Inquiry Unit Planner

Integrated Unit Planner :

Year 3/4Term: 3Duration: 11 weeks

Events that have changed the world

About this class:

The teacher of this class has worked hard to build student independence in learning. In the first term, the class negotiated their class rules and have established weekly meetings to discuss issues and current happenings in the school and their class group. They also focussed on their local community and getting their ways around. In term two, the whole school focused on Indigenous perspectives, and in this class this focused on Cultures across the globe. Given the current policy changes which focus on the development of history, the teacher has decided to develop the childrens awareness of how the world has changed through time, and how individual events have consequences for us individually, locally and globally.

This class is made up of many 'younger siblings'. Of the 30 students, 14 have had an older sibling complete Primary School. As a result, the teacher describes them as 'wordly'. Most of this class is considered to be "working at level", with 3 children below level in Literacy and 2 working at a level significantly higher in Maths. The teacher of this class likes to organise opportunities for students to work independently, as well as in small groups. Where possible, she tries to mix up the groups as much as possible.

In the budget for this level, there is sufficient funds for one incursion/excursion. The children have access to one computer per five students, in a classroom. There are more computers available in the school ICT lab (35). Each class is timetabled for 11/2 hours per fortnight in one block of time.

Rationale:Why do you want to develop this inquiry? What will underpin this learning? Why is this learning significant? How is this learning relevant to the students in my class? How is it relevant to the environment/community/others?What background information do I need? What is useful to know about this topic?

Developing an inquiry unit based on events that changed the world is essential, as the way society is today has been severely impacted by significant events that have occurred worldwide. It is essential that students have a heightened understanding of these events as they inform us about how we as groups, societies, nations and global entities have reach(ed) the state we are in today (Taylor T, 2012 pg.44) and the education of them are a major part of teaching history. This is further reinforced by Gilbert (2011 pg. 2), as he elucidates that history itself is a source of stories and heritage to be preserved, origins to be traced and events to be explained.

The focus of this inquiry unit is to equip students with a new set of knowledge in addition to building on their existing historical skills in an environment that promotes them to become eager to learn. The unit will contain a wide variety of engaging, meaningful and interesting activities that students will participate in to enhance and develop specific understandings (Marsh 2008, p.6). In order for this inquiry unit to be carried out effectively, it will allow for students to be both active and independent in conjunction with the teacher being an instructor and a guide (Hoepper B, 2011 pg.205)

There are many reasons in which I believe it is essential for this class to participate in this topic. I agree with Julie Bishop who is quoted in Gilbert (2011, pg.6), as she reveals that it is imperative that students develop a body of knowledge which is rich in dates, facts and events, and from which students can then draw their own opinions about historical events. Many students in the class have an older sibling who has completed Primary School, and as a result of this it is extremely probable that some students have heard about events such as WWI, Hiroshima and 9/11, second hand. Last term students learnt about various cultures and countries around the world, hence it is important to focus on events that have impacted people both locally and globally. On the other hand, students celebrate commemorations such as ANZAC day, therefore it is vital for them to acquire an understanding of reasons why we celebrate ANZAC day: to celebrate and remember soldiers that served and died in Gallipoli.

This inquiry is rich in content and will be ineffective if the teacher is unprepared and lacks and sound understanding of the key events, which will be in focus. In regards to WWI, aspects such as understanding what caused it, why Australia took part: help out its mother country, its effects such as women in the work force and the development of Australia as a nation and how we remember: ANZAC Day, are important to know. The cause: forcing Japan to surrender, both effects on humans and the environment, remembrance and details on what actually happened are vital Hiroshima background knowledge. In addition, the cause: scare tactic, effect, worldwide ramifications: heightened security and the beginning of the War on Terror and who was involved are various aspects worth considering before teaching 9/11.

Understandings: Things happen which change how we live. Things happen which effects how others live. Things happen which change the ways that we make decisions. Things happen which change the world, and are recorded as important moments in history. Different places value different events as more important than others do. Important events will continue to shape the world in the future.

