OneSchoolUnit Plan

Name: Unit 2 - HASS Year 6 (V8)Duration: 16 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Australians as global citizensIn this unit, students will explore the following key inquiry questions:

What does it mean to be an Australian citizen? How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia?

Learning opportunities support students to:

recognise the responsibilities of citizens in Australia's democracy consider the shared values, right and responsibilities of Australian citizenship and obligations that people may have as global citizens identify different points of view examine continuities and changes in the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander

Peoples, women and children investigate stories of groups of people who have migrated to Australia since Federation evaluate the contribution of individuals and groups to the development of Australian society since Federation sequence information about events and represent time by creating timelines present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Global citizens (Yr 06)Students investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.

Exam/Test Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Sequencing events Identifying ideas and information

in sources Presenting viewpoints as a global

citizen

Resources Attachments Plan Resource Bank

Assessment Exam/Test - Global citizens

(Yr 06)

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS - Year 6

Year 6 Achievement StandardBy the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia's democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI129) Reflect on learning to propose personal and/or collective action in response

to an issue or challenge, and predict the probable effects (ACHASSI132) Work in groups to generate responses to issues and challenges

(ACHASSI130)

Analysing

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)

Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)

Civics and citizenship

The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)

The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)

History

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)

Sequence information about people's lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)

The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 5:

Locate and collect relevant information from primary and secondary sources (ACHASSI095) Sequence information about people's lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097) Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099) Evaluate evidence to draw conclusions (ACHASSI101) Work in groups to generate responses to issues and challenges (ACHASSI102) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI105) The key features of the electoral process in Australia (ACHASSK116)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 7:

Apply a methodology to locate and collect relevant information and data from a range of primary and secondary sources (ACHASSI153) Sequence information about events, developments, periods and phenomena using a variety of discipline-appropriate formats and conventions including chronological frameworks that

use dating conventions (ACHASSI155) Examine primary and secondary sources to determine their origin, purpose and reliability. Analyse primary and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157) Evaluate and synthesise evidence to draw conclusions (ACHASSI159) Collaborate to generate alternatives in responses to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160) Develop and use criteria to make informed decisions and judgements. Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-

specific terms, conventions and concepts (ACHASSI163) The range of sources that can be used in in an historical investigation, including archaeological written sources (ACHASSK168) How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a 'fair go', can promote cohesion within Australian society (ACHASSK197)

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Using spatial reasoning Using measurement Interpreting statistical information

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAboriginal communities and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.Aboriginal peoples and Torres Strait Islander peoples live in Australia as first peoples of Country/Place and demonstrate resilience in responding to the historic and contemporary impacts of colonisation.The significant contributions of Aboriginal peoples and Torres Strait Islander peoples in the present and past are acknowledged locally, nationally and globally.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Asia and Australia's engagement with AsiaAustralians of Asian heritage have influenced Australia's history and continue to influence its dynamic culture and society.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Global citizensAssessment description: Students investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.In this unit, assessment of student learning aligns to the following components of the achievement standard.By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia's democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:

what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Sequencing events Lesson 1: Rights and responsibilities of Australian citizens Lesson 2: Active citizens in history Lesson 3: Experiences of Aboriginal and Torres Strait Islander peoples Lesson 4: Aboriginal and Torres Strait Islander land rights Lesson 5: Assessment checkpoint: Part A

7 Lessons Identifying ideas and information in sources Lessons 6-7: Experiences of women Lesson 8: Experiences of migrants Lesson 9: Migration since 1945 Lesson 10: Comparing experiences of migrants Lesson 11: Contributions of citizens Lesson 12: Assessment checkpoint: Part B

4 Lessons Presenting viewpoints as a global citizen Lesson 13: Experiences of children Lesson 14: Obligations of global citizens Lesson 15: Global citizens of the future Lesson 16: Assessment checkpoint: Part C

16 Lessons Total Unit

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Sequencing events Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: identify change and continuity to the rights and responsibilities of Aboriginal peoples and Torres Strait Islander peoples during the 20th century sequence information and represent time on a timeline describe causes of change.

