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HASS EDUCATION UNIT PLAN

BIG IDEA FOR UNIT: Celebrations and Commemorations around the world and in Australia

Sub-Strand/ Subject: History Length: 5 Weeks


Year Level: Three (3) Concept Focus
Year Level Theme  Significance
Students will gain understandings of the different  Perspectives
celebrations and commemorations around the world and  Empathy
how they compare with Australia.
Rationale for the unit
The 7–10 Australian Curriculum: History states that ‘History is a disciplined process of inquiry into the past that
develops students’ curiosity and imagination’ (The Australian Curriculum, v8.3, 2016). History plays an important
role in students understanding of the world they live in today and in order to understand history better, we must
enable students to understand the experience of others through a world history perspective.

This unit of work will encourage students to learn, think deeply and critically when putting into practice the skills
of inquiry, such as asking questions, analysing and interpreting historical sources, evaluating evidence, sharing
and reflecting on ideas, making judgements, all whilst learning about the key concepts of history (Hoepper 2017,
p. 203). Students within this unit will focus on gaining an understanding of the different celebrations and
commemorations around the world and how they compare with Australia, the key concepts of the History strand
that students will be learning about will be that of significance, perspective and empathy. Through these History
concepts students will gain an appreciation and respect towards social, cultural and religious diversity, which will
allow students to be well informed global citizens (MCEETYA 2008, p.04)

Through the Inquiry and Skills within this unit students will be able to utilise their higher-order thinking skills,
which is the ability to emphasize with people in other circumstances and cultures (Pressley & McCormick 1995,
p.288). Students will ask questions, collect information and interpret their findings and provide reasons for their
conclusions. This unit will require students to engage in a variety of tasks, including interviewing people from
their family and their classroom to discover what celebrations and commemorations they celebrate and if there
are any similarities within the their classroom. Following this, students will learn about some of the
commemorations and celebrations that are celebrated in Australia, as well as learn about commemorations and
celebrations that Australia shares with places around the world.

Students will be assessed in the form of two formative (diagnostic assessment quiz and peer assessed letter to a
pen-pal) and one summative assessment tasks (portfolio assessment), all of which aim to achieve the outcome of
confident and creative individuals that understand the events that different people and groups choose to

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celebrate and commemorate in places around the world and how they compare to Australia’s celebrations and
commemorations.
Knowledge and Understanding Content Descriptor covered Inquiry and Skills Content Descriptions covered
Celebrations and commemorations in places around the  Pose questions to investigate people,
world (for example, Chinese New Year in countries of events, places and issues (ACHASSI052)
the Asia region, Bastille Day in France, Independence Day in  Draw simple conclusions based on
the USA), including those that are observed in Australia (for analysis of information
example, Christmas Day, Diwali, Easter, Hanukkah, the Moon and data (ACHASSI058)
Festival and Ramadan) (ACHASSK065) (The Australian  Present ideas, findings and conclusions in
Curriculum, v8.3, 2016). texts and modes that incorporate digital
and non-digital representations and
discipline-specific terms (ACHASSI061)
Knowledge and Understanding Achievement Standards Inquiry and Skills Achievement Standards
aspects assessed aspects assessed
Students identify the importance of different celebrations  Students pose questions about the past
and commemorations for different groups. and locate and collect information from
sources (written, physical, visual, oral) to
answer these questions.
 Students analyse information
to identify a point of view.
 Students develop texts, including
narrative accounts, using terms denoting
time.
Key Inquiry questions (essential questions) to guide unit thinking
 How do the different celebrations and commemorations around the world compare with Australia?
 What celebrations and commemorations from places around the world are significant in Australia?
 Why do they celebrate and commemorate in places around the world and Australia?

Learning activities/experiences Rationale for learning activities designed


 Video about Celebrations The Melbourne Declaration on Education states
<https://www.youtube.com/watch?v=Jks_Ozoo2YQ> that young Australians are placed at the centre of
 Video about Birthdays their goals, the second of the two been that all
<https://www.youtube.com/watch?v=y10NFNNU9Yw> young Australians become: Successful learners,
 Video about Australian and global celebrations confident and create individuals and active and
<https://www.youtube.com/watch?v=a-aLGvNTFSA> informed citizens (MCEETYA 2008, p.07), it is for
 Journal Entry Portfolios this reason that these learning activities and