Key Concepts: Change/continuities/time Sources of information Similarities/differences Events Consequences cause and effect

Skills: Ordering events Identifying and acknowledging sources of historical information Representing information on a timeline, in a narrative format Critically identifying accuracy of sources Identifying and analysing events in time Speculating/hypothesising/scenario building to draw inferences from paradigms about futures.

Linked standards/Domains/Dimensions/Learning Focus:

The many ways in which the inquiry topic events that changed the world addresses AusVELS is as follows:

-The AusVELS Level 3 Civics and Citizenship Learning Focus states that students should become aware of key events which aided in the development of the Australian nation as well as symbols and celebrations of Australias past and present (VCAA 2013).

-The AusVELS Level 3 History Learning Focus elucidates that students should become aware of celebrations and commemorations both locally and globally, and develop an understanding of concepts such as sources, change, cause and effect, empathy and significance. In addition, the History standard states students should be able to describe the experiences of a group, explain how communities changed in the past and identify events and aspects of the past that are significant today (VCAA, 2013).

-The AusVELS Level 4 History Standard states that students will be able explain how and why life changed due to particular events, sequence events that occurred in order, identify key dates, use historical terms, pose a range of questions about the past, recognise significant events that brought about change and locate information in sources to answer their questions. The AusVELS Level 4 Civics Learning Focus and Standard is very similar to that of Level 3 (VCAA 2013).

Inquiry Planner Ashlee Smith- 211304954

1Kernahan Primary Events which have changed the worldEEO310, Tri 2, 2013

Stage of Learning in this UnitPlanned Learning ExperiencesResourcesLinks to AUSVELS & Understandings

Tuning InActivities to engage students in the topicCompleted over TWO weeks.5 classroom sessions (C).

ConflictAsk students What is conflict?. Get students to think about how and why conflict occurs.

Mind mapsAs a class create mind maps of: -Conflict that occurs in students everyday lives and what they believe the best way to resolve it is.-Some conflicts that Australia has been involved in.-Some international conflicts students have heard about.

YouTube clipsBefore watching YouTube clips, that depict ways in which individual conflict can be dealt with, promote students to state the ways they deal with conflict when they are presented with it.Students will watch YouTube clips and reflect on any new ideas that they have been presented with.

Students will then be put into groups of three and practice resolving conflicts by acting out the scenario they are given in front of the class and later explaining a possible way to resolve the conflict.

Introduce events that changed the world topic.

With assistance, students will colour in Japan, America and Australia on a map and paste it on the inside cover of their inquiry book.

World War One- GallipoliHOMEWORK: Get students to ask their parents if any family members served at war.-As a class complete an interactive white board activity, which involves matching war symbols such as: poppy, war medals and ANZAC biscuit to their name, meaning and significance.

-With the assistance of a parent, students will be divided into two groups and make ANZAC biscuits. (Each child will get to stir the mixture and eat a cookie)

NOTE: The war memorial box was obtained from the Australian War Memorial.The artefacts and photographs that came in the war memorial boxes, relating to WWI and WWII will be brought out, one at a time, and students have to guess what the artefact is, what it did, and or what the photo is of.

Students will go back to their tables and create an individual poster of pictures and names of war artefacts and paste this in their inquiry workbook. Students who finish early can start a Gallipoli word search.

HiroshimaShow images of the devastation that the atomic bomb left. Ask students:What can you see in this picture?What do you think has happened?

Show an image of the Hiroshima mushroom cloud and see if any students know what this symbolises.

Shared book approachRead story SadakoDiscuss and consider with students: Why did Sadako decide to make paper cranes?What does the story teach us about the need to work for peaceful solutions for problems?

Making CranesAsk if any students know how to make origami paper cranes, if willing, have the student demonstrate to the class how to make them. If nobody knows, show students a YouTube clip on how to make them.Supply each student with a set of instructions to follow, after demonstrating the process to them. After the cranes are made, get students to write the word peace on them and display them in an area of the classroom.

Acts of terrorism- 9/11Ask students:-Has anyone heard about 9/11 on the news?-Has anyones parents taught them about 9/11?-What happened in 9/11?Briefly explain what happened in 9/11 was and show child-friendly photos of September 9/11 attack on the Twin Towers.

