PRELIMINARY HISTORY SCOPE AND SEQUENCE

Year 11, Preliminary History Scope and Sequence

Part I: Case Studies (Term 1)
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

Part I: Case Studies – 50% of preliminary course

ONE case study must be chosen from Europe, North, America or Australia.

Chosen topic: The Civil Rights Movement in the USA in the 1950s and 1960s

Syllabus outcomes: P1.1, P1.2, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P4.1, P4.2

Year 11, Preliminary History Scope and Sequence

Part I: Case Studies (Term 2)
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

Part I: Case Studies – 50% of preliminary course

ONE case study must be chosen from Asia, the Pacific, Africa, the Middle East or Central/south America.

Chosen topic: Aung San Suu Kyi and the pro-democracy movement in Burma

Syllabus outcomes: P1.1, P1.2, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P4.1, P4.2
PRELIMINARY HISTORY, PART 1: CASE STUDIES – CONCEPT MAP
 PRELIMINIRY MODERN HISTOR: ASSESSMENT SCHEDULE

Outcomes Topic Task Date Weighting

1.2, 2.1, 3.4, 4.1, 4.2 Aung San Suu Kyi and Pro- Take Home Term 1 – Wk8 25%
democracy movement Essay

1.1, 3.2, 3.3, 3.4 Aung San Suu Kyi and pro- Mid Course Mid Course
democracy movement Exam Exam Period
25%
Source analysis

1.1, 1.2, 2.1, 4.1, 4.2, The Trans-Atlantic slave trade Mid Course Mid Course
Exam Exam Period
Source analysis
& Essay

1.1, 1.2, 3.1, 3.2, 3.3, The Failure of League of Research + Term 2 –Wk 10 20%
3.5, 4.2 Nation Oral
Presentation/
Historical Investigation Written Report
(group work)

1.1, 1.2, 2.1, 3.4, 4.1, 4.2 The Failure of League of Yearly Exam Yearly Exam
Nation Period
Essay

3.2, 3.3, 3.4 Core Yearly Exam Yearly Exam 30%

Period
Source
Analysis
 Preliminary History program

Case Studies 1: Aung San Suu Kyi and pro-democracy movement

UNIT DESCRIPTION OUTCOMES:

Principal focus: Students apply historical inquiry Students:

methods within a range of historical contexts to
investigate key features, issues, individuals, groups,
events, concepts and other forces in the eighteenth,
nineteenth and twentieth centuries.
P1.1 describe the role of key individuals, groups and events of selected studies from the
eighteenth century to the present
P1.2 investigate and explain the key features and issues of selected studies from the
eighteenth century to the present
P2.1 identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present
P3.1 ask relevant historical questions
P3.4 identify and account for differing perspectives and interpretations of the past
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

STUDY WEEKS – (6-7 WEEKS)

KEY TERMS /CONCEPTS: (Vocabulary of the unit)

Democracy, pro-democracy, imperialism, socialism, colonialism, modernity, change, continuity, progress, motivation, social conditions,
independence, election, human rights, National League for Democracy (NLD), non-violence, totalitarianism, authority, military regime, military
dictatorship, Tatmadaw (Burmese military), Ethnic minorities (Kachin, kayar, Karen, chin, Mon, Rakhine, Rohinga and Shan.), Buddhism,
UNHCR, ASEAN, justice, politics of gender.
Students learn to:

 Ask relevant historical questions about selected studies of the modern world
 Locate, select and organise information from different types of sources, including information and communication technologies (ICT), to describe
and analyse relevant features and issues of selected studies of the modern world
 Analyse the major events and issues relevant to selected studies of the modern world
 Assess the forces for change and continuity within selected studies of the modern world
 Describe and evaluate the role of key individuals and groups in selected studies of the modern world
 Account for and assess differing perspectives and interpretations of significant events, people and issues in selected studies of the modern world
 Present the findings of investigations on selected studies of the modern world, analysing and synthesising information from different types of
sources
 Communicate and understanding of relevant concepts, features and issues using appropriate and well-structured oral and/or written and/or
multimedia forms including ICT.

STUDENTS LEARN ABOUT: LEARNING EXPERIENCES/ RESOURCES

STRATEGIES

 Students learn to develop
basic understanding of
Burma’s history and key
individuals and events that
led up pro-democracy
movement in Burma.
 Geography (National
landmarks and tourist
attraction), population,
religious, government, ethnic
minorities, cultures and
neighbouring countries
(political, social, economic,
cultural influence of
neighbouring countries),
 Students brainstorm ideas  Students will be provided with a list of useful internet resources to help
of what they already know them with developing basic understanding of Burma
about Burma (Myanmar).
 Students decide what they Useful website:
need to know more about
https://www.cia.gov/library/publications/the-world-factbook/geos/bm.html (up
Burma to understand what
to date details about Burma and they may also be able to see neighbouring
has led up to pro-
countries)
democracy movement.
 Students break up into http://www.burmanet.org/news/ (read recent news of Burma)
groups and do a research http://asiasociety.org/policy-institute/myanmar
task on different aspect of
Burma such as (geography http://asiasociety.org/countries-regions/myanmar
and location, ethnic
minorities, key leaders, http://www.bbc.com/
cultures, neighbours and
sports, food, all year round
cultural festivals, etc…
their influences, etc…)
 Students will later be
contributing their findings
to the class.
 Students will work in
groups.
http://travel.nationalgeographic.com.au/travel/countries/myanmar-guide/
http://www.guideformyanmar.com/religion.html (basic information on Burma)
http://www.myanmarjourneys.com/travel-guide/main-religions-in-
myanmar.html (here students may find everything they need to know about
Burma before (if) they are visiting Burma)
http://www.myanmar.com/ (official Burma website)
http://www.sbs.com.au/food/cuisine/burmese (Burmese foods)
http://www.foodmagazinemyanmar.com/ (Burmese food magazine)
http://zunal.com/process.php?w=206575 (there are links on this website that
leads to important information on Burma. These informations are useful for
student to develop understanding that will help them with pro-democracy
movement and Aung San Suu Kyi.
Books:
Burma: Rivers of flavour by Naomi Duguid
Flavors of Burma (Myanmar) by Susan Chan
Lonely Planet Myanmar (Burma) by John Allen, Allen John Smith and Jamie
Smith
Myanmar, facts and figures 2002, book published by Ministry of Information,
Union of Myanmar, 2002.
Lonely Planet Myanmar (Burma) by Robert Reid and Michael Grosberg
Documentaries:

 Students develop a more in
depth understanding of
Aung San Suu Kyi.
 Who is Aung San Suu Kyi?
 Why is she so significant to
Burma’s democracy
movement?
Myanmar (Burma): a travel documentary by Gulielmo Biason
https://www.youtube.com/watch?v=KUvVUrX-XDk
Myanmar (Asia) Vacation Travel Video Guide
https://www.youtube.com/watch?v=5hIeuQzLkgs (this one is for capital city
of Burma, Yangon)
https://www.youtube.com/watch?v=EyQWx3mBwNo (this one is for
Mandalay, second capital city of Burma)
The blood Red Rubies of Burma (documentary) by forbidden treasure 2016
https://www.youtube.com/watch?v=3liOrXXwNl4 (this one has to do with
Burma’s natural resources)
https://www.youtube.com/watch?v=EYmAvwwCPVs (Burmese history with
footages and archives)
History Behind Burma (footages and archives)
https://www.youtube.com/watch?v=5WxD8nYeB-I
This is a useful documentary about Burma. The video goes for about 2 hours.
https://www.youtube.com/watch?v=6HWMj-7DPhg
 Students will brainstorm  Worksheet will be provided to the students.
ideas of what they already
know about Aung San Suu Useful internet sources:
Kyi.
http://www.biography.com/people/aung-san-suu-kyi-9192617 (biography on
 Students will further
ASSK)
research on Aung San Suu
Kyi and fill in a http://www.humanrights.com/voices-for-human-rights/daw-aung.html (voice
  Students will learn to
develop understanding of
whether she shared the same
desire as of her father’s
General Aung San.
Critical question: What is the role of
Aung San Suu kyi after the 1988
event.
Group work:
 Students learn to
determine the
characteristics of a great
leader.
worksheet. This worksheet
includes short questions
and some multiple choices
on who Aung San Suu Kyi
is (biography, education,
achievement, her love for
the country), her father
General Aung San who is
also known for father of
Burma’s independent.
 Students work in groups to
create a visual
representation (colourful
poster, pamphlet, etc..) of
Aung San Suu Kyi’s
biography timeline.
 Students brainstorm the
idea of what it takes to be
a great democratic leader.
 Students will discuss
of ASSK on human rights)
http://www.mtholyoke.edu/~carve22r/classweb/eightwomen/asskbiography.ht
ml#PL
http://www.theguardian.com/world/aung-san-suu-kyi
http://www.thefamouspeople.com/profiles/aung-san-suu-kyi-11.php (A
detailed profile of ASSK and her political and personal achievement)
http://www.bbc.com/news/world-asia-pacific-11685977
Documentary:
Douye (our cause) – documentary about Aung San Suu Kyi (full film)
https://www.youtube.com/watch?v=yG33b4hsD9k (Footages and archives
may distress some students)
Internet document:
https://tavaana.org/nu_upload/Aung_Sun_Suu_Kyi_Sept_2012_English.pdf
Aung San Suu Kyi’s speech at the British parliament
https://www.youtube.com/watch?v=HtHfBJGrp-c
 Can Aung San Su Kyi be
identified as a true
democratic leader?
 How is she different to other
political leaders? (Discuss
with reference to past or
present political leaders of
Burma).
 What is democracy? What
are the characteristics of
Democracy?
 Does democracy mean
different things to different
countries?
whether Aung San Suu
Kyi is the right candidate
for Burma’s democracy
movement.
Group work:
 Students work together in
small groups and put
together an internet blog
with a few of her speeches
and illustrate her main
ideas of democracy.
 Brainstorm what students
believe is democracy.
 Make a list of
characteristics of
democracy.
 Students will read a few
hand out texts and
Aung Sann Suu Kyi’s noble peace prize acceptance speech
https://www.youtube.com/watch?v=3ZEJD19ko2k
Movie:
Student may watch this biography movie of Aung San Suu Kyi called “The
Lady”, directed by Luc Besson. This movie portrays the early life of Aung
San Suu Kyi and her struggles for democracy in Burma. (This movie may be
watched in their own time)
To help student with creating an internet blog:
http://www.theblogstarter.com/
and here is to create free blog:
https://wordpress.com/
What is democracy? Lecture at Hilla University for Humanistic Studies,
January 21, 2004
https://web.stanford.edu/~ldiamond/iraq/WhaIsDemocracy012004.htm
What is democracy? Politicians should your humble servants, not your all-

Creative activity:
 Women and politics
 Does gender play an
important role in successful
political leadership?
question a true meaning of powerful masters. Miroslav Kolar, August 17, 2005.
democracy and how it
differs in different http://www.whatisdemocracy.net/
countries.
 Students discuss whether
Aung San Suu Kyi Democratic Society and the parental principle, December 8, 2007.
represent a true democratic
leader. http://www.whatisdemocracy.net/parental_democracy.html
 Students illustrate - This article argue against democracy because of the way the political
democracy in a way that behaves and they do not represent a true democracy.
they understand what
democracy represent for
them. Peou, S.(2014). The limits and potential of liberal democratisation in
 Students can choose to do Southeast Asia. Journal of Current Southeast Asian Affairs, 3, 19-47.
painting, arts, cartoon, and
sketches, write a poem or
a short song, picture book
story. - Students will read excerpts of this reading and critique whether
 Students will need to democracy means different things to different government.
explain in a short
paragraph what their
illustration represent.
 Students make a list of Book:
things that make Aung San
Suu Kyi stand out and Ling, B. (1999). Aung San Suu Kyi: Standing Up for Democracy in Burma.
significant to Burma’s Feminist Press, New York.
democracy.
Here are a few photograph that captured Aung San suu Kyi’s great moment as
 Students will discuss
a women leader.
whether gender determines
success in political http://cdn1.matadornetwork.com/blogs/1/2014/02/284.jpg (ASSK speaking to
movement. Is it the same

Group work
 How did the pro-
democracy movement
started in Burma?
 What is the role of Aung San
Suu Kyi after the event of
1988?
for Aung San Suu Kyi? the people behind barred gate of her home.)
 What are the
disadvantages and http://archive-2.mizzima.com/news/inside-burma/7045-burmas-suu-kyi-takes-
advantages of being a offfice-with-political-plans-still-unclear.html (this is a scene taken when she
women in a political and first sit in the parliament)
movement?
Photo captured during her noble peace prize acceptance prize
 Students re-enact a famous
http://a.abcnews.go.com/images/International/gty_Aung_San_Suu_Kyi_jt_12
scene from Aung San Suu
0616_wmain.jpg
Kyi’s political career. For
example, it could be her
noble prize acceptance
speech, or an interview photo of Aung San Suu Kyi being warmly welcomed by Shan ethnicity group
with aung san suu kyi. on arrival at Shan state
 Students may work in
groups to write up speech http://blogs.ft.com/photo-diary/files/2015/10/suu.jpg
or things that Aung san
suu kyi would say in that
particular scene.
 Students will work in pair  Work sheet will be given to students. The worksheet is divided into
to research key events and key events/ key leaders, students in pairs research into those events and
key leaders that involved present their findings to class.
in this long fight against
democracy.
 Students will put together Here are a few useful website to get them started:
a timeline with significant
http://www.bbc.com/news/world-asia-pacific-12992883
people and events on it.
 Each pair if students need http://www.amnesty.org.au/features/comments/28953
to present a few photos of
their findings and a short http://www.dailymail.co.uk/wires/afp/article-3422246/Myanmar-elections-
paragraph to explain what timeline-troubled-nation.html
happened in that event.
  Students works will be http://www.thirdworldtraveler.com/Burma/Timeline_Burma.html
display around the
classroom. https://www.amnesty.org/en/search/?q=Burma&sort=relevance&p=4

 What was military
government respond to
pro-democracy movement?
 Is democracy achievable in
Burma?
 What is the ultimate price for
democracy in Burma?
 What is the reason Burma
keep failing at an attempt to
democracy?
 Students research things
that Burma military
regime (tattmataw) did to
centralised the power in to
one person.
 Students gather
information, evidence and
facts to show how
government responded to
pro-democracy movement.
Here are a few useful sources to get them started;
Online Burma library (here students can find important information on
Tatmadaw).
http://www.ibiblio.org/obl/show.php?cat=411
https://www.aspi.org.au/publications/on-the-path-of-change-political,-
economic-and-social-challenges-for-myanmar/SR62_Myanmar.pdf
http://www.oxfordburmaalliance.org/1988-uprising--1990-elections.html

Task:
In a short essay form, students
will address: “Tattmataw took
over the power for the good of its
https://www.griffith.edu.au/__data/assets/pdf_file/0004/201856/regional-
outlook-volume-23.pdf
http://www.jpri.org/publications/workingpapers/wp60.html
 people.”
Debate team:
 Students will learn to
critically analyse and
question key events of pro-
democracy movement in
Burma.
 1988 students riot
Role play:
 Students will be divided
into two groups and they
will debate, “strong army
is needed to build a strong
army.”
 Students brainstorm what
concepts of democracy
and what drove Burmese
people to sacrifice so
much to get the real
democracy in their
country.
 Students will research the
issues underlying the 1988
riot
 What caused the riot?
Who’s involved? How
long did it last? What was
the result of it? Any
causalities? Did it change
Burma for the good? Is
there any breached of
Human rights? Why did it
failed? Who were the
leaders in 1988 riots and
what was their role?
Documentary:
Inside Burma: Land of fear by legendary documentary film maker John Pilger.
This documentary highlights a secret story of Burma democracy movement.
Students may watch this to further strengthens their knowledge.
http://documentarystorm.com/inside-burma-land-of-fear/
Some Useful websites:
http://www.bbc.com/news/world-asia-23602365
http://news.bbc.co.uk/2/hi/asia-pacific/7012158.stm
http://news.bbc.co.uk/2/hi/7543347.stm
https://www.hrw.org/news/2013/08/06/burma-justice-1988-massacres
http://www.massviolence.org/The-repression-of-the-August-8-12-1988-8-8-
88-uprising-in (case studies)
http://www.radiodiaries.org/burma/
Interview:
http://asiapacific.anu.edu.au/newmandala/2008/03/02/interview-with-burmas-
ma-thanegi/ (interview with former democracy activitist Ma thanegi: artist)
Videos:
https://www.youtube.com/watch?v=CP6exOa07OM
https://www.youtube.com/watch?v=OQJSThM1tdg