Note: This topic discusses the discriminatory treatment of Aboriginal peoples and Torres Strait Islander peoples in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Rights and responsibilities of Australian citizens

Lesson objectivesStudents will:

Understand the formal rights and responsibilities of Australian citizens.

Understand what it means to be an Australian citizen, including the shared values of Australian citizenship.

Evidence of learningCan the student:

Explain the shared values of Australian citizenship? Describe the formal rights and responsibilities of Australian

citizenship?Example learning sequence

Explore stereotypes used to define 'Australian' citizens Examine the formal rights and responsibilities of Australian

citizens Analyse a source to determine the purpose of the Australian

citizenship pledge Present ideas about the rights and shared values of Australian

citizens using source evidence

Resources Slideshow - Who can be an Australian citizen? Rights, responsibilities and shared

values of Australian citizenship Sheet - Examining primary and secondary sources Supporting learning resource - HASS Glossary Year 6 Unit 2

Attachments Lesson plan

Lesson 2

Active citizens in history

Lesson objectivesStudents will:

Understand the contribution of individuals and groups to the development of Australian society since Federation.

Evidence of learningCan the student:

Describe connections between active citizenship and change? Identify different groups of Australians in the past and present?

Resources Slideshow - Key features of the Australian electoral process: Direct, open, free and

fair elections Sheet - Making a change Sheet - Census table

Attachments Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Sequencing events Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: identify change and continuity to the rights and responsibilities of Aboriginal peoples and Torres Strait Islander peoples during the 20th century sequence information and represent time on a timeline describe causes of change.

Note: This topic discusses the discriminatory treatment of Aboriginal peoples and Torres Strait Islander peoples in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources

Example learning sequence Evaluate the right to vote today and in 1901 Explore 'minority' groups in Australia since Federation Review the role of individuals, groups and referendums in making

change Generate appropriate questions to guide an inquiry about

Australian citizenship

Lesson 3

Experiences of Aboriginal and Torres Strait Islander peoples

Lesson objectivesStudents will:

Understand how experiences of citizenship changed for Aboriginal peoples and Torres Strait Islander peoples during the 20th and 21st centuries.

Evidence of learningCan the student:

Describe continuity and change to the experiences of citizenship for Aboriginal peoples and Torres Strait Islander peoples before, during and after the 20th century?

Sequence key events on a timeline?Example learning sequence

Examine Aboriginal peoples' and Torres Strait Islander peoples' experiences of citizenship around Federation

Analyse information from primary sources about Aboriginal peoples' and Torres Strait Islander peoples' experiences of citizenship in the 20th century

Identify continuities and changes in the citizenship rights of Aboriginal peoples and Torres Strait Islander peoples

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Experiences of Australian citizenship for Aboriginal peoples and Torres Strait Islander peoples

Supporting learning resource - Human rights timeline - Australia

Attachments Lesson plan

Lesson 4 Lesson objectivesStudents will:

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Sequencing events Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: identify change and continuity to the rights and responsibilities of Aboriginal peoples and Torres Strait Islander peoples during the 20th century sequence information and represent time on a timeline describe causes of change.

Note: This topic discusses the discriminatory treatment of Aboriginal peoples and Torres Strait Islander peoples in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources

Aboriginal and Torres Strait Islander land rights

Understand the causes and effects of change to the land rights of Aboriginal peoples and Torres Strait Islander peoples during the 20th century.

Evidence of learningCan the student:

Explain the causes and effects of change to the land rights of Aboriginal peoples and Torres Strait Islander peoples during the 20th century?

