1. No category

Assignment cover sheet
Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.
Student ID Number/s:
Student Surname/s:
Given names:
S00109264
Chubb
Paul
Course: Graduate Diploma of Education.
School: Education
Unit code: EDSS520
Unit title: History and Curriculum Teaching 1
Due date: 20/4/2011
Date submitted:
Lecturer-in-Charge: Jonathan Moyle
Tutorial Group/Tutor:
Assignment Title and/or number: Assignment 2
DECLARATION OF ORIGINALITY
1.
2.
3.
4.
5.
This assignment is submitted in accordance with the Academic Regulations and the Academic Honesty Policy.
No part of this assignment has been copied from any other source without acknowledgement of the source.
No part of this assignment has been written by any other person, except to the extent of collaboration and/or group
work as defined in the unit outline.
This assignment has not been recycled, using work substantially the same as work I have completed previously and
which has been counted towards satisfactory completion of another unit of study credited towards another
qualification, unless the Lecturer-in-Charge has granted prior written consent to do so.
I have made and retained a copy of this original assignment.
Signature of student(s):
Date:_20/3/2011
S00109264, Paul Chubb, EDSS520, Assignment 2
1
Lecturer: Jonathan Moyle
Unit: EDSS520 History and Curriculum Teaching 1
Assignment: 2
Student: Paul Chubb
Due: 20/4/2011
and five of you shall chase a hundred, and a hundred of you shall put ten thousand to flight;
and your enemies shall fall beside you by the sword. (Darby Lev 26:8)
S00109264, Paul Chubb, EDSS520, Assignment 2
2
The Social Impacts of World War II
Unit Outcomes:
•
Use historical terms and concepts (ACHHS183)
•
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
•
Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
•
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
Lesson Sequence
#
Topic
Outline
1
Overview
Time: 50min
http://www.anzacsite.gov.au/operationc http://www.anzacsite.gov.au/ope
Activities:
lick/Topic_02/2D_SS_ww2_tell.pdf
rationclick/Topic_02/2E_WS_w
w2_act.pdf
• Listen to “Walk in the light
green/I was only 19” by
Redgum
• Brainstorming activity on
WWII
• Worksheet 2E Impressions
of WWII
•
•
Time: 50min
• http://www.ww2australia.gov.a
Activities:
u/underattack/video/warspecial
• Review of overview
Vid.html
• View Sydney attack videos
• http://www.ww2australia.gov.a
• Discussion
u/underattack/video/kuttabulVi
d.html
◦ Why?
Sydney
◦ Where else was
Australia attacked?
• http://cas.awm.gov.au/item/012
724
◦ Why?
• break into groups for short
• http://cas.awm.gov.au/item/305
•
2
Attack
S00109264, Paul Chubb, EDSS520, Assignment 2
Primary Sources
Secondary Sources
Organisation/Resources
•
•
•
•
PC, Dataprojector
mind42.com or
freemind.
Copies of the source
sheet and worksheet.
Audio equipment
and Redgum walk in
the light green track.
(in teacher's
possesssion)
Primary sources
worksheet
PC, Dataprojector,
internet
links to the videos
3
primary source study with
worksheet of questions.
◦ Sydney
◦ East Coast
◦ Darwin
S00109264, Paul Chubb, EDSS520, Assignment 2
026
• http://cas.awm.gov.au/item/012
421
• http://cas.awm.gov.au/item/P00
455.004
• http://cas.awm.gov.au/item/012
423
• http://cas.awm.gov.au/item/128
889
East Coast
• http://cas.awm.gov.au/item/306
323
• http://cas.awm.gov.au/item/RE
L27168.001
• http://cas.awm.gov.au/item/303
426
• http://cas.awm.gov.au/item/305
903
• http://www.ww2australia.gov.a
u/underattack/news3.html
• http://www.ww2australia.gov.a
u/underattack/news2.html
Darwin
• http://cas.awm.gov.au/item/012
696
• http://cas.awm.gov.au/item/026
988
• http://cas.awm.gov.au/item/012
306
• http://cas.awm.gov.au/item/045
121
• http://cas.awm.gov.au/item/011
054
4
3
Home Front
Time: 50min
Activities:
• Review of attack
• As a class read living war
• break into groups for short
primary source study with
worksheet of questions.
