Alicia Sukkar

18363441

Secondary Curriculum 1A

102087

History

School of Education

Western Sydney University

 Rationale

The created unit of work has been designed for a stage 5 class, studying the topic “Movements of people”, a chosen topic
within the Depth 1 study: Making a better world? (History K-10 Syllabus, 2012, 84-86). The unit of work was designed to cater to a
positive school environment, that has little behavioural management issues, and high achieving students. There is a high expectation
of students to participate and fully engage with all class work. The lesson is created so that students do engage with a balance of
online material and physical reading and writing activities. Group work is regularly implemented into the unit of work, however most
activities can be amended so that students can work with each other and share their knowledge. The unit of work has been designed
to incorporate all dimensions of the Quality Teaching Classroom Practice Guide (2003). The structure of the activities, and the flow of
learning creates a quality learning environment and extends to meaningful learning. Similarly, the unit of work has been designed in
order to reflect Vygotsky’s sociocultural theory (1978) of learning, by “making meaning” of the content in the development of
cognition. This is achieved through the role of social interaction within the classroom and with the learning activities.

Throughout the course of teaching, the unit of work gives teachers constant opportunities to assist students struggling with
the work. As mentioned earlier, activities can be conducted in groups, giving Gifted and Talented (GAT) students opportunities to
assist their peers that are struggling. Simultaneously, these students are also encouraged to work with other GAT students, to
bounce ideas off each other and strengthen their learning. According to NAGC (2017), this approach benefits the individual GAT
student in their academic achievement and other students in the classroom. Further differentiation methods are implemented by
providing continued class activities, and having students further develop their favoured skills, i.e. ICT skills, while continuously
engaging with the topic content. In this topic, students are engaging with an increased number of primary sources, allowing students
to develop empathy, seek additional evidence through research, develop critical-thinking skills, construct knowledge, and further
develop the skills they had learned in stage 4.
References

Nagc.org. (2017). ​Common Characteristics of Gifted Individuals. ​National Association for Gifted Children. Retrieved from:
https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals​.

Nesa. (2012). History k-10 syllabus 2012. Retrieved from ​https://syllabus.nesa.nsw.edu.au/hsie/history-k10/

NSW DET (NSW Department of Education and Training) (2003). Quality Teaching in NSW Public Schools: Discussion paper.
Sydney: NSW DET​, Professional Support and Curriculum Directorate.

Vygotsky, L. (1978). ​Mind in society: The development of higher psychological processes.​ Cambridge, MA: Harvard University
Press.
Course​: HistoryK-10
Title:​ Movement of Peoples 1750 - 1901 (Depth Study: 1) from p. 86 History K-10 Syllabus.
Content
In the first four to six weeks teaching of the topic, students will
consider the Industrial Revolution's influence on the movement
of people, as well as the transatlantic slave trade and convict
transportation. Students are introduced to the economic, social
and political changes that occurred as a result of
industrialisation. The topic will focus on outlining the features of
the industrial revolution in Britain, and its influence on moving
people from villages to farms. It will also investigate the
influence of the industrialisation into the creation of a cheap
labour force, and how it had influenced the transportation of
convicts to Australia. The topic will identify the experiences of
slaves out of Africa, convicts and free settlers, while
investigating sources to create a narrative of the experiences of
those movers. This topic will introduce students to the concept
of imperialism which will make a strong connection to the overall
unit. This topic also includes a site study of The Rocks/ the
Quarantine Station/ Hyde Park Barracks and Macquarie St
towards the end of the term (within weeks 8/9).
Stage 5 Year 9 Duration: Detail:
4 weeks 12 hours/
12 lessons
Rationale
In order to have a deep understanding of why the world is the
way it is today, and as to why continents and countries have
citizens of diverse and differing backgorund, an investigation
and research into the movement of people is necessary. This
topic is highly engaging and provides a new and open
perspectives to the making of the modern world. This unit
should interest students as the begin to engage with historical
inquiries and concepts that are engaged with during stage 6
Modern History. Simultaneously, the topic should motivate the
students to continue their learning in history. At this stage of
learning, students should have the appropriate skills to read and
understand historical sources, use historical terms
appropriately, sequence historical events, and ask and evaluate
different kinds of questions. These skills will further be
developed through out the topic.
Outcomes Key questions