Example learning sequence Explore key events in the history of Aboriginal peoples' and Torres

Strait Islander peoples' campaign for land rights Infer cause-and-effect relationships in the key events of the

campaign for land rights Examine different viewpoints in the past about native title claims in

Australia Draw conclusions about the impact of native title claims on

Australian society

may contain images, voices and names of persons who may now be deceased. Slideshow (with script) - Land rights Sheet - Points of view about native title Supporting learning resource - Human rights timeline - Australia

Attachments Lesson plan

Lesson 5

Assessment checkpoint: Part A

Assessment purposeTo investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Assessment task - Global citizens: Response to stimulus exams Assessment task - Global citizens: Response to stimulus exams - Model response Assessment task - Global citizens: Response to stimulus exams - Teaching notes

Attachments Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Identifying ideas and information in sources Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: identify and describe continuities and changes for different groups in the past and present describe the cause and effect of change compare the experiences of different people in the past examine sources to determine their origin and purpose and to identify different perspectives in the past describe the rights, responsibilities and obligations of global citizens present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and

discipline- specific terms.Note: This topic discusses the 'White Australia' policy and other discriminatory policies in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources

Lessons 6-7

Experiences of women

Lesson objectivesStudents will:

Understand how experiences of Australian citizenship changed for women in the 20th century.

Evidence of learningCan the student:

Describe continuity and change to the experiences of citizenship for women in the 20th century?

Sequence key information within a timeline?Example learning sequence

Explore the experiences of citizenship for women in Australia before and after Federation

Examine sources to identify perspectives and evaluate points of view

Infer cause-and-effect relationships about changes for women in the workplace in the 20th century

Draw conclusions about how experiences of citizenship and employment changed for women in the 20th century

Resources Slideshow (with script) - Women's rights Sheet - Women's rights: Change and continuity

Attachments Lesson plan

Lesson 8

Experiences of migrants

Lesson objectivesStudents will:

Understand why migrant experiences of Australian democracy and citizenship changed during the 20th century.

Evidence of learningCan the student:

Resources Slideshow (with script) - Status and rights of migrants in 20th century Australia 1 Sheet - Experiences of Australian citizenship for migrants Sheet - Status and rights of migrants in 20th century Australia Supporting learning resource - Human rights timeline - Australia

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Identifying ideas and information in sources Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: identify and describe continuities and changes for different groups in the past and present describe the cause and effect of change compare the experiences of different people in the past examine sources to determine their origin and purpose and to identify different perspectives in the past describe the rights, responsibilities and obligations of global citizens present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and

discipline- specific terms.Note: This topic discusses the 'White Australia' policy and other discriminatory policies in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources Evaluate the continuities and changes to the rights of migrants

and the effects of these changes?Example learning sequence

Explore the reasons for the changing status and rights of migrants to Australia during the 20th century

Analyse primary sources to explore experiences of Australian citizenship for migrants

Analyse the causes and effects of changing immigration policies in Australia

Attachments Lesson plan

Lesson 9

Migration since 1945

Lesson objectivesStudents will:

Understand reasons for migration to Australia since Federation.Evidence of learningCan the student:

Explain factors that have contributed to people migrating to Australia, including economic migrants and refugees?

Compare and contrast experiences of migrants from different groups?

Example learning sequence Explore generalisations and stereotypes about various groups in

Australia Analyse sources to review knowledge of key migration policies

and push and pull factors affecting migration Develop flowcharts to show steps in cause-and-effect sequences Compare the experiences of various groups in Australia since

Resources Slideshow - Migration to Australia since 1945 Sheet - Causes and effects of the Vietnam War Sheet - Life in Greece during and after World War II: Sources

Helpful information Website - MyPlace for Teachers (Australian Children's Television Foundation and

Education Services Australia Ltd) http://www.myplace.edu.au/teaching_activities/episode_landing_6.html http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html

Attachments Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Identifying ideas and information in sources Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: identify and describe continuities and changes for different groups in the past and present describe the cause and effect of change compare the experiences of different people in the past examine sources to determine their origin and purpose and to identify different perspectives in the past describe the rights, responsibilities and obligations of global citizens present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and

discipline- specific terms.Note: This topic discusses the 'White Australia' policy and other discriminatory policies in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence ResourcesFederation

Lesson 10

Comparing experiences of migrants

Lesson objectivesStudents will:

Understand how experiences of Australian citizenship have differed between groups during the 20th century.