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 Quiz on the topic of Celebrations and experiences have been chosen for this unit of
Commemorations work.
 Group work to complete a Venn Diagram – Compare Within this unit of work will use a variety of
and contrast celebrations learning activities and learning experiences in
 Creating mind maps of knowledge sharing within the order for students to gain knowledge through
class different form ways of learning. The use of mind
 Video about the Festivals of colour and light in India maps to show relationships among the student’s
<http://splash.abc.net.au/home#!/media/1661886/> ideas will be effective for knowledge retention
 Creation of a five senses graphic organiser (I can see, (Woolfolk & Margetts 2016, p.301). The videos
I can hear, I can smell, I can touch, I can taste) that will be used in this unit of work are age
 An around the world experience role play on the appropriate and consist of language that the
different Celebrations and commemorations learnt students can understand and most likely relate
about in class to, they shed light on the meaning of
 Individual and group research of online resources celebrations, Australian and global celebrations
 Write a letter to a pen-pal and telling them about an that will allow students to think and compare
Australian celebration, they would like to invite them these celebrations to the celebrations that they
to attend. celebrate themselves.

The creativity within this unit of work is shown in


the variety of activities and experiences that the
students will engage with, the encouragement is
there to be creative, working in both groups and
individually. After been exposed to these
activities and experiences student will increase
their knowledge, thinking skills and strategies,
dispositions to think, and metacognition
(Pressley & McCormick 1995, p.286)
Assessment tasks Rationale for the assessment design for this unit
The following three assessment tasks will be used to assess reference to learning theories
the students learning and understanding of the topic Assessing students learning is a fundamental
covered in throughout this unit of work. component of teachers’ professional work
Formative (Groundwater-Smith, Ewing & Le Cornu
 Week 1 – At the beginning of the unit of work 2011, 294), this enables teachers to learn about
students will be required to complete a quiz on the their students learning and understanding on a
topic of Celebrations and Commemorations in order particular topic. There are two forms of

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to find out what they already know about the assessment they are looked at within this unit of
subject. (Diagnostic assessment) work, they are the formative assessments that
 Week 3 – At this stage students will be required to allow for continual growth and improvement in
write a peer assessed letter to their pen-pal, learning and summative assessments which is
entailing details of an Australian celebration. This more of a measurable outcome and is an
piece of assessment will require to choose an assessment of learning. The three pieces of
Australian celebration, research information (dates, assessment within this unit of work will allow for
why it is celebrated, etc.) then form a point of view the teacher to identify evidence of learning and
which they can share with their pen-pal. This piece ways of assisting students of which are not quiet
of assessment will be peer assessed and reflect the grasping the concepts of the unit.
students’ knowledge building and understanding of
Australian celebrations. The first piece of formative assessment, will
allow the teacher to gain an understanding of the
Summative students prior knowledge, this form assessment
 Week 5 – This unit of work will require students is a diagnostic assessment that will assess what
build a collection of their work in form of a portfolio, stage the student is at and assist the teacher to
this portfolio will assist in assessing the students formulate appropriate teaching strategies for
learning and to see if they have reached the students to understand the topic of the unit work
outcomes of achievement for the unit. In this in order for them to gain the valuable
portfolio students will have included week 1 through knowledge, understanding and skills that they
week 5 class work, from weekly journals, weekly key need in order to achieve the outcome the
questions and responses, pen-pal letter, all in an teacher has set out for this unit.
organised matter. The second piece of formative assessment is peer
assessed, this assessment will allow students to
engage in the assessment practice (Gilbert 2017,
p.119), by engaging with their peers and allowing
them to discuss the key goals and priorities of
the unit, they will provide to each other clear and
well thought feedback, this will allow them to
use their communication skills with one another
whilst respecting one another’s view on
providing feedback.
The last piece of assessment for the unit will be a
summative portfolio, students will make a
collection of all their class work, classify it into a

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neat portfolio and present to the teacher at the
end of week 5, the portfolio should show
development of a students’ interest and
understanding (Gilbert 2017, p.121 )over the
units 5 weeks, it should be supported by the
students weekly journal entries, research
documents and show the different range of class
activities and experiences that were a part of the
unit.

These pieces of assessment will enable the


teacher to analyse whether the students have
meet the requirements and achievement
standards set out for the unit in order to make
sense of their world and how and why people
around the world celebrate and commemorate,
in particular in Australia.