HT5-1: explains and assesses the historical forces and factors How was the 19th century impacted by new ideas/ideologies?
that shaped the modern world and Australia Why did people leave their native homes for a new life in the
HT5-2: sequences and explains the significant patterns of Americas and Australia?
continuity and change in the development of the modern world How has the world today been impacted by the movement of
and Australia peoples during this period?
HT5-4: explains and analyses the causes and effects of events Has the movement of people made the world a better place?
and developments in the modern world and Australia
HT5-6: uses relevant evidence from sources to support
historical narratives, explanations and analyses of the modern
world and Australia
HT5-9: applies a range of relevant historical terms and concepts
when communicating an understanding of the past
HT5-10: selects and uses appropriate oral, written, visual and
digital forms to communicate effectively about the past for
different audiences
Historical Concepts and Skills Learning Across the Curriculum
Work and enterprise
Concepts and skills: In this topic, students will investigate and examine the the
working and living conditions of the people from that period.
- Sources: content, context, purpose, perspective The will also research into the state of living under the
changing social, economic and technological developments.
- Continuity and change
-Causes and consequences Numeracy
-Empathy In this topic, students will construct and interpret timelines,
-Historical sources and perspective graphs and maps, to represent and comprehend data and
-Sequencing historical events to demonstrate relationship making it meaningful.
between different periods
Ethical understanding
In this topic, students will investigate and engage with the
Historical Concepts: strengths, weaknesses, motives and actions of individuals and
groups from this past period. They will able to create their own
-Revolution perspective on what was either a wrong or a right conduct in
-Imperialism this period.
-Transportation
-Trans-Atlantic slave trade Literacy
-Abolitionism In this topic, students will engage with a range of readings and
-Enclosure texts in order to confidently articulate and communicate about
the events of the past. This is further achieved by students
engaging with comprehensive texts, using specific historical
language, analysing sources, and communicating in oral,
written and digital form.

Personal and social capability

In this topic, student will gain an appreciation for the events of
the past, in the way people managed their own lives,
relationship, and life decisions. Through the investigation of the
events as they occured in the past, students will be able to
express the essential historical skill of empathy.

Information and communication technology capability

Students will learn to effectively use ICT in this topic for the
purpose of investigation, creating and communicating ideas. A
range of online activities are implemented in this topic to
strengthen students ICT skills, and to learn how to effectively
use the internet when interpreting and selecting sources.

Sustainability
In this topic, students are given the opportunity to develop a
historical perspective on sustainability by understanding, for
example, the development of the Industrial Revolution and the
growth of population. Students will make decisions on whether
these events have helped make the world better.

Critical and creative thinking

In this topic, students will engage with a range of primary and
secondary sources and should make a critical judgement on its
reliability, accuracy and usefulness. Students critical and
creative thinking is needed in the construction of a historical
explanation.

Civics and citizenship

In this topic, students will investigate as to how their own
society has organised itself, and how practices and ideals of
society has changed since the first movements of peoples. This
learning is further deepened in the site study.
Diversity of Learners Key Terms

In order to take into account the varying student needs, this Revolution
topic will incorporate a range of differentiation methods, which Industrial Age
include: Imperialism
Nationalism
-Different sets of worksheets or activities for students of Empire
differing abilities. Migration
-Collaborative learning Slavery
-Differentiation by dialogue Convicts
-Continued class work that focuses on students favoured skill The Middle Passage
Slave Traders
Plantation System

Content Teaching and Learning Strategies Resources

Weeks 1-2
The influence of the
Industrial Revolution on the
movement of peoples
throughout the world,
including the transatlantic
slave trade and convict
transportation :
•outline the key features
of the Industrial Revolution
1. Create a mindmap on the board with the question “What is a - Pearson History 9,
‘revolution’?” have all students contribute by brainstorming using their Ailing Coughlin (ed.),
prior knowledge. Include different types of revolutions:political, social, Australia 2012 and
Student Workbook 9
industrial, technological.
- Whiteboard
Think, pair, share activity: using a handed information sheet with the
- Textsheet
relevant information, students to identify key features in the four stems (Appendix 1)
of revolutions, and why they may have started.
2. Powerpoint: The agricultural revolution and the industrial revolution.
3. Student access the following link in resources on their digital devices - Powerpoint
and interact with its contents. This is to be followed with a class -​http://www.open.edu
discussion, responding to questions, such as: “Why did the revolution /openlearn/history-th
e-arts/history/heritag
in Britain
•explain how the
agricultural revolution
caused British people to
move from villages to towns
and cities to create a cheap
labour force
occur?”. Also get students to start thinking if this revolution had “made e/industrial-revolution
the world a better place.” -changing-landscape
4. Classroom activity: Split the class in half, have each student on one s
-Students digital
half research a new invention that came out of the agricultural
devices
revolution, whilst explaining the purpose of that invention. Have each
student on the other half research a new invention that came out of the
industrial revolution, while also explaining its purpose. The students on
each half should work together to create a timeline of the inventions,
and then present it to the other half of the class.
5. Hand students the following reading: C.N. Trueman. (2015). "Life In
Industrial Towns", students are then to make a table on their digital -​https://www.historyle
devices of the things that have remained the same today, and the arningsite.co.uk/britai
n-1700-to-1900/indus
things that have changed.
trial-revolution/life-in-i
6. Students to analyse a visual source activity worksheet on the nature of
ndustrial-towns/
the industrial revolution and answer the questions attached. -Worksheet
7. Powerpoint on the enclosure movement in England. (Appendix 2)
8. Present to students images of England as it changed before and after
enclosure. (See for example: The Oil painting of Manchester (1852) by -powerpoint
Kersal Moor). Students are to then write a short response in their -The Oil painting of
workbook discussing the impact of the enclosure movement on Manchester (1852)
agriculture and individuals. Further work (optional): students can by Kersal Moor
discuss how this movement affected urbanisation.
9. Powerpoint: Children in England used as a cheap labour force
10. Using ICT and other sources, students collect and analyse data, -powerpoint
including primary sources on reasons for the movement from country -Digital devices
sides to growing towns. Conduct a class discussion, using the
research made by students to argue how the movement of people from
farms to urban regions created a cheaper labour force.
11. Provide students with an excerpt of Daniel Defoe’s (1724) narrative
account of traveling through Great Britain, Tour through the whole