 Students learn to analyse,
critique and report the
relationship between the
military regime and the
ethnic minorities of Burma.
 Burmese military regime is
known for civil wars with
ethnic minorities.
- Students address the issues
such as conflicts between the
 Students will break into
groups and prepare for a
political conference.
 Students will take up roles
as mediator, diplomat,
journalist, etc.
 Working in pairs, students
write up advantages and
disadvantages of being on
the side of military regime.
 What happened to the
ethnic minorities that
decided they would go
against the government?
 Who prosper the most in
Burma country?
 Students complete map
https://www.youtube.com/watch?v=AplphDgP29M
Documentary:
http://documentarystorm.com/inside-burma-land-of-fear/
http://documentaryaddict.com/tags/burma
Online Document:
Burma’s forgotten prisoners published by Human Rights Watch in September
2009.
https://www.hrw.org/sites/default/files/reports/burma0909_brochure_web.pdf
 The map of Burma is broken down to each states and students then
need to put it together and pick a state that they would like to do
research on.
Useful website:
https://www.amnesty.org/en/search/?q=Tatmadaw&sort=relevance
http://nationalinterest.org/blog/the-buzz/can-aung-san-suu-kyi-make-peace-
insurgents-14990 (can she make peace with ethnic minorities?)
http://www.wsj.com/articles/aung-san-suu-kyi-calls-securing-peace-in-
 Burma ethnic minorities and
the military regime.
- Are there any ongoing civil
war?
- What is the cause of these
civil wars?
- How does Aung San Suu
Kyi planned to resolving
these issues?
- What are the racial and
ethical issues underlying in
Burma?
- How can Burma achieve
democracy considering all
ethnic groups are divided
under racial and political
issues?
- What is the future of
Burma’s democracy?
activity.
 Students works in small
groups and pick an their
favorite ethnicity in Burma
and research on:
- Location and languages
- Cultures
- Religious
- Political ties with military
regime
- History of pro-democracy
movement
Report:
 Students write up a report
on their chosen state with
pictures and graphs (if
applicable).
myanmar-her-priority-1451899867
http://www.channelnewsasia.com/news/business/myanmar-ethnic-
groups/2432898.html
http://www.theaustralian.com.au/business/wall-street-journal/myanmar-
democracy-leader-aung-san-suu-kyis-nld-peace-pledge/news-
story/b75ff61e063d67946677345f3e56f19e
http://www.theage.com.au/comment/myanmars-aung-san-suu-kyi-facing-
ethnic-cleansing-coverup-20160127-gmf0wu.html (a controversial article on
government and abuse on ethnic minority group Rohinga)
http://worldwithoutgenocide.org/genocides-and-conflicts/burma
http://www.karen.org.au/docs/Karen_people_booklet.pdf (karen people and
the military regime)
https://www.tni.org/files/download/Burma%27s%20Longest%20War.pdf
(Burma’s longest war)
http://www.burmalink.org/background/burma/ethnic-groups/karen/ (Karen,
cultures and traditions)
http://www.oxfordburmaalliance.org/ethnic-groups.html (information of all of
Burma ethnic minorities)
http://www.irinnews.org/report/95195/briefing-myanmar%E2%80%99s-
ethnic-problems
Video:
https://www.youtube.com/watch?v=j1ZlLd1fnxU (Aung San Suu Kyi non-
violent approach to democracy.

 What is Human Rights?
- Is there any breach of
Human Rights done by
Burmese military regime in
response to democracy
UN annual conference:
movement?
- Child-prostitution
- Child-soldiers
- Refugees
- Students
- Rohingya
- Neglect to ask for help in
natural disasters
- Rape
- Detention without trial
- Torture
- Massacres
- Forced conscriptions
- Forced relocations (refugees)
- election
 Students brainstorm what
is Human Rights and what
constitutes a breach of
Human Rights.
 Students prepare for a UN
conference. Students work
in groups to prepare for a
report to UN at annual
conference.
 Students research into one
of their chosen topic and
Human Rights issues and
collect facts, photos, case
studies, interview,
footages or archives, etc.
and preparing a
compelling case to pursue
UN to act against Burmese
Internet document:
Smith, M. (1994). Ethnic Groups in Burma: Development, democracy and
Human rights. A report by Anti-Slavery International, p. 1-137.
http://www.ibiblio.org/obl/docs3/Ethnic_Groups_in_Burma-ocr.pdf
Some useful website to help students with research
https://www.amnesty.org/en/search/?q=Tatmadaw&sort=relevance
https://uscampaignforburma.wordpress.com/2013/10/16/top-ten-human-rights-
abuses-in-burma-2013/ (top ten human rights breached in Burma)
https://www.hrw.org/asia/burma (rohingya)
https://www.hrw.org/world-report/2015/country-chapters/burma
http://www.amnestyusa.org/our-work/countries/asia-and-the-pacific/myanmar
http://asiapacific.anu.edu.au/blogs/asiarights/files/2011/12/Burma-Human-
Rights.pdf (Judging Burma’s Human Rights Abuses: Is there a role for a
commission of inquiry?)
http://www.unhcr.org/pages/49e4877d6.html
https://www.hrw.org/news/2015/05/27/southeast-asia-accounts-rohingya-boat-
people
https://www.hrw.org/report/2013/04/22/all-you-can-do-pray/crimes-against-
Are these Human Right abuses as
a result of Burma refusing to be a
democratic country? How can
Aung San Suu Kyi be able to
resolve these issues as part of
approach to achieving democracy
in Burma?
 Burma and peaceful
approach towards
democracy.
 Can Burma achieve
democracy peacefully? What
is the ultimate price for
democracy?
 Is Aung San Suu Kyi a
symbol of peace and hope
for Burma?
Case studies:
military regime. humanity-and-ethnic-cleansing-rohingya-muslims
https://refugeesg.wordpress.com/about-the-refugees/
http://www.karen.org.au/karen_refugees.htm
http://www.theweek.co.uk/63745/the-rohingya-boat-crisis-why-refugees-are-
fleeing-burma
 Students work in a group  Material, marker pens and colour paints are provided to students.
to create the flag of Burma
National League of Books:
Democracy (NLD) led by
Merton, T. (1986). Gandhi and Non-violence. Selected texts from Mohandas
Aung Sann Su Kyi. They
K. Gandhi’s Non-Violence in Peace and War. State University of New York
create using material,
press, Albany.
paints and marker pens.
 Students work in groups to The Voice of Hope: Aung San Suu Kyi Conversations with Alan Clements,
portray the meaning of Seven Stories Press: New York. 2008.
NLD party red flag with
dancing peacock. Students Useful websites:
present their findings to
the class. http://wagingnonviolence.org/feature/gandhi-win/ (how did Gandhi win?)
http://www.bbc.co.uk/ethics/war/against/nonviolence.shtml
http://civilresistance.info/challenge/bhikhu (strengths and weaknesses of
 Students use information Gandhi’s non-violence approach)
and knowledge to compare
and contrast the tactics https://www.uow.edu.au/~bmartin/pubs/05borderlands.html (how non-
used by Mahatma Ghandi violence works)
as to non-violent
approach.
- Compare and contrast non-
violent approach used by
both leaders

 Burma and price to achieve
democracy.
- What is a peaceful protest?
- Saffron revolution (monks
riot on the city streets)
- What is so significant about Prezi presentation:
this event?
-What are the differences
and similarities between
the two leaders?
- What makes their tactics
so effective?
- Does religious play a role
in this kind of approach?
 Students work in small To create Prezi slides, go to:
groups to research, analyse
and collect information on https://prezi.com/
Saffron revolution.
useful links:
http://www.historyguy.com/myanmar-burma_uprising_2007.htm
- Studensts work together to
At the bottom of this webpage, there are about 100+ resources on Burma and
research and put together a
2007 uprising. (videos, news, images, event timeline, interviews, and articles)
Prezi slide show that
portrays the significant of http://news.bbc.co.uk/2/hi/in_pictures/7015799.stm (pictures of Monks
this 2007 uprising. protesting in peace)
- Students do a group
presentation to the class on
their findings.
- Students can choose to
perform a role play.