◦ Censorship
◦ Rationing/internees/aus
terity
◦ Air raid shelter/air raid
instructions
•
http://cas.awm.gov.au/item/044
603
•
http://www.ww2australia.gov.a http://www.ww2australia.gov.au
u/allin/images/emergency/pdf/ /allin/livingwar.html
censorship.pdf
https://www.awm.gov.au/cms_i
mages/AWM52/1/AWM52-11-13-001.pdf (section on food
sent with internees to UK)
http://cas.awm.gov.au/item/P04
338.002
http://cas.awm.gov.au/item/P04
338.004
http://cas.awm.gov.au/photogra
ph/136997
http://cas.awm.gov.au/photogra
ph/013240
http://www.ww2australia.gov.a
u/allin/airraid.html
•
•
•
•
•
•
4
5
Women at War Time: 100min (2x50min)
Activities:
• review of homefront
• As a class read War work.
Discuss.
• As a class read leaving
home, Discuss.
• Break into groups
◦ beaufort women
◦ Picture selection
◦ Diaries
• Groups report back,
discuss.
S00109264, Paul Chubb, EDSS520, Assignment 2
http://cas.awm.gov.au/item/ART24135
http://cas.awm.gov.au/photograph/0274
54
http://cas.awm.gov.au/item/ART24148
http://cas.awm.gov.au/item/136868
http://cas.awm.gov.au/item/P00580.002
http://cas.awm.gov.au/photograph/P000
24.027
http://cas.awm.gov.au/photograph/0625
86
http://cas.awm.gov.au/photograph/1386
92
http://cas.awm.gov.au/photograph/P042
•
•
http://www.ww2australi
a.gov.au/allin/warwork.
htm
http://www.ww2australi
a.gov.au/allin/leavingho
me.html
•
•
•
•
•
•
Copies of Webpages
for reading
copies of primary
source packets
copies of Primary
Sources Worksheet
Copies of Webpages
for reading
copies of primary
source packets
copies of Primary
Sources Worksheet
5
65.006
http://cas.awm.gov.au/photograph/1394
29
http://cas.awm.gov.au/photograph/0516
37
http://cas.awm.gov.au/photograph/0154
28
http://cas.awm.gov.au/photograph/0156
06
https://www.awm.gov.au/cms_images/
AWM52/1/AWM52-1-1-22001.pdf
https://www.awm.gov.au/cms_images/
AWM52/1/AWM52-1-1-22002.pdf
6
Japan POW
Time: 50min
Activities:
• Review Women at War
• Show found video
• Intro of Burma railway
• As a class read the dixie.
Discuss.
• Group work with photo
packets.
S00109264, Paul Chubb, EDSS520, Assignment 2
•
http://www.ww2australia.gov.a
u/behindwire/video/found01Vi
d.html
Burma-Thai Railway
• http://cas.awm.gov.au/item/157
872
• http://cas.awm.gov.au/item/P00
406.017
• http://cas.awm.gov.au/item/P00
406.027
• http://cas.awm.gov.au/item/P00
406.026
• http://cas.awm.gov.au/item/P02
491.294
• http://cas.awm.gov.au/item/AR
T25107
Changi Singapore
•
http://www.ww2australi
a.gov.au/behindwire/dixi
e.html
•
•
•
•
•
PC, dataprojector
Access to found
video
copies of dixie web
page
copies of photo
packets.
Primary Sources
Worksheet
6
http://cas.awm.gov.au/item/043
131
• http://cas.awm.gov.au/item/043
932
• http://cas.awm.gov.au/item/043
136
• http://cas.awm.gov.au/item/116
463
• http://cas.awm.gov.au/item/019
189
• http://cas.awm.gov.au/item/019
195
Bicycle Camp Indonesia (Java)
• http://cas.awm.gov.au/item/123
668
• http://cas.awm.gov.au/item/124
356
• http://cas.awm.gov.au/item/124
354
• http://cas.awm.gov.au/item/066
337
• http://cas.awm.gov.au/item/123
670
• http://cas.awm.gov.au/item/123
661
•
7
Cowra
Breakout
Time: 50min
• http://www.ww2australia.gov.a http://aso.gov.au/titles/tv/cowraActivities
breakout/clip1/
u/allin/images/aliens/breakout/
http://aso.gov.au/titles/tv/cowra• Review of Japan POW
cowra_breakout.pdf
breakout/clip2/
http://www.teachingheritage.nsw.edu.a
• Movie Clips and
http://aso.gov.au/titles/tv/cowrau/section07/cowra_breakout1
discussion.
breakout/clip3/
.php
• Read the breakout webpage
http://www.ww2australia.gov.au
as a class.