SketchingStudents will sketch three pictures in their inquiry books: what they believe life was like in America before the 9/11 attack, after and now.

Mind maps will be made on the interactive white board using www.popplet.com

YouTube clips that students will watch can be found at:http://www.youtube.com/watch?v=duvXpJ3e6KEhttp://www.youtube.com/watch?v=yBRWZef6okshttp://www.youtube.com/watch?v=0DXhwv1bQVA

Conflict scenarios for children can be found at: http://www.docstoc.com/docs/41251033/Conflict-Resolution---Role-Play.

A blank map can be found at: http://www.outline-world-map.com/blank-world-map-with-white-areas-b3a.

Images and significance of these symbols can be found at:http://www.bbc.co.uk/remembrance/how/poppy.shtmlhttp://www.anzacday.org.au/education/medals/general/ww2.htmlhttp://www.emubottombiscuits.com.au/the-history-of-the-anzac.html.

A recipe for ANZAC biscuits can be found at: http://www.taste.com.au/recipes/collections/anzac+biscuits

Artefacts and photographs pertaining to World War I can be ordered at https://www.awm.gov.au/education/resources/box/.

A Gallipoli word search can be found at:http://www.anzacwebsites.com/wordsearches/wordsearches.htm.

Images can be found at:http://www.boston.com/bigpicture/2009/08/hiroshima_64_years_ago.html

Image can be found at: http://revcom.us/a/011/burning-hiroshima-nagasaki.htm

Picture book- Sadako (Coerr, E, 1993)

YouTube Clip can be found at:http://www.youtube.com/watch?v=FSijU52XJ7w.

Instructions can be found at http://elizabethaquino.blogspot.com.au/2010/11/thousand-paper-cranes.html.

Images can be found at:http://www.theatlantic.com/infocus/2011/09/9-11-the-day-of-the-attacks/100143/http://www.independentaustralia.net/2012/international/eleven-years-since-911-and-terror-lives-on/

-Things happen which change the world, and are recorded as important moments in history.

-Students need to learn about symbols and celebrations of Australias past and present (VCAA, 2013).



Preparing to find outActivities that give insight into what students already know and that prepare them for further investigations.

Completed over ONE week.3 classroom sessions (C).Seek assistance from parentsAsk parents if they know of someone who is an expert in the field of World War One, and see if they could arrange a time for them to come and speak to the students about how World War One changed Australia. If no one is available, seek assistance from the local council to find somebody.NOTE: Create letter for parents and make calls.

KWL chart Students will create a KWL chart in their inquiry workbooks, in order to focus their thinking on the events that changed the world. This involves students answering questions such as: What do you know about the events that we have looked at? What do you want to know about the events that we have looked at? This chart will be revisited at the end of the unit so they can answer the question: What did you learn about these events? Post-it note question board (Assessment)A post-it note board, which has sections for each event, will be created for the classroom.Students will be encouraged to pose several questions that they have in regards to the events that we looked at in the tuning in stage of the inquiry process and place them in the corresponding area. Students will be told that they can place new questions that they have on the board at any time throughout the unit.

What we think displayA display will be created that has the names of the events that we are looking at. Students will write facts on post-it notes stating what they believe happened in these events and place them in the corresponding area. This will help identify understandings and alternative conceptions.

What we know displayThe same display will be created as above, but this time students are encouraged to write facts that they have learnt as the unit progresses.

KWL chart can be found at: http://tweenteaching.blogspot.com.au/2012/08/kwl-chart.html.

-Students pose a range of questions about the past (VCAA, 2013).

Finding OutA shared experience from which students will gather new information about the topic.Completed over THREE weeks.2 computer lab sessions (C/L)4 classroom sessions (C).

World War One- GallipoliHOMEWORK: Students have to draw a timeline between 1900 and 2013 in their inquiry books where they will mark their grandparents, parents and own birth years. In the next class we will add World War I to their timeline.

Non-fiction bookRead World War I by Michael Dugan to the class. This book gives students a deeper understanding into why the war occurred and what life was like in Australia: before, during and after world war one.Discuss changes to Australia that the war brought about with students such as women in the work force, Australia being recognised on an international scale and making a name for itself.

