing perspectives relating to this topic. Students should also be able to articulate the process of analysing perspective and the purpose of such activities in the field of historical study. As the unit progresses it would be beneficial for teachers to refer back and employ the perspectives as well as reasons/logic that the students were able to produce to help students see the validity in such endeavours.


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VoiceThread is a Web 2.0 app that allows users to create an online slide with a point of difference. The user is able to upload pictures, documents and video/audio files to the online slide show. As the participants in the online slide show move through the sources provided they can comment on the material in a number of different ways such as text comments, voice comments (via microphone or telephone), or by video (using a webcam). To support the VoiceThread the documentation for the table to be completed by the students has been included on a PDF uploaded to Scrib'd. To read a brief review on these Web 2.0 tools see the WEB2TOOLS page of this wiki.

The VoiceThread in this instance has been created to provide a number of directed sources (both primary and secondary) which which students move through in light of questions/activities within the VoiceThread. The questions/activities have been designed to focus learning on the upper middle order thinking skill of analysing perspectives. Student need to respond/complete the questions/activities and use their deeper understanding of the events of WWI and that of the Treaty of Versailles to highlight the reasons/logic behind each of the perspectives on whether or not the Treaty of Versailles was fair.


VoiceThread Scrib'd
Analysis of Perspectives - Treay of Versailles


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Using Knowledge Meaningfully


Fred Newmann discusses the importance of distinguishing between projects that ask students to reproduce knowledge and those that ask students to produce knowledge such as solutions, decisions, clarifications, explanations, and insights.

Newmann in Marzano, et.al., 1997, p.189



Guided Inquiry Question

Was the treaty of Versailles fair?

  1. Identify a decision that needs to be made and the alternatives that are being considered.

  2. Identify the criteria you consider important.

  3. Assign each criterion an importance score.

  4. Determine the extent to which each alternative possesses each criterion.

  5. Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points.

  6. Based on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)

Use historical terms and concepts (ACHHS183)

Historical Questions and Research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)

Evaluate and enhance these questions (ACHHS185)

Analysis and use of sources:

Identify the origin, purpose and context of primary and secondary sources (ACHHS187)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)

Perspectives and interpretations
Identify and analyse different historical interpretations (including their own) (ACHHS191)

Explanation and communication
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

SORT

Students use the information and their understanding of WWI, WWII and the Treaty of Versailles to use Mindomo to create categories in a visual form that can be used to later evaluate whether the treaty was fair or not. Then they will need to...

TEST

Students use Google docs (spreadsheet template for decision making) to apply their weighting system against their criteria adjusting as necessary while testing their hypotheses. Then they will need to...

ACT

Students will make a decision. Then they will need to…

REFLECT

In light of the decision students made, they will have evaluate how the process went, how they could improve on it and ultimately did the decision that they arrived at match their expected feelings on this matter. That is to say, does the decision sit well with them.



Context: Using Knowledge Meaningfully


BEFORE:

Students will have been exposed to and have come to a deeper understanding of the perspective at play within this topic through their experience in the previous stage. As Students may not have used Mindomo and Google Docs they may need some guidance on how to use these tools. Examine/explore the examples provided to familiarise yourself with these tools prior to using this activity. It is important to note that the free account for Mindomo only allows three graphic maps to be created and that the use of the template as shown here requires a Google account. It is possible, as has been done here, to link the Google doc to a shared class space (such as a wiki as has been done here) to allow all students access to a common template from which to work off of.