Understand how to incorporate source evidence into findings.Evidence of learningCan the student:

Compare the experiences of migrants in the 20th century? Incorporate sources into explanations?

Example learning sequence Compare reasons for migration to Australia in the past and

present Connect historical changes to their own lives and perspectives Interpret sources and/or data to identify the cause and effect of

migration Explain the experiences of groups who have migrated to Australia

using source evidence

Resources Slideshow (with script) - Chinese migration to Australia: 1970s to today Sheet - Push and pull factors: Chinese migration to Australia Sheet - Vietnamese migration inquiry: Sources Sheet - Piecing a paragraph together: Comparing migration experiences

Helpful information Website - Mackellar, D My Country

http://www.dorotheamackellar.com.au/archive/mycountry.htm

Attachments Lesson plan

Lesson 11

Contributions of citizens

Lesson objectivesStudents will:

Understand how experiences of Australian citizenship have differed between groups during the 20th century.

Understand how experiences of groups in Australia in the past and present have changed.

Resources Sheet - Contributions of migrants to Australian society: Sources Slideshow (with script) - Bring out a Briton: Source Assessment task - Global citizens: Response to stimulus exam - Sources

Attachments

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Identifying ideas and information in sources Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: identify and describe continuities and changes for different groups in the past and present describe the cause and effect of change compare the experiences of different people in the past examine sources to determine their origin and purpose and to identify different perspectives in the past describe the rights, responsibilities and obligations of global citizens present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and

discipline- specific terms.Note: This topic discusses the 'White Australia' policy and other discriminatory policies in the past. Teachers should consider students' individual circumstances when implementing this lesson.

Lessons Teaching and Learning Sequence Resources

Evidence of learningCan the student:

Describe the cause and effect of changes to citizenship in the 20th century?

Examine sources to compare the origin, purpose and perspectives of various groups in the past?

Example learning sequence Explain the reasons for change and continuity to citizens' rights in

Australia Identify social, economic and political contributions made by

groups and individuals Use sources to describe the experiences and contributions of

various individuals and groups Interpret sources and/or data to identify the continuities and

changes of a key event in Australia's human rights history

Lesson plan

Lesson 12

Assessment checkpoint: Part B

Assessment purposeTo investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Global citizens: Response to stimulus exam Assessment task - Global citizens: Response to stimulus exam - Model response Assessment task - Global citizens: Response to stimulus exam - Teaching notes Assessment task - Global citizens: Response to stimulus exam - Sources

Attachments Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Presenting viewpoints as a global citizen Topic Duration 4 Lessons

Overview Throughout this lesson series, students will: understand how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed since 1900 understand how people can participate as global citizens generate responses and make decisions about global issues compare the rights of children in the past and present investigate the rights and responsibilities of Australian citizens.

Lessons Teaching and Learning Sequence Resources

Lesson 13

Experiences of children

Lesson objectivesStudents will:

Understand how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed since 1900.

Evidence of learningCan the student:

Explain how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed since 1900?

Example learning sequence Examine sources to determine the purpose of international

conventions on children's rights Collect information from sources about the experiences of

Aboriginal children, Torres Strait Islander children and migrant children after 1900

Compare how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed over time

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - United Nations Convention on the Rights of the Child Sheet - Key events in the history of the rights of Aboriginal and Torres Strait Islander

children Supporting learning resource - Human rights timeline - Australia

Attachments Lesson plan

Lesson 14

Obligations of global citizens

Lesson objectivesStudents will:

Understand how people can participate as global citizens. Generate responses and make decisions about global issues.

Evidence of learningCan the student:

Explain the benefits of active and informed citizenship? Explain the obligations of Australian citizens beyond their own

national borders? Propose action to demonstrate informed, global citizenship?

Example learning sequence

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - Being a global citizen: Values and attitudes of a global citizen Sheet - Participating beyond our borders: Identifying the obligations people may

have as global citizens Slideshow (with script) - The Forgotten Australians

Attachments Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Presenting viewpoints as a global citizen Topic Duration 4 Lessons

Overview Throughout this lesson series, students will: understand how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed since 1900 understand how people can participate as global citizens generate responses and make decisions about global issues compare the rights of children in the past and present investigate the rights and responsibilities of Australian citizens.