Gallipoli Video- Behind the NewsStudents will watch a 5-minute BTN video clip to help support their evolving understandings of what actually happened at Gallipoli.

Interactive activity/ story on Gallipoli (Computer Lab)Students will watch and engage in the interactive story of Gallipoli on the computer in order for them to gain a deeper understanding of what our troops had to endure.

Students will draw up a table in their inquiry book relating to an Australian soldiers experience at Gallipoli and complete the following headings:-Things soldiers SAW-Sounds the soldiers HEARD-SMELLS the soldiers experienced-Things the soldiers TASTED-Things the soldiers TOUCHED

Hero of Gallipoli- Simpson and his donkey (Computer Lab)Students will watch a 2-minute YouTube clip that briefly explains the Simpson and his donkey story.Students will also be given the link to the webpage about Simpson and his donkey, which they will then read the information that is given and make a list of important facts.Students will then create a 1-minute podcast (Assessment) on why Simpson was a war hero.Back in the classroom students will be given an opportunity to act out a Simpson and his donkey scenario.

Video- Women in the work forceStudents will watch Australian Women in War (DVD- 25 minutes). The DVD will allow students to discover the changing roles of women while men were at war and after, as well as experiences in relation to conflicts and peace operations.(eg. Women took over the mens jobs while they were at war, and once the war finished, women continued working these positions due to them being cheaper to employ.)

Guest speakerGuest speaker will come in and talk to students about World War One, its causes, effects, changes to Australia, service of soldiers and remembrance.Students will take notes when the guest speaker is talking.

How World War One changed AustraliaStudents will be asked how World War I changed Australia.Discussion will evolve around ideas such as women in the workforce, the development of Australia as a nation (on a global scale) and the effects on families due to losing loved ones.

Students will collate their ideas on how life in Australia was before and after the war (how the war changed Australia) on a blank map of Australia and paste it in their inquiry books.

Remembrance- ANZAC DayNOTE: Students have a brief understanding of what ANZAC day is.Students will watch a BTN clip that talks about why is ANZAC day significant, understanding ANZAC Day and why we remember and a brief overview of the troops time in Gallipoli.Students will then be broken into groups of 5 to discuss why ANZAC Day is significant and answer the following questions:-What do the initials stand for?-Why do we have a national holiday?-Why do people march?

ExcursionBefore going to the Shrine of Remembrance ask students focus questions such as:-Why do we visit the Shrine?-What will we see when we go there?-What can you do to help remember people who served in war or peacekeeping?

Students will go to the Shrine (day trip) and reflect on what they saw when they arrive back at school.

Hiroshima

A Picture Puffin Book on HiroshimaRead My Hiroshima by Junko Morimoto to students which will demonstrate to students what happened, who was involved and some effects. While reading, discuss with students the above understandings and after the completion allow time for them to write a fact on a post it note that they learnt from the book and place it on the what we know board, developed in preparing to find out phase.NOTE: I was unable to obtain a copy of this book, however, reviews suggest that it is appropriate for grades 3-6.

Students will mark in the year the Hiroshima disaster occurred on their timelines.

Hiroshima- Before and AfterAs a class, look at a website which shows before and after photos of Hiroshima.Discuss why America attacked Hiroshima.

BTN clip on Nuclear WeaponsStudents will watch the Behind The News clip on Nuclear weapons to enhance their understanding of the attack on Hiroshima.While watching the video, students will answer the following questions in their workbook:-What did the TV ads instruct people to do when they were in danger of a nuclear bomb threat?-Who was the first city to be attacked by a nuclear weapon?-How many people died?-Did Australia have a nuclear program?-Which countries had the most nuclear weapons?-What drops a nuclear bomb?

Effects of Hiroshima and how it changed JapanA slightly altered PowerPoint will be shown to the class, which highlights the effects of the Hiroshima atomic bomb on both humans and the environment.As a class discuss and consider:-Effects of Hiroshima.-Before at after comparison

Students will then complete a worksheet on some of the effects, which involves them colouring in the effects that are short-term, blue, and the effects that are long-term, red.