 What is a fair election?
 Burma 2015 election.
 Students fill in the work
sheet with short questions
on Burma 2015 election.
 There are the questions to
be addressed:
- Burma 2015 election
- Was it a fair election?
- What do Burmese people
hope for as a result of this
election?
 Worksheet will be given to the students.
Useful sources:
http://www.bbc.com/news/world-asia-33547036 (this website is a good place
for students to find news regarding Burma. Videos, photographs and
interviews may also be found here.)
http://www.networkmyanmar.org/uncategorised/2015-elections (here students
may find information on Burma 2015 elections, particularly on promises made
by Aung Sann Suu kyi and her party as well as relationship and support by
 - How is 2015 election other neighbour countries)
different to the past
election? http://www.abc.net.au/news/2015-11-08/polls-open-in-myanmar-historic-
- Is there any restrictions on elections/6921918
election?
- How did the candidates
campaign their party?
- Which one of the party
represent democratic
future for Burma that
Burma has always
dreamed of?
Role play:
- Students act out a scene
from Burma 2015 election.
- E.g. people cheering for
democracy party NLD.

 The future of Burma.  Students will work in a Useful websites:

 Relationship with neighbour
countries
 What is the role of
international community in
helping Burma become a
true democratic countries?
 ASEAN
 UNHCR
 AMNESTY
 World bank
 International Monetary Fund
 Non-government
group to prepare for an
urgent UN meeting in
regarding helping Burma
to become a developed
country. Now that Burma
is moving toward a
democracy with a new
democratic government
led by President Htin
Kyaw and Daw Aung San
Suu Ky.
http://www.unhcr.org/cgi-bin/texis/vtx/home (official website here students
will be able to find information, reports and articles on Burma)
https://www.amnesty.org.au/ (how did amnesty helped Burma to stop Human
Rights abuses or how they responded to crisis and natural disasters. E.g.
cyclone nargis)
http://www.worldbank.org/
http://www.asean.org/ (here you will be able to find Burma’s relationship with
its neighbouring countries. Political, economic ties as well as treaties and
agreements).
 organisation UN meeting: https://www.foreignaffairs.com/articles/asia/2015-12-01/democracy-myanmar
 Major power such as Japan, (opinions on Burma)
China and USA  Students will research and
 Opinions by the international prepare for UN meeting. http://www.cfr.org/human-rights/understanding-myanmar/p14385 (council on
community They will represent an foreign relations)
interest group and propose
things that they can help http://www.theguardian.com/commentisfree/2015/aug/31/the-guardian-view-
Burma as well as on-burma-myanmar-and-faltering-steps-toward-democracy (people’s opinion)
highlighting what they did
before to help and what
they can do for future.

 Preparing for assessment  Students are taught to  Scaffold on essay writing

 Source analysis analyse primary and  Essay questions hand out to students
 Essay secondary resources  Key essay terms with explanation hand out to students
 Scaffold on how to write a  Revise key concepts and terms throughout the unit
critical analysis essay.
 Understanding key words
in the questions
 How to address the
question
 How to prepare for
portfolio
 Where to get information
 Revise
 Year 11 Preliminary Modern History
Part 1: Case studies
Assessment task 1 – Historical Inquiry and Research / Communication (Expo/portfolio)

Weighting (30): (Historical inquiry and research: 20%, Communication (Expo and Portfolio 10%)
Marked: /30
Due Date: Thursday 24th March 2016
Your portfolio work and any digital form of presentation (expo) such as USB, Presentation Slides, Video clip must be prepared and ready to
present your work to your fellow classmates and the teacher. Please be at the expo foyer by 11am ready to present your work.

Preliminary Course
Students:

P1.1 Describe the role of key groups, individuals and events of selected studies from the eighteenth century to the present.
P1.2 Investigate and explain key features and issues of selected studies.
P3.1 Ask relevant historical questions.
P3.2 Locate, select and organise relevant information from different types of sources.
P3.3 Comprehend and analyse sources for their usefulness and reliability.
P3.4 Identify and account for differing perspectives and interpretations of the past.
P3.5 Plan and present the findings of historical investigations, analysing and synthesising information from different types of sources.
P4.1 Use historical terms and concepts appropriately.
P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and
written forms.

(NSW Board of Studies Stage 6 Modern History Syllabus 2004)

Description of Assessment task:

This task requires you to research, inquire and present your findings to a selected case study topic: Aung San Suu Kyi and pro-
democracy movement.
You are required to devise an appropriate question related to Aung San Suu Kyi and pro-democracy movement.

Your response will be assessed in TWO parts, each of different weighting.

Part A: Research – The process of developing and researching key issues, events, individuals and concepts in your selected case study
topic.
Part B:
1. Portfolio: The process of collecting, displaying, presenting your work in a professional and creative way as well as
communicating your findings orally to your fellow classmates and teacher.
2. Expo: Orally presenting your work (specifically to your portfolio work) to your classmates and teacher.

Part A: Research (Essay)

Your assessment is the most important part of your assessment so you pay attention pay particular attention to collecting and using a range of
sources. Use a range of sources such as;

- Web sources (government and academic)

- Government reports
- Documentaries
- Interviews
 - Books
- Articles
- DvDs
- Newspaper

Using these sources, investigate the process of Aung San Suu Kyi and pro-democracy movement. In your research be sure to investigate and
analyse issues relating; democracy and Burma, non-violence approach, military regime and their respond to pro-democracy movement, key
individuals/groups, significant events (chronically) and significant achievements.

You must demonstrate your research in maximum of 2000 words essay.

You may want to revise what you have learned in class (materials) to assist you with your research.

Part B: Portfolio/Expo

Part 1:

This task requires you to present your work in a portfolio and in Expo presentation. You must present your work in a sophisticated, professional
and creative way. You are required to include photos of key individuals and events, as well as graphs, statistics and scripts of interviews, cut out
newspaper article in your portfolio. You may only use resources that are discussed in your essay. However, it is strongly advised that you
use/discuss as many as resources as possible to help you with portraying the struggles of Aung San Suu kyi and pro-democracy movement.

Option: You can create a photo slides show of your portfolio works and have it displayed as you present your portfolio. This will give you a
chance to display your computer and technology skills.

This Portfolio work is your chance to show your skills and creativity.

Part 2:

This task requires you to orally communicate your findings (your research and portfolio) work to students and teacher. In the expo, students and
teacher go around to each student’s portfolio and ask questions regarding their findings and discuss their portfolio work. Student will be assessed
on how well they can communicate their findings.
Other information:

 Plagiarism is a serious offence. You must not duplicate and reproduce someone else’s works or use any resources without referencing.
 All work presented in your portfolio and research essay must be of your works and all resources used in your assessment must be
properly referenced at the end of your assessment.
 This is a research essay so make sure you show your thorough research skills and knowledge using variety of sources (as listed above)
and engage them in your discussion.
 When referencing – make sure you put your resources into categories. (e.g. books, internet sources, government docs, etc…)
 Not completing your assessment at the designated date and time will be strictly penalised. A mark of 10% will be subtracted from your
rewarded marks. If you cannot complete your assessment and submit it on time due to (sickness or death in the family or other
circumstances) must be documented and presented to the teacher a day before the due date.
 In your portfolio work, make sure you use as many as resources as you can and make it colourful and creative. You can be as creative as
you want!