/allin/breakout.html
S00109264, Paul Chubb, EDSS520, Assignment 2
•
•
•
•
•
Copies of the video
clips
Copies of webpages
Copies of primary
sources
PC, Dataprojector.
Primary Sources
7
•
8
Internees
Worksheet
Investigation groups from
primary sources
◦ Japanese viewpoint –
prisoner statements
◦ Australian view point –
Army reports
◦ Government Reports
◦ discussion
Time: 50min
Activities
• Review Cowra breakout
• Clips from Foyles war on
internees
• Jigsaw on internees:
• Each student gets a
photo and caption
• Divided into an
even No groups of
14 or less
• Speed dating style.
Each 5 minutes two
students take turns
in present ing their
picture to the other
• conclusion discussion
•
•
•
•
•
•
•
•
•
•
•
•
S00109264, Paul Chubb, EDSS520, Assignment 2
http://cas.awm.gov.au/item/P04
355.001
http://cas.awm.gov.au/item/RE
LC02742.001
http://cas.awm.gov.au/item/126
105
http://cas.awm.gov.au/item/AR
T91993
http://cas.awm.gov.au/item/030
151/01
http://cas.awm.gov.au/item/030
150/07
http://cas.awm.gov.au/item/030
255/01
http://cas.awm.gov.au/item/052
442
http://cas.awm.gov.au/item/052
382
http://cas.awm.gov.au/item/052
399
http://cas.awm.gov.au/item/052
390
http://cas.awm.gov.au/item/052
407
•
A few minutes of Foyles
War Season 1 Episode
one showing internees.
(In teachers possession)
•
•
•
Copies photographs
book large area say
quadrangle, gym,
large hall?
Copy of Foyles War
and something to
play it on.
8
•
•
9
Black vs White Time: 50min
Activities
• Review of Internees
• Brief discussion of White
Australia Policy and
equivalent backdrop.
• Read as a class indigenous
webpage.
• Watch soldiers of the king.
• Discuss
• Break into groups and
review a pair of letters
from sent home each
group.
10 Australian
Technology
Time: 50min
Activities
• Review of black vs white
• Musical chairs:
◦ 4 groups
◦ 4 sets of tables
◦ 4 sets of photos
◦ Spend some time at
each table examining
photos.
• Discussion
◦ What were in the
photos?
S00109264, Paul Chubb, EDSS520, Assignment 2
•
•
http://cas.awm.gov.au/item/052
588
http://cas.awm.gov.au/item/052
393
http://www.ww2australia.gov.a
u/allin/video/f00519Vid.html
http://www.ww2australia.gov.a
u/allin/images/pdf/senthome.pd
f
•
http://www.ww2australi
a.gov.au/allin/indigenou
s.html
•
•
•
•
•
CAC Planes:
http://cas.awm.gov.au/photograph/0006
26/06
http://cas.awm.gov.au/item/007353
http://cas.awm.gov.au/item/000357/19
http://cas.awm.gov.au/item/000357/24
http://cas.awm.gov.au/item/000621
http://cas.awm.gov.au/item/101135
http://cas.awm.gov.au/item/015672
http://cas.awm.gov.au/item/043183
http://cas.awm.gov.au/item/030540/02
Copies of the video
clips
Copies of webpages
Copies of primary
sources
PC, Dataprojector.
Primary Sources
Worksheet
•
•
Copies of
photos.
Primary Sources
Worksheet
Owen Sub Machine gun:
http://cas.awm.gov.au/item/027530
9
◦ why was this
important?
◦ Who was supplied?
◦ what were the impacts
of these things during
and after the war?