How Japan remember those who sufferedAs a class we will reflect on the tuning in task, which involved creating cranes (symbolising peace). We will then look at another way Japan remembers victims of the Hiroshima bombing: making paper lanterns and releasing them in the river.The class will then make their own paper lantern.

9/11- The Twin Towers-Ask students:Does anyone know what terrorism is?Has anyone heard terrorism being talked about on the news?

Picture bookStudents will be read America Is Under Attack: September 11, 2001: The Day the Towers Fell.Following questions will be asked throughout and after the completion of reading:What caused 9/11?What happened in 9/11?How do you think 9/11 affected America?How do you think 9/11 changed America?

Students will mark the year that the attack on 9/11 occurred on their timelines.

Video for children (Computer Lab)Students will watch an animated video, which is specifically designed for primary students that gives insight into what happened on 9/11, who was responsibility and why it occurred.Students will be encouraged to take notes as the video plays, as they will have to answer a questionnaire afterwards.

What did you learn? (Computer Lab)After watching the video, students will then complete the learnt section of an online KWL chart and write about the things that they learnt from the video in an interactive way.(Their notes can be used to assist them).

News articlesStudents will be put into groups of two and each student will read a different child friendly article on 9/11 that talks about what happened that day, ten years on, who was behind it, effect on our lives. After reading, both students will compile a list of facts about 9/11 that they deem important.Each group will have the opportunity to share the facts that they believe are important with the class.

Ways in which 9/11 effected America and the world. What has changed?Students will watch a Behind The News clip and take notes, which talks about the 9/11 attack and some effects that it had on America, Australia and innocent followers of the Islamic religion.

Group DiscussionAs a class we will discuss the 9/11 attack and further look at how the attack changed America and the world. For example, created awareness of terrorism, brought America together, sparked the US War of Terrorism, thousands of people died and heightened security.

9/11- Unlikely HeroThe article, 9/11 hero dog saved women trapped in rubble for 27 hours will be read to students to show a positive outcome of the 9/11 attack.Students will then write about what it means to be a hero and who their hero is.

Peace-Discuss with students:What is peace?How can we make peace with others?Is their currently peace world wide?

The UN and its roleStudents will watch a video about how and why the UN was created. Students will learn about the peace keeping organisation League of Nations that was developed in an effort to create peace after World War One, how it no longer exists, how the UN has replaced it and what the UN involves.After watching the video, students will create their own peace symbol in the given template that shows that peace is when everyone unites.(Australia is a part of the UN and its peace-keeping missions).

International Day of Peace/ The United NationStudents will be shown the International Day of Peace website and learn when it is held and what its purpose is. Students will then be placed in groups of 5 to create International Day of Peace Poster, which focuses on peacekeeping. Students will add text and pictures to their creative piece.

Non- fiction book- World War I (Dugan, M, 2000)

BTN video can be found at:http://www.abc.net.au/btn/story/s1353030.htm.

Interactive activity can be found at: http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#.

YouTube link can be found at: http://www.youtube.com/watch?v=398BlpdZnzo.Website link can be found at: http://www.awm.gov.au/encyclopedia/simpson/.Podcast creator can be found at:www.podomatic.com.

DVD- Australians at War: Chapter 2- (Australians at War, 2012)

Guest speaker

A blank map of Australia can be found at: http://geography.about.com/library/blank/blxaustralia.htm

Behind The News video-What is ANZAC day all about? Video can be found at:http://www.abc.net.au/btn/story/s1352954.htm?&date=(none).

Questions can be found at:http://www.shrine.org.au/Shrine/Files/2c/2cfcde1d-469a-443a-8b82-16b7fbd5cdc4.pdf.(Shrine of Remembrance, Loyal Friends p.3)

Picture book- My Hiroshima (Morimoto, J, 1987)

The website can be found at:http://www.nucleardarkness.org/hiroshima/

The link to the video can be found at:http://www.abc.net.au/btn/story/s3469069.htm

The PowerPoint can be found at: http://www.tes.co.uk/teaching-resource/Hiroshima-6090872/.

This worksheet can be found at:http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6213175.