Marking guidelines for PART A – Research Essay Marks

 Comprehensively Effectively investigate and analyse the issues, events and key individuals and groups of chosen topic area
and thoroughly answer using inquiry questions, relevant and reasonably detailed and specific evidence and explicit use of
range of sources
 Present work in well-organised and professional manner, show sophisticated ideas and argument with proper use of grammar,
proof read and well edited work 17-20
 Provides detailed, relevant and accurate historical information using a range of appropriate terms and concepts
 Presents sophisticated, well-structured and thorough engagement and analyses of sources used in the essay to convey
sophisticated ideas and arguments
 Effectively references the sources and provide an explicit bibliography and sources are put into categories

 Effectively investigate and analyse the issues, events and key individuals and groups of chosen topic area and thoroughly
answer using inquiry questions, relevant and reasonably detailed and specific evidence and explicit use of range of sources
 Present work in well-organised and professional manner, clear and cohesive and logical argument with proper use of grammar,
 proof read and well edited work 13-16
 Provides relevant and accurate historical information using a range of appropriate terms and concepts
 Presents well-structured and display some sophisticated arguments and ideas and thoroughly engaged sources in the essay
 Effectively references the sources used in the essay and provide an accurate bibliography

 Presents some evaluation and investigate the issues of the chosen topic area using variety of sources
 Present work in a clear and coherent way using proper sentence structure, a good essay structure using paragraph, work
edited well with little to no grammatical error. 8-12
 Provides some accurate historical information using some appropriate terms and concepts
 Presents sound source analyses which mostly address the relevant issues to the chosen topic area and engage these sources
to portray a compelling case study.
 References sources used in the research essay and provides an accurate Bibliography

 Gives some explanation of the chosen topic and explain using some relevant sources
 Provides some accurate and relevant historical information using variety of sources
 Present work with small grammatical errors and basic skills in constructing the essay 5-8
 Attempts to analyse the sources used in research essay, addressing some issues of reliability and usefulness of the sources
and engage these sources in the essay in a limited way
 References some of the sources used and provides a Bibliography.

 Identifies some different views, event, issues and individuals of the topic
 Present work with large amount of grammatical errors and poor construction of essay
 Includes a limited amount of information and discuss some basic terms and concepts of the chosen topic 1-4
 Attempts to analyse the sources used in the research essay and give inadequate evidence of reliability of sources
 Lists some sources used in the research essay and gives a very limited Bibliography.
 Marking Criteria for Portfolio/Expo
Criteria 1 2 3 4 5
Student presents work in a professional and creative way using
portfolio, variety of sources displayed neatly and creatively in the folio
Student demonstrates a clear personal knowledge and understanding of
the chosen topic area and is able to thoroughly explain the materials and
resources used in the research and portfolio
Student speaks clearly, confidently and expressively in presenting their
work and able to answer questions further asked by fellow students and
teacher
Student is well-organised in presenting their work in a timely manner

Bibliography:

I used some marking criteria format and ideas from this web document.

https://mhhelp.wikispaces.com/file/view/11MHistATask3researchproject2011.docx
 PRE LESSON PLAN

PART A: PREPARATION AND STRATEGIES

Year: 11 Syllabus section:

Unit Name: Preliminary Modern history, Part I: Case studies

Lesson Topic: Aung San Suu Kyi and pro-democracy movement Duration: 80 mins

Prior knowledge/skills Resources (Attach classroom ready resources/worksheets students will be

required using, including relevant pages from textbooks)

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
How are Quality Teaching (QT) elements achieved in the lesson?
QT element
1.4 Higher-order thinking
2.2 engagement
2.1 Explicit quality criteria 3.1 Background knowledge
2.2 Engagement 3.2 Cultural knowledge
2.3 High Expectations 3.3 Knowledge integration
2.4 Social Support 3.4 Inclusivity
2.5 Students’ self regulation 3.5 Connectedness
2.6 Student direction 3.6 Narrative
Indicators of presence in lesson
Students work together to problem solve and engage different
materials to put together a newspaper
Students engage with variety of sources and work in groups
PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes: (number and descriptor)

P1.1 Describe the role of key groups, individuals and events of selected studies from the eighteenth century to the present.
P1.2 Investigate and explain key features and issues of selected studies.
P3.2 Locate, select and organise relevant information from different types of sources.
P3.4 Identify and account for differing perspectives and interpretations of the past.
P3.5 Plan and present the findings of historical investigations, analysing and synthesising information from different types of sources.
P4.1 Use historical terms and concepts appropriately.
P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and
written forms.

Students learn to: Students learn about:

- Ask relevant historical questions about
selected studies of the modern world - The 1988 student uprising in Burma
- Analyse the major events and issues - Student learn to analyse the situation through newspaper articles, interviews
relevant to selected studies of the and images to further produce newspaper article.
modern world - Student work together in groups and produce a professional newspaper
- Describe and evaluate the role of key
individuals and groups in selected
studies of the modern world
- Account for and assess differing
perspectives and interpretations of
significant events, people and issues in
selected studies of the modern world
- Present the findings of investigations
on selected studies of the modern
world, analysing and synthesising
information from different types of
 sources
- Present the findings of investigations
on selected studies of the modern
world, analysing and synthesising
information from different types of
sources
- Communicate an understanding of
relevant concepts, features and issues
using appropriate and well-structured
oral and/or written and/or multimedia
forms including ICT.
Timing Lesson content Student activity Teacher activity
Students come into the class, settle Teacher write up the class instruction on the board for students to
5 mins 1988 students down and get ready for learning. follow for the lesson
uprising in Teacher explains students of the activities that they will be doing
Burma and role in class.
of Aung San
Suu Kyi since
then
Students forms groups of no more Teacher put students into groups of 5-6 students and ask them to
5 mins Students are than 6 (they may work with their take on a different role as newspaper editorial company.
asked to work as friends but depending on their
news editorial behaviour, teacher may choose to Teacher allocate each student to allocated positions such as:
team and they switch persons) and work together - Newspaper editor
have to cover a to produce a newspaper headline. - Photographer
political event in - Graphic designers
Burma 1988 - Journalists/reporters
students - Sub-editors
uprising.
Teacher then explains the role of each students as their allocated
roles and what they are expected to do in this task.
Student receive the Teacher distribute materials/resources that they will be needing
5 mins materials/resources and to complete this task to the students.
brainstorm/discuss what they can
 do to make this newspaper article Teacher then explains to the students how they can work together
looks professional and interesting. to complete this task.

Resources:
Presentation boards, Colour pens, scissors, old newspaper, glue
and some blank A4 paper

Please see resource 1 below for images

Please see resource 2 below for newspaper articles
Resource 3:
Burma debate (1995). Students of the revolution, in their own
words: voices of 1988 and intellectual exchange: maintaining
access. Vol. II, No. 2 April/ May 1995. Retrieved from
http://www.burmalibrary.org/docs12/BD1995-V02-N02.pdf

30 mins Newspaper Students work collaborative in Teacher go around and checking if students are on the right track
production their groups to cover news on and assist them with newspaper outline
“1988 student uprising in Burma”

Students need to come up with a

clever and eye catching headline
for their newspaper along with
eye-catching photo of the event.

Students then work together to

plan how they could implement
the resources given to them to
create a great newspaper front
cover article.
10 Group discussion Students and teacher work Teacher facilitate students in asking questions about 1988
together to write out some critical student uprising events in Burma and discuss the sources that are
questions regarding this event. given to the students.
20 mins Assessment Student ask questions regarding
preparation the assessment. Questions such as
- Where they can resources?
- How they can display their
work professionally
- What is the marking
criteria asking for?
Teacher display sample works from previous years to help
student understand the task better and clarify their questions
regarding the assessment.
Here, sample works are crucial to student understanding how
they can do to achieve their best.
Teacher go through the assessment step by step, along with
sample works teach explain what the marking guideline is
expected of students.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
- This activity is designed to
attract students to
participate in a
collaborative work.
However, teacher should
always supervise students
stay on track.