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Teaching and learning sequences for the next 5 week unit (120 minutes)
Teaching focus Learner activity Assessment Resources used
Week 1  Students are asked to consider the question: What are Formative Assessment Video about
(20 minute lesson) Celebrations and Commemorations? Whilst watching a short – A quiz to find out Celebrations
The focus of session: video about celebrations. what students already <https://www.y
Is to find out the understanding and knowledge students  Students do a formative assessment on the topic of know about the unit outube.com/wa
have in regards to celebrations and commemoration, from celebrations and commemorations topic. tch?v=Jks_Ozoo
around the world and Australia.  Students will ask their peers what they celebrate and (Diagnostic 2YQ>
Identify why do people celebrate and commemorate in commemorate assessment)
places around the world and Australia?  Students will watch a video about a common celebration Video about
Students should gain knowledge as to what celebrations everyone has in common on birthdays Birthdays
and commemorations are and learn of a few common ones  Continuous journal entries of ‘aha’ moments and reflection of <https://www.y
celebrated within their classroom. class work for summative portfolio assessment outube.com/wa
Inquiry process covered: tch?v=y10NFNN
Analysing U9Yw>
Week 2  Students will do individual research of online resources Online resource
(25 minute lesson)  Complete a whole class mind map on the board to share and – google
The focus of session: identify the important characteristics of a celebrations. (two
Is to find out about the different celebrations and mind maps-1st celebrations, 2nd commemorations)
commemorations within students families and  Continuous journal entries of ‘aha’ moments and reflection of
communities. class work for summative portfolio assessment

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Identify the characteristics that make those particular


celebrations special.
Inquiry process covered:
Analysing
Questioning
Week 3  Students will watch a video about Australian and global Formative Assessment Video about
(25 minute lesson) celebrations – Peer Assessed letter Australian and
The focus of session:  Students in pairs will create Venn diagrams to compare and to a pen-pal, in order global
Is to find out what celebrations and commemorations contrast what celebrations they saw in the video and if they are to find out where the celebrations
occur in Australia. celebrated in Australia. students are at in <https://www.y
Are there any occasions where the whole of Australia  Students will do a formative task of writing a letter to a pen-pal learns of their outube.com/wa
celebrates together? explaining and inviting them to an Australian celebration which knowledge and tch?v=a-
Inquiry process covered: will be peer assessed. understanding of the aLGvNTFSA>
Researching  Continuous journal entries of ‘aha’ moments and reflection of unit topic.
Questioning class work for summative portfolio assessment
Analysing
Week 4  Students will watch a video about the festival of colour and Video about the
(25 minute lesson) light in India. Festivals of
The focus of session:  They will create a five senses graphic organiser entailing: I can colour and light
Is to demonstrate to students that there are also religious see, I can hear, I can smell, I can touch, I can taste, all from the in India
and cultural celebrations that occur around the world. video <http://splash.a
bc.net.au/home

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What are some religious and cultural celebrations students  Continuous journal entries of ‘aha’ moments and reflection of #!/media/16618
know of? class work for summative portfolio assessment 86/>
Why are they important to these religions and cultures?
Are these celebrated in Australia? Why? By whom?
Inquiry process covered:
Research
Analysing
Evaluating and Reflecting
Week 5  Students are to reflect on the unit and are asked to answer Summative
(25 minute lesson) three final questions in their journal of their portfolio: Assessment – Portfolio
The focus of session: How do the different celebrations and commemorations around the of all class work,
Is to analyse and make sure that students have covered the world compare with Australia? including weekly
essential unit work to have gain the learning and What celebrations and commemorations from places around the world journals, this
understanding that was intended. are significant in Australia? assessment will help
Inquiry process covered: Why do they celebrate and commemorate in places around the world find out if students
Evaluating and reflecting and Australia? have meet the
Communication  Students are asked to perform an around the world experience achievement
role play on the different Celebrations and commemorations standards set out for
learnt about in class, in pairs students will choose a country this unit.
that has come up in class and present either a celebration or
commemoration that they do and share it with the class.