DURING:

Decision making is the process of generating and applying criteria to select from among seemingly equal alternatives. Stated more simply, it is the process of developing and using criteria to select from choices that seem to be equal. During this activity the following key points need to be stressed:

  1. The decisions that we make, both everyday ones and those in the world of academia, rely on solid criteria. That is to say, in this activity, the better the criteria the better the outcome.
  2. The template for making a decision is seemingly simple and might be seen as just a fill in the blanks activity. The value in this activity comes from is the communication and thinking through of options that happens between students as they proceed towards the decision.
  3. To test the quality of their decision, students should be prompted to go back and alter some of the values in their criteria and observe the results. Students then should be asked to articulate how the changes impacted the overall scores and the outcome of the decision. To extend this students could be asked to recalculate the scores after having removed one of their criteria. Again, students should be asked to reflect on how the removal of the criteria impacted on the scores and the the outcome of the decision.
    (Marzano, 1997, p. 200)

AFTER:

Students should apply their knowledge on the topic to the decision making process to make a decision. Following this activity, students should be reminded of this process when faced with a decision that needs to be made. Teachers should model this method of making decisions in the class to further reinforce this pattern of thinking. The decision that comes from this activity will directly contribute to the overall depth study so it will be important in future activities to reference the decisions that were made in here to help build a deeper understanding of the overview and causes of WWII.


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Mindomo

Mindomo is a graphic organiser that allows users to not only visually represent ideas but also collaborate live while making changes to visuals, then share them either by a simple auto generated HTML embed code, direct email link or through a number of social media/networking platforms. To read a brief review on this Web 2.0 tool see the WEB2TOOLS page of this wiki.


Mindomo Example: Treaty of Versailles

The worked example to the left details how Mindomo can be employed by students in the first part of a decision making process based on the question of whether the Treaty of Versailles was fair. During this first part students are asked to use their understanding of the topic to create and support categories which could be used as criteria to aid in the decision making process.




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The final step of the decision making process that focused on the question of whether or not the Treaty of Versailles was fair takes place in Google Docs - specifically a google docs spreadsheet designed for this purpose. Using the template students enter the criteria that they formulated in the Mindomo activity into the spreadsheet and assign the appropriate values to the criteria. Then as a group or class the student weigh up the two options to arrive at a decision.









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Poll - How confident do you feel...



This poll was created using Polldaddy, a simple to use poll and survey Web 2.0 tool that can easily be used in your classroom.  Once a profile is created, users can create polls and surveys that can be either embedded within a website or wiki, or shared via a link.  For a poll, the results are visible once it is completed.  For a survey, the results are available via the survey creator's Polldaddy profile page.  Why not try this with your Year 10 History students?  To create a poll, all you need to do is to create a profile, insert the question of your choice and add the answers.  Stuck for inspiration?  Try one of these:

  • Who was the most talented national leader present at the Treaty of Versailles

  • Which country did not gain territory from Germany as a result of the Treaty?

  • Would the easing of reparation payments prevented Germany taking the path it did to WWII?

  • To what extent was can all conflict in the 20th Century be linked back to the Treaty of Versailles?

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Discussion Forum - Year 10 Guided Inquiry


Feel free to join the discussion. To do so, click on the speech bubble icon at the top of this page.

Subject Author Replies Views Last Message
Animaps Mrwright75 Mrwright75 0 130 Apr 27, 2012 by Mrwright75 Mrwright75
Penzu Mrwright75 Mrwright75 0 108 Apr 27, 2012 by Mrwright75 Mrwright75
Kidblog Mrwright75 Mrwright75 0 139 Apr 27, 2012 by Mrwright75 Mrwright75
re: YEAR DEPTH STUDY jojov23 jojov23 0 153 Apr 27, 2012 by jojov23 jojov23
Reliving history rinnymuller rinnymuller 0 133 Apr 26, 2012 by rinnymuller rinnymuller
Comments virode virode 0 132 Apr 22, 2012 by virode virode
Primary Pad jojov23 jojov23 0 119 Apr 20, 2012 by jojov23 jojov23
Great tools virode virode 0 124 Apr 20, 2012 by virode virode
Guided Inquiry Mrwright75 Mrwright75 0 197 Apr 15, 2012 by Mrwright75 Mrwright75
Year 8 Depth Studies elleyj1 elleyj1 0 171 Apr 14, 2012 by elleyj1 elleyj1


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