Links to next lesson

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
4.1 identify strategies to support This lesson is designed to be fun and engaging to all students with different learning
inclusive student participation abilities. They all have different roles and task to suit their best learning styles and hands
and engagement in classroom on activity helps students to engage in the learning as well as help them to work together
activities. in a group.
Resource 1: Images of 1988 student uprising
Resource 2: Newspaper article
Ne Win, dictator who ruined Burma, is dead
By Mark Baker, Herald Correspondent in Singapore
December 6 2002
General Ne Win, the eccentric and reclusive dictator whose 26-
year reign led Burma from prosperity to poverty and spawned the
most repressive regime in Asia, has died at the age of 91.
Family members said the former independence fighter who seized
power in 1962 died yesterday at his lakeside home in Rangoon -
publicly disgraced and a prisoner of the generals whom he had
once groomed as successors.
He was cremated in a simple ceremony held hours after his death.
His body was taken to Ye Way cemetery by his wife, Ny Ny
Myint, and a simple Buddhist funeral rite was held in the early
afternoon.
Accused of supporting a bizarre plot to overthrow the present
military regime, Ne Win had been under house arrest since March.
An appeals court is due any day to rule on the death sentences
passed in September on his son-in-law and three young grandsons
for their roles in the alleged conspiracy.
Diplomats and Burmese analysts believe the charges were
concocted by the regime to quash the influence of Ne Win, who
stood down in 1988 but remained a powerful figure.
They believe his public humiliation makes it unlikely his death will
lead to a change in the regime's refusal to open serious talks on
political reform with Aung San Suu Kyi's National League for
Democracy, despite intense international pressure.
"It's doubtful that the regime will change much after his death, but
we could see increased conflict between his supporters and critics,"
said Aung Zaw, a leading Burmese exile and editor of the
magazine Irrawaddy.
Born in 1911, Ne Win worked as a postal clerk before he joined
the famous "Thirty Comrades" who struggled to liberate Burma
from British colonial rule. He fought alongside General Aung San
- Aung San Suu Kyi's father and the hero of the independence
struggle who was assassinated in 1947 - before becoming army
chief.After the 1962 coup Ne Win's misrule saw one of the richest
and best-endowed countries in South-East Asia reduced to an
economic basket case. His "Burmese Path to Socialism" led the
country down the road to repression and isolation.
His resignation in 1988 presaged a mass uprising by pro-
democracy activists that was brutally suppressed with the loss of
thousands of lives. The new regime imposed martial law, placed
Ms Suu Kyi under house arrest and refused to honour the NLD's
landslide victory in national elections.
Aung Zaw said Ne Win had died a broken man because of
persecution by the generals whose careers he had made.
"He was very bitter. He felt betrayed. These men were his
subordinates and they turned on him. It was bad karma that was
returning to him. He had the opportunity to rehabilitate himself in
the eyes of the Burmese people, but he chose to die as the villain of
the country and not its saviour."
 A democracy still waiting to flower
August 8, 2013 , Lindsay Murdoch
After 26 years of bizarre rule by xenophobic generals and their
numerologists and soothsayers, Aung Zaw believed Burma's oppression
had finally come to an end as 3 million people poured onto the streets of
Rangoon, one of the largest demonstrations in recorded history.
''As a student at that time, I can clearly remember the exhilaration of
knowing that the entire nation was behind us, that we could not possibly
lose,'' he says. ''But we were wrong.''
The ageing and superstitious dictator Ne Win ordered troops to shoot to
kill on a supposedly auspicious day, August 8, 1988, prompting a wave of
repression, torture, jailing and killings that rivalled China's Tiananmen
Square crackdown the following year.
Caught in the carnage were monks, teachers, government workers and
children, with the atrocities including beheadings as bodies swung from
power poles.
Today, amid the dizzying change in the country now more commonly
called Myanmar, high-ranking military officers and pro-democracy
leaders from that era will come together to mark the 25th anniversary of
the crackdown that is etched into the psyche of Burmese and consigned the
country to two more decades of brutal military rule.
''In my heart I am suffering,'' says 45-year-old Htay Kywe, who was
a university student when he helped organise the 1988 protest. ''I agreed to
invite the military to the [25th] anniversary event. We cannot let our
actions be dictated by revenge.''
Htay Kywe says nothing can erase the pain of knowing the people running
Myanmar today are the same as when he spent 18 years in jail, much of the
time in solitary confinement and interrogation camps, where many of his
friends died.
''They have changed from military uniform to civilian clothes,'' he says.
''But we have to move forward, keep the pressure up so there is no
backsliding. There must be national reconciliation.''
Marking the anniversary of what has become widely known as the 8888
Uprising would have been unthinkable before an election that two years
ago installed a reform-minded quasi-civilian government led by President
Thein Sein, himself a former general.
But a three-day festival-like conference attended by thousands of people in
Rangoon, now more commonly called Yangon, has been openly reflecting
on the bloodshed and debating the future of the country, where diplomatic
relations with the West have been restored and dramatic changes include
the release of hundreds of political prisoners and the lifting of media
restrictions.
Min Ko Naing, another of the student leaders who spent 25 years in prison,
says authorities ''now have to shout louder than we do about democracy''.
''Whether they are really practising it or not is another matter,'' he says.
''Here I think we need to examine what kind of political reform is taking
place in the country — is it for all of the people, or just for a group of
people?''
Min Ko Naing, who once shed tears over the death of his only cellmate, a
cat, says many traps and obstacles remain, such as the draconian
Electronics Act, under which a person can be jailed for 15 years for
sending an email.
''The other side is no longer denying democracy. But things are not moving
smoothly, so we still have to struggle,'' he says.
''Sometimes we have to compete with them and sometimes we have to
negotiate with them.''
Bo Kyi, who helped organise the 1988 demonstrations, worries that
hardliners in the military will resurface.
''The army is not under civilian control. The constitution guarantees a lot
of power to the military. That must change but will take time,'' he says.
Bo Kyi, who campaigns to free Myanmar's remaining political prisoners –
there are about 220 – says the changes that have opened the country to the
world are ''just the beginning . . . there is a long way to go''. He says there
must be truth and justice with regard to the past but agrees that revenge
must be avoided.
On the eve of the anniversary, international human rights groups have
called on Thein Sein to bring the commanders responsible for the killings
to justice.
Some student groups have also boycotted the anniversary over the
invitations sent to the military.
''Instead of inviting these former generals we should force them to
apologise for what they did to the people,'' says Kyaw Ko Ko, a leader of
the All Burma Federation of Student Unions.
The former student leaders, now in their 40s, who established a group
called the 88 Generation are likely to play key roles as the country heads
for another general election in 2015.
Ko Ko Gyi, one of the founders of that group, says there are many
opportunities for the country but also many risks.''We are trying to be
realistic while looking on the brighter side,'' he says. ''This is not the time
for street politics, but the time for parliamentary politics.''
Aung San Suu Kyi, the daughter of independence hero Aung San who
emerged as pro-democracy leader in the aftermath of the demonstrations,
is scheduled to speak at today's event.
''We have no chance to solve the problem under a military regime. We
need a democratic system to solve the problem,'' she said in remarks
published to mark the anniversary. ''Twenty-five years is not a very long
time ... we have a good opportunity to move forward with our revolution.''
Aung Zaw, the founding editor in-chief of The Irrawaddy magazine, says
there is some hope in the air but nothing like that of 1988.
''Does anybody really believe that the former generals who now rule
Myanmar understand the meaning of democracy? Probably not. But
perhaps it doesn't matter, as along as we are all determined to make what
use we can of the little freedom we now have to create a nation based on
respect for the rights of people, rather than on the dread of despotic rulers,''
he wrote.
''This does not mean that we can forget the past, especially when its effects
are still very much with us.
''Despite numerous ceasefires, conflicts in the country's north remain
unresolved because of the current government's refusal to accommodate
the desire of ethnic minorities for greater self-determination,'' he says.
''Meanwhile, religious riots — evidently backed by some still in power
today — are hurting the country's efforts to rejoin the international
community after decades of isolation.''
The 8888 Uprising was graphically depicted in a photograph of the
bloodied body of 16 year-old Win Maw Oo being carried away by two
young doctors on September 19, 1988, published around the world.
As she lay dying in hospital she demanded that her father Win Kyu, 60,
refrain from calling out her name – a traditional practice among Burmese
Buddhists that allows the transfer of merit to the deceased's soul so that it
may rest in peace – ''until our country gets democracy''. Each year on the
anniversary of the uprising Win Kyu and his family have faced the
agonising dilemma of whether to release Win Maw Oo's soul into the
afterlife.
This year they have again decided against.
''You cannot say democracy is now flourishing in our country,'' Win Kyu
says, sitting in the family's one-room shack on Yangon's outskirts.
Bibliography