Week 3-4
•outline how the Industrial
Revolution influenced
transportation of convicts to
Australia and the migration
of free settlers
The experiences of slaves,
convicts and free settlers
upon departure, their
journey abroad, and their
reactions on arrival,
island of Great Britain. In pairs, students are to use this source, as well -Daniel Defoe’s
the information from their textbooks (Pearsons, 2012) and create a list (1724) narrative
of aspects that had “society moving forward” and a list for “society account of traveling
through Great Britain
moving backwards”.
1. Class discussion: What would be the factors forcing people to leave
their homes? Introduce the three major different reasons for movement
from the 18th century: Migration, Slavery, and Convict transportation.
-Worksheet
2. Define each of these concepts. Provide students with a source
(Appendix 3)
analysis worksheet. There are three sources, each reflecting one of
the three reasons for movement, students can work with a partner to
answer the questions.
3. Focusing on the transportation of convicts to Australia, verbally and
confidently teach to students that due to the industrial revolution, and -Powerpoint
the movements of people from rural to urban regions, crime, (optional)
unemployment and poverty increased, due to the higher competition
for jobs. As a result, the British government had to look for an
alternative to the death penalty, and the overflowing prisons, therefore
the transportation of convicts to Australia was on the cards. Students
should take notes. The information can be presented on a powerpoint.
4. Students are to use their digital devices and create a powtoon that
reflects the information given on how the industrial revolution -​https://www.powtoo
influenced transportation of convicts to Australia. Students finding the n.com/home/​?
task difficult can work in pairs.
5. Emigration in search of a husband: Students examine a poster created
to encourage women to emigrate to Australia and discuss reasons why -​http://www.sl.nsw.go
v.au/collection-items/
women migrate, and why the colonial government encouraged them to
emigration-search-hu
migrate to the NSW colony.
sband-1833-j-kendric
6. Students should imagine themselves as an emigrating women in the
including the Australian
experience (This syllabus
point is engaged with
continuously throughout the
entire unit)
• identify the movement of
slaves out of Africa and the
movement of convicts and
free settlers out of Britain
context of the 17th/18th century wave of emigration and create a blog k
post of their feelings, thoughts, reasonings and surround events -​https://edublogs.org/
occuring as they make the journey to Australia.
7. Differentiation: Students are to access the following link:
http://www.founders-storylines.com/​ and undertake historical inquiries,
-​http://www.founders-
especially devising questions and hypotheses, locating information and storylines.com/
testing their theories.
8. Students are to read an extract from Mrs Pexton's diary on board the
convict transport, and make a list of the contrast that free settlers -​http://collections.an
experienced on board, compared to convicts. mm.gov.au/en/object
9. Introducing students to the movement of slaves out of Africa, present s/details/152084/mrs
the video link. -pextons-diary-on-bo
ard-the-convict-trans
10. Students to engage themselves with a map of the slave trade route,
port-pilot
and read the text on the movement of slaves out of Africa. They are to
-​http://www.youtube.
define - The middle passage, slave trade and plantation systems. com/watch?v=mXS6
11. Students are to use the diagram of the slaveholding capacity, the JAhMe1Q
illustration of the “blood-stained Gloria”, the illustration of chained -Atlas​ of​ the​
African slaves, and the 1851 lithograph as evidence to describe the Transatlantic​ Slave​
Middle passage in their own words. They are to describe the Trade, D Eltis and D
experience and problems of an enslaved African, and how this Richardson, Yale
experience would prevent challenges for the slave traders/captors. University, 2010.
-http://www.liverpool
12. Classroom debate: Split the class, one half is to debate on how the
museums.org.uk/ism/
moving of people as a result of the industrial revolution moved society
slavery/triangle.aspx
forward, the other half is to debate on how it moved society
backwards. -​https://dp.la/primary-
13. Summative activity: On a communal google docs, students are to write source-sets/the-trans
three things they have learned, two things they have found interesting atlantic-slave-trade/s
and one question they have. Students should attempt to answer the ources/319
questions posed by the other students, any questions left unanswered -​https://dp.la/primary-
should be answered by the teacher. source-sets/the-trans
atlantic-slave-trade/s
ources/320
-​https://dp.la/primary-
source-sets/the-trans
atlantic-slave-trade/s
ources/321
-​https://dp.la/primary-
source-sets/the-trans
atlantic-slave-trade/s
ources/322

-https://docs.google.c
om/document/d/1w5
u75uJP5xwFbu9nuc-
qZqcdo6lZgbF-vuSR
esx6CTE/edit?usp=s
haring
Appendix
Appendix 1
Appendix 2
Appendix 3
Weebly link: https://aliciasukkar.weebly.com/