11 Project
12
Time: 200 min
Activities
S00109264, Paul Chubb, EDSS520, Assignment 2
http://cas.awm.gov.au/photograph/0625
86
http://cas.awm.gov.au/item/010627
http://cas.awm.gov.au/item/012290
http://cas.awm.gov.au/item/014185
http://cas.awm.gov.au/item/012289
http://cas.awm.gov.au/item/089259
http://cas.awm.gov.au/item/109123
http://cas.awm.gov.au/item/134948
http://cas.awm.gov.au/item/090000
http://cas.awm.gov.au/photograph/P043
37.001
Tanks
http://cas.awm.gov.au/photograph/1011
56
http://cas.awm.gov.au/item/029414
http://cas.awm.gov.au/item/101155
http://cas.awm.gov.au/item/133677
http://cas.awm.gov.au/item/011663
http://cas.awm.gov.au/item/029446
Borrowed Technology
• http://cas.awm.gov.au/phot
ograph/010293
• http://cas.awm.gov.au/phot
ograph/010299
http://cas.awm.gov.au/item/009535
http://cas.awm.gov.au/item/009895
http://cas.awm.gov.au/item/004860
http://cas.awm.gov.au/item/004722
http://cas.awm.gov.au/item/000007/13
http://cas.awm.gov.au/item/008855
•
Some or all of these
lessons will be in the
10
13
14
15 Aftermath
•
•
library so that needs
to be booked.
Introduction to the
assessment task.
Teacher assisted work on
project. See assessment
task sheet.
Time: 50min
Activities:
• Discussion/Brainstorming:
At this point the students
will have a very good
understanding of the social
aspects of WW2. This
discussion is to draw
conclusions and impacts.
Examples:
◦ Shift in foreign policy
from Britain to US.
◦ Impacts on role of
women.
◦ Impacts on white
Australia and
indigenous
◦ Industrialization
◦ military culture
◦ Long boom/baby
boomers.
S00109264, Paul Chubb, EDSS520, Assignment 2
•
•
Access to freemind
or mind42.com
PC & data projector.
11
Working with Primary Sources
Worksheet.
A primary source is something that is written or created in the time that you are studying. They tend to give a
viewpoint but you need to dig into them to get your answers. A secondary source is generally written or
created well after the time you are studying and it is someone's interpretation and the presentation of their
understanding of facts.
During this unit we will be working with lots of primary sources including video, pictures and written
documents. You should consider the following questions when dealing with a primary source. However you
should also bring to the source your understanding of the period and your own questions.
Questions for thinking about the source:
1. What is the origin of this source? Where did it come from both where it was created and also where
it was found for this unit?
1. Is the current provider reputable? What is their purpose? Do they have specific viewpoints?
2. Is the original purpose or provider reputable? Do they have specific viewpoints? What was their
broader message?
3. What was happening at the same time as this source was developed?
2. Does the source have any metadata -title. Caption. Credits, processing marks and comments - from
either the time of development or from later?
3. How objective or reliable is that metadata?
4. How reliable is this source?
5. What does it say to you about the period or context?
6. What other questions should you ask?
Summarize the validity and message of the source:
S00109264, Paul Chubb, EDSS520, Assignment 2
12
Kingsway Private School1
Abutebaris modo subjunctivo denuo
Course: History
Unit: The Social Impacts of World War II
Level: Year 10
Teacher: Paul Chubb
Due:
Value:
World War II Project
Plagiarism2
Plagiarism is taking credit for work or ideas that belong to someone else. This school has a policy on
plagiarism that has penalties ranging from a written warning to cancellation of results. You must supply your
own work for this assessment task and you must cite and reference all sources, primary or secondary using
the standard reference style for this school.
Late Submission Policy3
The School has a late submission policy:
•
•
•
•
Marks will be reduced by 5% per calendar day (including weekends) late
Work can only be submitted on school days
Work more than 7 days late will be graded at the bottom of the class (a notional zero).
Extensions can be negotiated before the due date and will consist of a specific new date.
Project Task
In this project you will have a choice of topic and a choice of presentation of that topic. You will have time
during lessons 11 to 14 to work on your project. It is expected that you will also spend some of your own
time on this project. The library has been booked for the following lessons:
•
•
Lesson 12
Lesson 14.