A photo of strong demostrators gather in the central street of Rangoon to protest (photo credit to Roselle Assireli). Retrieved from
http://www.gettyimages.com.au/detail/news-photo/crowds-watch-as-a-government-propaganda-poster-is-erected-news-photo/76049337

Burma debate (1995). Students of the revolution, in their own words: voices of 1988 and intellectual exchange: maintaining access. Vol. II, No.
2 April/ May 1995. Retrieved from http://www.burmalibrary.org/docs12/BD1995-V02-N02.pdf

Baker, M. (2002, December 6). Ne Win, dictator who ruined Burma, is dead. Sydney Morning Herald. Available from
http://www.smh.com.au/articles/2002/12/05/1038950148844.html

Burma 88 studets uprisng in 1988 (1988). Retrieved from https://www.pinterest.com/pin/483222234988955811/

Ebbighausen, R. (2013, 8th August). The uprising of 1988. Deutsche Welle (DW). Available from http://www.dw.com/en/the-uprising-of-1988/a-17005335

Murdoch, L. (2013, August 8). A democracy still waiting to flower. Sydney Morning Herald. Available from http://www.smh.com.au/world/a-democracy-
still-waiting-to-flower-20130807-2rgkw.html

The 8888 protests in Rangoon (1988). Retrieved from http://www.oxfordburmaalliance.org/1988-uprising--1990-elections.html

The 1988 student uprising on the street (1988). Retrieved from http://i.huffpost.com/gadgets/slideshows/312310/slide_312310_2786822_free.jpg

8/8/8 in Rangoon (phto credit: Tom Lubin). Retrieved from https://intlibecosoc.wordpress.com/2013/07/22/peoples-power-military-repression-and-

the-uncertainties-of-erotic-struggle-a-review-of-asias-unknown-uprisings-volume-2/
 POST LESSON PLAN

PART A: PREPARATION AND STRATEGIES

Year: 11 Syllabus section: stage 6, preliminary par 1 : case studies

Unit Name: Aung San Suu Kyi and pro-democracy movement

Lesson Topic: Duration: 60 mins

Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?
QT element Indicators of presence in lesson
2.1 explicit quality criteria This lesson focus solely on giving effective feedback to the students on the areas
that they need to improve.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number and descriptor)
P3.1 Ask relevant historical questions.
P3.2 Locate, select and organise relevant information from different types of sources.
P3.3 Comprehend and analyse sources for their usefulness and reliability.
P3.4 Identify and account for differing perspectives and interpretations of the past.

Students learn to: Students learn about:

- Account for and assess differing perspectives and - What they can do to improve the quality of research
interpretations of significant events, people and issues and analysing and interpreting information
in selected studies of the modern world
- Present the findings of investigations on selected
studies of the modern world, analysing and
synthesising information from different types of
sources
- Ask relevant historical questions about selected
studies of the modern world
Timing Lesson content Student activity Teacher activity
Students come into class and prepare to Teacher welcome students into the class
5 mins learn and as students settle into the class,
teacher prepares to hand out class
materials to class.
Students receive sample portfolio Teacher hand out the sample assessment
5 mins assessment from previous year; the and compliment students on their
assessment also included the research achievement and points out that there
essay. are things still need to be learn to
improve their learning.
Students are ask to sit in a group of 3.
Students will receive 3 different sample Teacher ask students to sit in a group of 3
assessment tasks (portfolio) from and distribute 3 different kinds of
previous year and they are asked to give assessment sample to each table.
a mark out of 30.

Note: Students will receive assessment

tasks ranked at PASS, CREDIT and HIGH
DISTINCTION but students are not told
which one is a pass, credit and high
distinction assessments.
5 mins Students go through the marking rubrics Teacher explicitly explain what the
again with the teacher and get their marking criteria is asking for and explain
questions clarified how some students didn’t achieve as best
as they could because they are not

Peer assessment Student look through the assessment
15 mins and following the marking guideline,
they give a mark out of 30.
NOTE: This is intended to help student to
show that they understand what they
are expected to perform in the task. By
marking the assessment, they will have
to look at marking criteria to check if the
student has included in their task for
them to give a mark. This way, student
will be reading the marking criteria and
looking for things that they can give
marks.
Class discussion Students discuss with the class as to
10 mins why they have decided to award the
assessment and justify their answer.
Students juxtapose marking criteria to
the assessment and justify why have
given the marks.
Note: teacher insist students to
carefully critique the work of other
students.
15 mins Inquiry process Student make notes of inquiry process
and ask questions for the things that
they may not understand.
answering the question or following the
marking rubric.
Resource 1:
Please refer to source 1 below for
example of marking rubric.
Teacher ask student to sit next to one of
their peer and ask student to mark the
assessment of the person next to them
Teacher go through each assessment and
ask the students who marked this
assessment to say how many marks they
have given for the assessment and
student will need to justify their given
marks.
Teacher go through all 3 of these
assessments and listen to what students
have to say and teacher reveals how
many marks they have awarded for this
particular assessment.
Teacher go through resource 2: inquiry
process with the student.
Teacher explain to the students that some
of the students didn’t really used variety
of sources and most importantly, they
were not engaging these sources in their
 essay to construct an argument.

Teacher teaches them to ask critical

question when researching. It is
important for student to question so that
they are specific to what they are looking
for and they can break down complex
ideas to a chunks of information that
easier for them interpret and understand.

Note: there’s a chance that students may

not have used the right source. There are
so many resources out there and student
can go off track with their topic and they
may bring in resources that are not
relevant to the assessment.

Resource 2: Inquiry process

Resource 2 is attached below

20 mins Return assessment and Student discuss and ask questions as to Teacher return assessment to the
individual feedback what they can do to improve students and consult students
individually. Teacher give effective
feedback on what they improved from
previous assessment and what they can
improve more in the future.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording

Links to next lesson

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
5.2 demonstrate an understanding of the This lesson is designed to focus on giving feedback on students’ performance in
purpose of providing timely and their research essay and portfolio work. Student also peer assessment feedback to
appropriate feedback to students about further strengthen their understanding of marking rubric.
their learning.

Resource 1: marking criteria

Note: I have used the same criteria from the assessment task. Consider this as a marking criteria also used in previous year. I didn’t want to copy
marking guidelines as it doesn’t match assessment that I’m asking student to mark.