Instructions on how to make paper lanterns can be found at:http://www.instructables.com/id/How-to-make-a-paper-lantern-in-6-easy-steps/

Picture book- (Brown, D, 2011)

The link for the video can be found at:http://www.brainpop.co.uk/humanities/historymodern/september11th/.

Online and interactive KWL chart can be found at: http://www.brainpop.co.uk/humanities/historymodern/september11th/activity/

Articles can be obtained from:http://www.tesaustralia.com/teaching-resource/Big-News-9-11-The-day-the-world-changed-6111339/

http://www.classbrain.com/artfree/publish/cat_index_17.shtml

Behind The News clip can be found at: http://www.abc.net.au/btn/story/s3307593.htm

The article can be found at:http://www.today.com/pets/9-11-hero-dog-saved-woman-trapped-rubble-27-hours-8C11125763.

A link to the video can be found at:http://www.brainpop.co.uk/humanities/historymodern/unitednations/preview.weml.

The template can be found at:http://www.abcteach.com/free/c/childrencir.pdf.

The website can be found at:http://www.un.org/en/events/peaceday/.

The instructions on how to create the poster can be found at: http://www.abcteach.com/free/p/poster_unday.pdf.

-Students should become aware of key events, which aided in the development of the Australian nation (VCAA, 2013).


- Things happen which change how we live.

-Important events will continue to shape the world in the future.

-Students use a range of communication forms and digital technologies (VCAA, 2013).

-Students will be able explain how and why life changed due to particular events (VCAA, 2013).

- Students develop an understanding of concepts such as sources, change, cause and effect, empathy and significance (VCAA, 2013).


-Things happen which effect how we live.

-Students should become aware of celebrations and commemorations both locally and globally (VCAA, 2013).- Different places value different events as more important than others do.

-Things happen which change the world, and are recorded as important moments in history.-Important events will continue to shape the world in the future.

-Things happen which effect how others live.




-Students should become aware of celebrations and commemorations both locally and globally (VCAA, 2013).

- Different places value different events as more important than others do.



- Things happen which change how others live.






-Students should become aware of celebrations and commemorations both locally and globally (VCAA, 2013).


Sorting OutActivities that help students process the information that they have gathered.Completed over ONE week.1 computer lab session per week (C/L).2 classroom sessions per week (C).

Review of the post-it note boardAs a class, look at the various post-it notes of facts that students have placed on the what we know board during the finding out stage. Discuss these findings and try and develop 10 new facts that can be added to the board as a class.

Creating a Venn DiagramAs a class, make a Venn Diagram using the what we know post-it notes so students can see if the events have any similarities.

Making a video (Assessment)Creating a script (1 x 90 minute lesson)Students will be broken into groups of five (six groups) and each group will prepare a news report script about one of the three events (two groups will do one event), which includes a brief overview of what happened, who was involved, what life was like before the event and how it changed the country involved. The information for the script will be gathered from previous work in which they have completed in the finding out stage. It is imperative that they all work together to ensure each category is met.

Compiling the video (1 x 30 minute lesson)Each group will allocate 3 speakers to part take in the news report video. Each of the three speakers will take it in turn to read out the script.

Editing the video NOTE: Students have experience using the video editing program.The two students who did not part take in the video have time to edit the footage on the computers in the classroom to make it flow and disregard any irrelevant takes. Once the students have finished editing make sure they save their work on the desktop.

Making an enlistment posterWhile the ten students are editing their footage, the remaining twenty students will be shown some examples of Gallipoli enlistment posters. From that, students will have to create their own enlistment poster, which will help get people to join the troops in Gallipoli.

Watching of the news reportsThe class will watch the six news reports on the events.

Windows Movie Maker will be used to edit the videos.

Images of enlistment posters can be found at a Google image search of:Gallipoli enlistment posters.

-Students use a range of communication forms and digital technologies (VCAA, 2013).

Going FurtherActivities that challenge and extend students understandings.Completed over TWO weeks.1 computer lap session (1 hours)4 x 30 minute classroom sessions

Revisiting the question board (Assessment)Some questions that students placed on the question board at the beginning of the unit will still be unanswered. As a class choose 4 questions that can be developed into inquiry questions for a mini individual research project.