Lessons Teaching and Learning Sequence Resources Identify the obligations and values of global citizens Explore the treatment of migrant children during the 20th century Develop questions that show awareness of and concern for global

issues Use a current global issue to discuss the concept of global

citizenship and generate responses

Lesson 15

Global citizens of the future

Lesson objectivesStudents will:

Compare the rights of children in the past and present.Evidence of learningCan the student:

Explain the role of global citizens in promoting human rights worldwide?

Describe the continuities and changes to the status and rights of children?

Example learning sequence Compare how the rights of children in Australia and worldwide

have changed over time. Identify ways global citizens can make changes to children's

rights. Collect and explain information from sources about the change

and continuity to children's rights.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Sheet - Comparing experiences of children

Attachments Lesson plan

Lesson 16

Assessment checkpoint: Part C

Assessment purposeTo investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.Example assessment sequence

Understand the assessment

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Assessment task - Global citizens: Response to stimulus exam Assessment task - Global citizens: Response to stimulus exam - Model response Assessment task - Global citizens: Response to stimulus exam - Teaching notes Assessment task - Global citizens: Response to stimulus exam - Sources

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Teaching Sequence

Topic Presenting viewpoints as a global citizen Topic Duration 4 Lessons

Overview Throughout this lesson series, students will: understand how the rights of Aboriginal children, Torres Strait Islander children and migrant children have changed since 1900 understand how people can participate as global citizens generate responses and make decisions about global issues compare the rights of children in the past and present investigate the rights and responsibilities of Australian citizens.

Lessons Teaching and Learning Sequence Resources Review the Guide to making judgments and understand the

standards A-E Conduct the assessment Attachments

Lesson plan

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Sequencing events Lesson plan - HASS_Y06_U2_LP01.docx

Lesson plan - HASS_Y06_U2_LP02.docx

Lesson plan - HASS_Y06_U2_LP03.docx

Lesson plan - HASS_Y06_U2_LP04.docx

Lesson plan - HASS_Y06_U2_LP05.docx

Sequence - Identifying ideas and information in sources

Lesson plan - HASS_Y06_U2_LP06-07.docx

Lesson plan - HASS_Y06_U2_LP08.docx

Lesson plan - HASS_Y06_U2_LP09.docx

Lesson plan - HASS_Y06_U2_LP10.docx

Lesson plan - HASS_Y06_U2_LP11.docx

Lesson plan - HASS_Y06_U2_LP12.docx

Sequence - Presenting viewpoints as a global citizen

Lesson plan - HASS_Y06_U2_LP13.docx

Lesson plan - HASS_Y06_U2_LP14.docx

Lesson plan - HASS_Y06_U2_LP15.docx

Lesson plan - HASS_Y06_U2_LP16.docx

Sequence Sheet - Causes and effects of the Vietnam War

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Unit Plan Section Resource Attachments*

Sheet - Census table

Sheet - Comparing experiences of children

Sheet - Contributions of migrants to Australian society: Sources

Sheet - Examining primary and secondary sources

Sheet - Experiences of Australian citizenship for Aboriginal peoples and Torres Strait Islander peoples

Sheet - Experiences of Australian citizenship for migrants

Sheet - Key events in the history of the rights of Aboriginal and Torres Strait Islander children

Sheet - Life in Greece during and after World War II: Sources

Sheet - Making a change

Sheet - Participating beyond our borders: Identifying the obligations people may have as global citizens

Sheet - Piecing a paragraph together: Comparing migration experiences

Sheet - Points of view about native title

Sheet - Push and pull factors: Chinese migration to Australia

Sheet - Status and rights of migrants in 20th century Australia

Sheet - Vietnamese migration inquiry: Sources

Sheet - Women's rights: Change and continuity

Slideshow - Being a global citizen: Values and attitudes of a global citizen

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Unit Plan Section Resource Attachments*