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ICT resources available Learning resources to be used with the students
Online research tool – Google: www.google.com.au  Video about Celebrations
<https://www.youtube.com/watch?v=Jks_Ozoo2YQ>
 Video about Birthdays
<https://www.youtube.com/watch?v=y10NFNNU9Yw>
 Video about Australian and global celebrations
<https://www.youtube.com/watch?v=a-aLGvNTFSA>
 Video about the Festivals of colour and light in
India
<http://splash.abc.net.au/home#!/media/1661886/>
Opportunities to incorporate Cross Curriculum Opportunities to incorporate General Capabilities
priorities In order for students to live and work successfully in the
The opportunity to incorporate the cross curriculum twenty-first century it is essential to highlight the
priorities of Asia and Australia’s engagement with Asia significance to incorporate the general capabilities where
are available within this unit of work, because students possible. Intercultural understanding opportunities are
will have the opportunity to look at celebrations and present within this unit of world, because students will
commemorations within Asian countries. This inclusion be exposed to different and similar cultural celebrations
of Asia will come within the unit of world, because Asia and commemorations that occur around the world, an
is so close to Australia and the connection between important aspect of intercultural understanding is that of
both regions is relevant to teach to students, especially empathy, students will have to be empathetic towards
when it comes to global interaction and information their peers views and feelings.
sharing.
Personal and social capability opportunities are also
present with students learning to understand the values,
motives and actions people around the world have in
regards to celebrations and commemorations, the
opportunity this general capability has is that of enabling
students to becoming informed, empathetic, aware and
responsible individuals in the future.
Topic background resources to support teaching Pedagogical resources to support the teaching of the
learning for the unit unit
Website: Scootle 2017, Education Service Australia, Melbourne Declaration on Education Goals for Young
version: 8.0 <http://www.scootle.edu.au/ec/p/home> Australians, 2008.

WORD COUNT: 2,729

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Summative assignment rubric for Humanities and Social Sciences unit on Celebrations and
Commemorations around the world and in Australia
Assignment details: Portfolio
Due Date: _________________________________

Student Name: ________________________________

ASPECTS OF THE
ACHIEVEMENT STANDARD A B C D E
ASSESSED
Students identify the Shows a comprehensively Shows a well-informed Shows a satisfactory Shows a limited Shows unsubstantiated
importance of different informed application in application of identifying application of application of application of
celebrations and identifying important important aspects of identifying important identifying important identifying important
commemorations for aspects of celebrations celebrations and aspects of aspects of celebrations aspects of celebrations
different groups. and commemorations of commemorations of celebrations and and commemorations and commemorations
different groups around different groups around commemorations of of different groups of different groups
the world. the world. different groups around the world. around the world.
around the world.
Students pose questions Shows solid evidence of Shows good evidence of Shows satisfactory Shows little evidence Shows no evidence of
about the past and locate and asking questions and asking questions and evidence of asking of asking questions asking questions and
collect information from location of information location of information questions and and location of location of information
sources (written, physical, from sources from sources location of information from from sources
visual, oral) to answer these information from sources
questions. sources
Students develop texts, Soundly developed their Well-developed their Satisfactorily Generally developed Did not developed their
including narrative accounts, portfolio in terms of portfolio in terms of developed their their portfolio in terms portfolio in terms of
using terms denoting time. writing forms. writing forms. portfolio in terms of of writing forms. writing forms.
writing forms.

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References

Australian Curriculum Assessment and Reporting Authority (ACARA).


2016 The Australian Curriculum: Humanities and Social Sciences, version 8.3, Commonwealth of
Australia
<http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-
10?layout=1>

Australian Curriculum Assessment and Reporting Authority (ACARA).


2016 The Australian Curriculum: Humanities and Social Sciences, 7–10 History, Rationale, version
8.3, Commonwealth of Australia
<http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/rationale>

BBC 2008, ‘Festivals of colour and light in India’, ABC Splash, video, viewed 2 April 2017,
<http://splash.abc.net.au/home#!/media/1661886/>

Gilbert R 2017, ‘Assessment for student learning' in R Gilbert & B Hoepper (eds), Teaching
humanities and social sciences, 6th edn, Cengage, South Melbourne, pp. 200-221.

Groundwater-Smith S, Ewing R & Le Cornu R 2011, Teaching: challenges and dilemmas, 4th edition,
Cengage, Melbourne.

Hoepper B 2017, 'History in the Australian Curriculum' in R Gilbert & B Hoepper (eds), Teaching
humanities and social sciences, 6th edn, Cengage, South Melbourne, pp. 200-221.

MCEETYA 2008, Melbourne Declaration on Education Goals for Young Australians


<http://pandora.nla.gov.au/pan/93985/20090206-
1100/www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for
_Young_Australians.pdf>

Pressley M, McCormick C B 1995, ‘Thoughtful classrooms’ in Pressley M, McCormick CB, Advanced


educational psychology for educators, researchers, and policymakers, HarperCollins College
Publishers, Ch.9, pp.286-288

Woolfolk A & Margetts K 2016, Educational psychology, 4th ed, Australasian edition, Pearson
Education, Frenchs Forest, NSW.

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