YEAR+10

Year 10 Page Scope & Sequence
toc 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 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 [|modern] world 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 Modern World and Australia**

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
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//Acquire and Integrate Knowledge//
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**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.



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.



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



[|sitehoover]is 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//
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**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.



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.

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//Using Knowledge Meaningfully//
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**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:

> (Marzano, 1997, p. 200)
 * 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.

//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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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...
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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.

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