Slideshow - Key features of the Australian electoral process: Direct, open, free and fair elections

Slideshow - Migration to Australia since 1945

Slideshow - United Nations Convention on the Rights of the Child

Slideshow - Who can be an Australian citizen? Rights, responsibilities and shared values of Australian citizenship

Slideshow (with script) - Bring out a Briton: Source

Slideshow (with script) - Chinese migration to Australia: 1970s to today

Slideshow (with script) - Land rights

Slideshow (with script) - Status and rights of migrants in 20th century Australia 1

Slideshow (with script) - The Forgotten Australians

Slideshow (with script) - Women's rights

Supporting learning resource - HASS Glossary Year 6 Unit 2

Supporting learning resource - Human rights timeline - Australia

Website - Mackellar, D My Country http://www.dorotheamackellar.com.au/archive/mycountry.htm

Website - MyPlace for Teachers (Australian Children's Television Foundation and Education Services Australia Ltd) http://www.myplace.edu.au/teaching_activities/episode_landing_6.html http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html

Assessment Planner - Global citizens Assessment task - HASS_Y06_U2_AT_GlobalCitizens.docx

Assessment task - HASS_Y06_U2_AT_MR_GlobalCitizens.docx

Assessment task - HASS_Y06_U2_AT_SH_GlobalCitSourc.docx

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Unit Plan Section Resource Attachments*

Assessment task - HASS_Y06_U2_AT_TN_GlobalCitizens.docx

Assessment Assessment task - Global citizens: Response to stimulus exam - Sources

Assessment task - Global citizens: Response to stimulus exams

Assessment task - Global citizens: Response to stimulus exams - Model response

Assessment task - Global citizens: Response to stimulus exams - Teaching notes

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Global citizens (Yr 06)Type Exam/Test

Date

Description Students investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify and describe continuities and changes for different groups in the past and present.Describe causes and effects of change on society.Compare experiences of different people in the past.Describe the rights and responsibilities of Australian citizens and obligations they may have as global citizens.

Sequence information about events and represent time by creating timelines.

Examine sources to determine their origin and purpose and to identify different perspectives in the past and present.

Present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, communication conventions and discipline- specific terms.

A ◄

Justifies the role of leaders and groups in creating change.Evaluates cause and effect and its influence on the contribution of migrants to Australian society.Provides detailed comparisons of migrants' experiences.

◄Structures information chronologically to explain causes and effects of migration.

◄

Compares and contrasts perspectives.Interprets relevant sources to effectively support answers.

◄Evaluates evidence to communicate thoughtfully about experiences of others.

B ◄

Makes connections between changes to children's rights and their experiences.Explains a right, responsibility or obligation of global citizenship.

◄Accurately orders events to show key events, causes and effects relating to multiple groups.

◄ Finds evidence of change and perspective in various sources.

◄ Draws logical and detailed conclusions using source evidence.

C ◄ Identifies and describes change and continuity for groups in the past and present.

◄ Sequences events to show changes to a group.Represents time by creating a

◄ Determines origin and purpose in a source.Identifies different perspectives in

◄ Presents viewpoints and conclusions in short and extended answers that incorporate source materials, communication conventions and

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Global citizens (Yr 06)Type Exam/Test

Date

Description Students investigate the rights and responsibilities of Australian citizens today and the experiences of Australian democracy and citizenship for different groups in the past.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Describes the causes and effects of changes to human rights.Compares experiences of groups.Describes rights, responsibilities and obligations of global citizens.

timeline. sources. historical terms.

D ◄

Identifies changes to a group.Identifies cause and effect.States differences in experiences of people.Links global values to events.

◄ Sequences an event on a cause-and- effect flowchart. ◄ States origin or purpose of source. ◄ Uses appropriate language and

information relevant to sources.

E ◄Acknowledges changes.Identifies cause or effect.States personal experiences.

◄ Places an event on a timeline. ◄ Acknowledges source information. ◄ Communicates ideas.

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 25

Unit Plan Plan Name: Unit 2 - HASS Year 6 (V8)

Year: 6Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 25