Marking guidelines for PART A – Research Essay Marks

 Comprehensively Effectively investigate and analyse the issues, events and key individuals and groups of chosen topic area
and thoroughly answer using inquiry questions, relevant and reasonably detailed and specific evidence and explicit use of
range of sources
 Present work in well-organised and professional manner, show sophisticated ideas and argument with proper use of grammar,
proof read and well edited work 17-20
 Provides detailed, relevant and accurate historical information using a range of appropriate terms and concepts
 Presents sophisticated, well-structured and thorough engagement and analyses of sources used in the essay to convey
sophisticated ideas and arguments
 Effectively references the sources and provide an explicit bibliography and sources are put into categories

 Effectively investigate and analyse the issues, events and key individuals and groups of chosen topic area and thoroughly
answer using inquiry questions, relevant and reasonably detailed and specific evidence and explicit use of range of sources
 Present work in well-organised and professional manner, clear and cohesive and logical argument with proper use of grammar,
proof read and well edited work
 Provides relevant and accurate historical information using a range of appropriate terms and concepts 13-16
 Presents well-structured and display some sophisticated arguments and ideas and thoroughly engaged sources in the essay
 Effectively references the sources used in the essay and provide an accurate bibliography
 Presents some evaluation and investigate the issues of the chosen topic area using variety of sources
 Present work in a clear and coherent way using proper sentence structure, a good essay structure using paragraph, work
edited well with little to no grammatical error. 8-12
 Provides some accurate historical information using some appropriate terms and concepts
 Presents sound source analyses which mostly address the relevant issues to the chosen topic area and engage these sources
to portray a compelling case study.
 References sources used in the research essay and provides an accurate Bibliography

 Gives some explanation of the chosen topic and explain using some relevant sources
 Provides some accurate and relevant historical information using variety of sources
 Present work with small grammatical errors and basic skills in constructing the essay 5-8
 Attempts to analyse the sources used in research essay, addressing some issues of reliability and usefulness of the sources
and engage these sources in the essay in a limited way
 References some of the sources used and provides a Bibliography.

 Identifies some different views, event, issues and individuals of the topic
 Present work with large amount of grammatical errors and poor construction of essay
 Includes a limited amount of information and discuss some basic terms and concepts of the chosen topic 1-4
 Attempts to analyse the sources used in the research essay and give inadequate evidence of reliability of sources
 Lists some sources used in the research essay and gives a very limited Bibliography.
Resource 2:
Bibliography

History teachers’ Association of Australia (2013) Retrieved from

http://www.achistoryunits.edu.au/verve/_resources/htaa_teach_hist_the_inquiry_process.pdf (inquiry process)

Lindisfarne Anglican Grammar School. Historical Investigation assessment task 3. Retrieved from
https://mhhelp.wikispaces.com/file/view/11MHistATask3researchproject2011.docx (I used the marking rubrics and modified to suit my
assessment)
 Justification

For this preliminary course, as part of case study I have chosen to teach students on Aung San Suu Kyi and pro-democracy movement
because I believe that this topic has so much to offer students in terms of political, economic and human rights issues. I believe that it will
encourage students to question and further their knowledge on democracy and the struggles to achieve it. Through designing unit outline, inquiry
based assessment task and designing pre-lesson to prepare student for the assessment, I have implemented lesson plans and activities that will
encourage to think, question and solve problems like historians using methods and models that historians used to approach understanding of
history. I have incorporated historical inquiry method, inquiry-based learning, discipline-based knowledge and object-based learning approaches
to engage students in questioning the cause of history and using evidence to interpret meaning and drawing conclusion for themselves.

Throughout this unit, I have learned to teach student to think and act like historians. At stage 6 history, it is crucial that student learn to
inquire, think, analyse, investigate, record and construct the past as well as impose questions and raise issues. We as teacher have to teach
students set skills that historians use to critically analyse issues and solve problems. In designing lesson plans in unit outline, assessment task
and lesson planning, I have implemented strategies such as facilitated learning strategies, instructional learning strategy and most importantly
inquire based learning strategy to promote active engagement in learning and also promote participation of all students at different levels of
learning. I have implanted lesson plans and activities that will give students a chance to use the skills that you have mastered over the years,
skills such as analysing, reading, writing, problem solving, collaborative work and creativity. I have designed lessons to interactive between
teacher and the students and also to give opportunity for students to show off their skills and knowledge. Thus, student grow in desire to come to
class because they don’t feel like a failure and they have a part to play in class as well as it is a fun and inclusive environment (McDonald,
2010). I have embedded activities such as debate team, role play, think-pair-share, group discussion, writing report, UN conference, Prezi
presentation, creative presentation of history (creating artworks) and news-paper editorial groups. These activities are design to help student to
be responsible for their own learning as well as to give them a chance to be leaders in class room. I aim to help student to develop skills to
critically analyse issues and solve problems. To do that I have planned activities such as UN conference, debate and creating art works that
represent democracy. Through these activities, students learn to develop empathy and they are given a chance to relate these historical events to
their own life and construct meaning such as why does democracy mean to me? Or how different is my democracy to others? Students learn best
when they can find relevance in history and they can relate to it personally (Neumann, 2012). I aim to support student to make “meaning over
memory” thus to break ideas apart and reconstruct them to make their own meaning to history rather than teacher telling those facts of what
happened in the past (Neumann, 2012, Frragnoli 2005). Students should be able to look at the past and relate to themselves perhaps choose an
example to what’s morally and ethically right and wrong.

Substantive knowledge is never enough to study history thus I have incorporated inquiry-based learning to help build up procedural
knowledge where students question “significance” of those historical events. I have incorporated Neumann’s inquiry model approach to
teaching history in my lesson plans (2012). Each lessons, I intend to start with brainstorming ideas about the topic area. This is to determine
whether students have any misconceptions about this particular topic and also to test their prior knowledge. From there to develop in-depth
understanding of the topic, I would assign students to investigate, research and analyse the issues and to represent their findings to the rest of the
class. They can do it orally or through visual presentation. In the process of lesson planning, I learn that it takes a lot more knowledge on
historical concepts to be able to build lesson plans on inquiry-based learning (Neumann, 2012). Neumann suggested it is certainly harder for pre-
service teachers to incorporate inquiry-based learning because of the lack of classroom experience nonetheless, I have tried as best as I could to
include inquiry-based learning because it is important to promote critical thinking, to develop divergent perspectives and come up logical
conclusion. I would like develop skills to break apart the information and to reconstruct to and make meaning of their own. Therefore, I have
included activities such as newspaper editorial and report on political issues. These activities are designed to encourage students go in depth in
understanding the concepts and make their own meaning.

Also I have incorporated object-based learning that is where students learn by hands-on activities. History, in the past has been based on
teacher-text-test-centred pedagogy but I have implemented facilitated learning strategy where students are active participants and they learn
through collaborating with others in group works such as presentation and conference (Apedoe, Walker & Reeves, 2006). As a teacher, I will
facilitate their learning and providing them with scaffolds to assist with their learning. As evidence in the lesson plans, I encourage students to
groups. This is to ensure that students learn to work in groups, help each other to construct meaning and share their views. Also I have
incorporated object-based learning approach where I practice in class with students by bringing in sources and materials for student to get hands-
on experience. Students create National League for Democracy (NLD) flag and write the symbol and meaning that it represents. Students also
get to act out famous scenes from Aung San Suu Kyi’s democracy movement and students get to create newspaper using archives, sources,
images and newspaper. Likewise Their assessment task required student to not only research but to communicate it through presenting their
works in a creative ways. Here also, students are required to work with resources such as interview scripts, images or they even bring in sample
historical objects to make things interesting. The reason for adapting to object-based learning is because it is fun and engaging and students get
to do things using their hands, and it serves to all students with different learning styles (Staats, 2016).

In conclusion, I intended design lessons that encourage participation of all students and implemented lessons that included activities that
serve all students with different learning styles and learning abilities. These lesson plans are designed based on inquiry-based learning approach
where teacher facilitates students in their learning and students take leadership and responsibility for their own learning. Students are taught to
think, question and analyse sources and information like historians.
Bibliography

Apedoe, S. X., Walker, E. S. & Reeves, C. T. (2006). Integrating Inquiry-based learning into Undergraduate Geology. Journal of Geoscience
Education, 54(3).

Fragnoli, Kristi (2005). Historical inquiry in a methods classroom: Examining our beliefs and shedding our old ways. The Social Studies, 96(6),
247-251. DOI: 10.3200

McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom management: Engaging students in learning (pp. 144-180).
South Melbourne, Australia: Oxford University Press.

Neumann. D. (2012). Training teachers to think historically: Applying recent research to professional development. The History Teacher, 45 (3),
383-403. Print.

Staats, J. (2016). Developing excellence in historical inquiry: Enggagement and leraning through ‘hands on history’. Teaching History, 45(3).
Available from
Availability:<http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=708733511382761;res=IELHSS