Your project should make use of a number of primary sources – marks will be allocated for your analysis of
those sources.
Project Topics
•
•
Battles of the Kokoda trail or Tobruk or El Alamein.
Role of coast watchers in the war of the Pacific
1 This header has been used in ICT assignments last year. Since in the real world it would be the prescribed school
logo I felt it could be re-used.
2 This section on plagiarism was based on equivalent sections used in ICT assignments last year. It was in turn based
on BSSS guidelines surfaced in some school policies. Since in the real world it would be copied or based on school
policy I felt it could be re-used.
3 This section on late submission was based on equivalent sections used in ICT assignments last year. It was in turn
based on BSSS guidelines. Since in the real world it would be copied or based on school policy I felt it could be reused.
S00109264, Paul Chubb, EDSS520, Assignment 2
13
•
•
Compare and contrast the motivations of Japanese treatment of prisoners of war with German
treatment of Jews in the Holocaust.
Be a detective and solve the mystery of the sinking of HMAS Sydney
Presentation Options
•
•
•
•
•
•
A creative response that is asynchronous. In other words it cannot require the teacher to watch it at
the time of creation. This rules out such things as acting, dancing or singing.
Some form of video whether documentary or photo story limited to under 10 minutes.
Posters, Maps etc
Report – fiction or non-fiction
Essay.
Other format in agreement with the teacher.
Assessment Task Guidelines
•
•
•
•
•
•
You need to base your project on both primary and secondary sources
At the beginning you need to create one or more research questions that will be the basis of your
project.
You should use historical terms and concepts in your project.
For your chosen sources you need to identify their origin, purpose and context. Have a look at the
primary source worksheet for examples questions to ask. For non written projects you could include
a written description of your sources. Dot point is fine or brief statements. I am not looking for an
essay in addition to the project.
You need to produce a project of high quality.
You need to cite your sources and also to include them in a reference section.
Submission
This assignment should be provided to the teacher on or before the due date. Where possible electronic
copies are preferred.
S00109264, Paul Chubb, EDSS520, Assignment 2
14
Teacher: Paul Chubb
Class: Year 10 History
Student: _____________________
Grade: _________
Rubric: The Social Impacts of World War II
E
1 pts
Use of sources
E
Selection of
No sources used
reliable and
or very poor
useful primary selection of
and secondary sources. The
sources
sources are not
reliable and or
not useful.
D
2 pts
D
Poor selection of
sources. The
sources are not
reliable and or
not useful or are
only secondary
sources.
C
3 pts
C
Good selection
of sources. A
limited selection
of secondary and
primary sources
are used that
underpin the
project
A
5 pts
A
Excellent
selection of
sources. A varied
and complete
selection of
secondary and
primary sources
are used
innovatively to
underpin the
project
Use of
E
D
C
B
A
research
No explicit or
Poor research
Good research Very good
Excellent
questions
very poor
questions used; questions used research
research
Project is based research
or the project is and the project is questions used questions used
on one or more questions used; only peripherally related to the
and the project and the project
useful
or the project is related to the
research
explores and
innovatively
questions that it unrelated to the research
questions.
answers the
explores and
seeks to answer research
questions.
research
argues a
questions.
questions
viewpoint that
answers the
research
questions.
Historical
E
D
C
B
A
terms and
No historical
Project reflects Project reflects Project reflects Project reflects
concepts
terms and
poor knowledge good knowledge very good
excellent
Project uses
concepts used or and
and
knowledge and knowledge and
historical terms project reflects understanding of understanding of understanding of understanding of
and concepts very poor
historical terms historical terms historical terms historical terms
correctly
knowledge and and concepts
and concepts
and concepts
and concepts
understanding of
historical terms
and concepts
S00109264, Paul Chubb, EDSS520, Assignment 2
B
4 pts
B
Very good
selection of
sources. A varied
and complete
selection of
secondary and
primary sources
are used that
underpin the
project
15
E
1 pts
Purpose of
sources
Identifies the
origin, purpose
and context of
sources.
E
Project reflects
very limited
knowledge of the
origin, purpose
and context of
sources used.
High quality
E
project
Project reflects
Project
very little or no
presentation is care in
of a high
development and
quality
presentation.
avoiding genre
mistakes such
as spelling in
writing.
