DEC Scan Journal : May 2011
Scan Vol 30 No 1 February 2011 15 4.7 identifies different contexts, perspectives and interpretations of the past 4.9 uses historical terms and concepts in appropriate contexts understanding of history 4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past Related computer competencies focus: Students • use OneNote to organise their work. • use Wordle to evaluate and present key concepts. • use Timetoast to create timelines. • cite books and websites using a program such as BibMe. Related information skills focus area: Organising Students synthesise the information they have gathered and make their own notes, demonstrating their understandings by: • using their own words, • creating a draft in the format required by the task. Build knowledge and empathy • teacher shows the trailer for Tomorrow when the war began or the movie Independence Day. • teacher shows First Australians: they have come to stay Clip 2 • discuss: How would you feel? What would you do? • teacher shares The rabbits by John Marsden and Shaun Tan • discuss: -- How does this story represent the British colonisation of Australia? -- How does Marsden represent a particular point of view? -- How might the Eora people have felt when the First Fleet arrived? Scenario: You are a respected member of your language group. You have heard of clay-faced men who have come on floating islands to your land. You have heard that they can kill people with long sticks. You have seen People from other Aboriginal language groups moving in on your land because they have been forced off their land by the clay-faced men. One day you meet a group of these clay-faced men camping on your land. • What do you do? What do you think would happen as a result of your action? • collate class responses on class wiki or IWB • complete empathy task in the Contact history OneNote resource, Why don't you understand me? Check the evidence What happened? When? Who? How? Why? What were the consequences? What was its significance? Focus questions: What was the impact of the arrival of the British on Aboriginal people in the Sydney area? What were the various reactions of Aboriginal people to the coming of the British? Organising task: Students: • skim read a number of sources, select and make notes, in preparation for an extended response (see Assessment task below) • use OneNote as a learning diary to organise their work. Teacher explicitly teaches about the following: • source analysis: how to read for evidence, to track point of view and to detect power relations and bias. Teacher explicitly uses metalanguage such as critical literacy and multiple viewpoints. • key concepts: land disputes, impact of disease, dispossession, guerrilla warfare, massacres, active resistance, undermining, collaboration, cooperation • making notes in OneNote: teacher explains the organisational features of OneNote -- setting up folders, pages, subpages, use of tags and image capturing tools located on menu bar. The teacher also models and jointly constructs with students how to make notes. This may include locating main ideas, rephrasing content and rewriting information in a student's own words. • guided research questions: students save the Contact history OneNote resource from the shared drive to their own drive. This resource contains learning activities for the entire 5 week learning sequence. Note making: Contact and impacts Students: • work in pairs to make notes, using the following pages from Contact history: -- The First Fleet arrives -- The Cadigal view -- Bennelong and Pemulwuy • make notes using these websites: -- Invasion or colonisation -- evidence -- Cadigal Wangal: the conflict begins • work in pairs or groups to skim read and list cause and effect keywords and phrases for events/actions taken by white settlers Information literacy: programming ideas for collaborative teaching: organising -- cont.