Mini individual Research Project (Assessment)Students will be given the opportunity to go off on their own tangent and further research one event, which relates to the topics devised above. A very basic rubric (check list) will be given to them, which will assist them in successfully completing all elements in the assignment, such as title, sub-headings, voice, illustration/picture and content (Each element will be worth a certain amount of points).Some examples could be:-What food did Australian soldiers eat in WWI?-What jobs did Australian women take on when the men went to war?-What happens on ANZAC Day?-How do Americans remember 9/11?-What is Hiroshima like today?

Researching (Computer Lab) (Assessment)Students will be given a list of appropriate websites that relate to their chosen topic. From these websites, will obtain and gather relevant information. This information should be recorded in their inquiry books.

Researching (Non-fiction books) (Assessment)Students will be given thirty minutes to find relevant information for their topic in non-fiction books.

Compiling a draft and final copyStudents will complete a draft of their research project in their inquiry books. Once they have finished their draft, it needs to be corrected by a teacher before they can begin typing up their final copy in Microsoft Word. Students will be reminded to use the checklist before handing in their final copy. Projects will be displayed in the classroom after the teacher has assessed them.NOTE: Due to there only being five computers available at a time in the classroom, special arrangements will be made so students can go into other classrooms to finish typing up their final copy.

Rubric/ check list

-Students pose questions about the past (VCAA, 2013).

-Students develop texts, use historical terms and identify sources (VCAA, 2013).-Students locate relevant information in sources provided (VCAA, 2013).

-Students locate relevant information in sources provided (VCAA, 2013).

-Students locate relevant information in sources provided (VCAA, 2013).

Making connectionsActivities that help students put it all together and draw some conclusions about what they have learnt.Completed over ONE week.3 classroom sessions

Assessments relating to AusVELS will be undertaken in the making connections phase as well as throughout the entire unit.

Self-assessmentStudents will assess their individual research project against the marking rubric/checklist that they were provided with and collate their mark out of 20.

Timeline (Assessment)Students will create a timeline and place the events that we have looked at on it and the year that they took place.

Comparison charts (Assessment)Students will create a comparison chart where they have to identify what it was like in Australia, Japan and America before and after the events that affected them and how it is now.

Match up (Assessment)Students will be given a plastic bag containing 15 facts about the 3 events that we have looked at and will then match up the facts with the event name and paste them in their inquiry book.

Completion of KWL chart (Assessment)Students will complete the last section of their KWL chart, which will demonstrate how far their understanding has come.

Symbols (Assessment)Students will be given 6 symbols relating to the events and from that they need to create a poster a write a brief description of what the symbols mean.

DiscussionClass comparison of what we think and what we know post it note boards.

A comparison chart can be found at: http://www.brainpop.co.uk/uk/new_common_images/files/11/112453_GO_COMPARE-UK.pdf

KWL chart

-Students sequence events that occurred in order (VCAA, 2013).-Sequence historical people and events (VCAA, 2013).


-Students will identify events and aspects of the past that are significant today.

-Students need to learn about symbols and celebrations of Australias past and present (VCAA, 2013).

Taking ActionActivities that give students the opportunity to act upon what they have learnt.Completed over ONE week.

Creating a memorialAs a class we will create a memorial that will depict our remembrance of all those who served, suffered or lost their lives in these events.Students will create items such as a wreath, origami poppies, and thank you notes to our past soldiers.

Videos will be shown at assemblyThe news-report videos that the students made in the sorting out phase will be shown at assembly.

Instructions on how to make a wreath and origami poppies can be found at: http://www.save-on-crafts.com/wreatmakandd.htmlhttp://www.origami-instructions.com/origami-flowers.html

Video can be found at: http://www.youtube.com/watch?v=aj-rnBjrWFo

Reference List:

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9/11: The Day of the Attacks - In Focus - The Atlantic. 2013. 9/11: The Day of the Attacks - In Focus - The Atlantic. [ONLINE] Available at: http://www.theatlantic.com/infocus/2011/09/9-11-the-day-of-the-attacks/100143/. [Accessed 15 September 2013].

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