Citing and
E
referencing
No or very few
All sources are sources are cited
cited and the
and referenced
project
or reference
includes a
policy is not
references
followed.
section
according to
school policy
D
2 pts
C
3 pts
B
4 pts
A
5 pts
D
Project reflects
limited
knowledge of the
origin, purpose
and context of
sources used.
D
Project reflects
little care in
development and
presentation.
C
Project reflects
good knowledge
of the origin,
purpose and
context of
sources used.
C
Project reflects
care in
development and
presentation.
B
Project reflects
very good
knowledge of the
origin, purpose
and context of
sources used.
B
Project reflects a
high amount of
care in
development and
presentation.
A
Project reflects
excellent
knowledge of the
origin, purpose
and context of
sources used.
A
Project reflects
excellent care in
development and
presentation.
D
Few sources are
cited and
referenced or
reference policy
is followed with
errors.
C
Most sources are
cited and
referenced and
reference policy
is followed with
few errors.
B
All sources are
cited and
referenced and
reference policy
is followed with
few errors.
A
All sources are
cited and
referenced and
reference policy
is followed.
S00109264, Paul Chubb, EDSS520, Assignment 2
16
Rationale
World War II was a defining event for many Australian's lives and is still a central part of ANZAC day
ceremonies and as such is part of the Australian psyche. Yet many students would have little knowledge of
the event beyond the generic image of war presented by most war films. In contrast, Australia's experience of
World War II shifted the economic base, our foreign policy and ultimately our understanding of who we are.
In choosing the topics studied, I made the conscious decision to avoid the hackneyed topics covered by war
films – living, fighting, wining, losing and dying on the battlefield. If the aim of teaching history is to give
insight beyond the surface then the students already have a strong understanding of which direction to point a
gun. Instead the focus was very much on the areas ignored in popular culture: the changed role of women,
attacks on Australia, internees and dealing with black people in the context of the white Australia policy.
A key focus in the unit is the interaction with primary sources. The majority of these sources are visual rather
than text which gives those who are more visual an advantage. Doing an analysis against Gardner's multiple
intelligences and Bloom's revised taxonomy shows an interesting spread of activities in the unit and
assessment covering most intelligences and toward the high end of Blooms. This allows considerable
diversity.
Remember
Understand
Apply
Linguistic
Analyze
Evaluate
Create
Written
Documents
Written
Documents
Assessment:
Essay/Report
Logical
Computer
based
assignment.
Spatial
Pictures
Pictures
Assessment:R
eport/Poster/
Map
Bodily
Musical
I was only 19
Interpersonal
Class
discussion
Intrapersonal
Cultural
Cultural
Frisson
Frisson
Note: I consider Gardner's intelligences and Bloom's taxonomy to be general knowledge they are so widely
used. I have also seen this matrix in various versions in three distinct places so this approach is also widely
used.
The strong focus on primary sources and using the same worksheet for each week, means that there is the
opportunity to scaffold how to deal with primary sources. This in turn flows through into quality of the
assessment in which the same requirements were tested. In the unit I have not explicitly included this
scaffolding but would expect this to be explicitly done in the first two or three lessons and implicitly as the
teacher is involved in the small group discussions as part of the normal teaching process.
One of the challenges in this assignment was that I kept on getting distracted by the content which is
interesting. While I have done some study in high school on World War II it was mainly a British/European
viewpoint. Australia centric understanding was a learning journey.
In the curriculum for year 10 there are two compulsory and three elective depth studies of which three for the
year are to be taught. World War II is a compulsory study (“The Australian Curriculum: History,” 2010).
Three of the other four studies have good linkage to the topics studied in this unit. Rights and freedoms is
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linked to the societal concepts introduced in women in war, black vs white, internees and the Cowra
breakout. Migration experiences can be linked to internees and the Cowra breakout explicitly as some chose
to remain. The understanding of the home front gives a context to people migrating for a better life post war.
The popular culture unit flows directly from this unit and so provides the possibility of a direct linkage with
war time culture. The odd one out is the environmental movement which could perhaps be better linked with
one of the other depth studies.
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References
The Australian Curriculum: History. (2010, August 12). . Australian Curriculum Assessment and Reporting
Authority.
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