Assessment One

Contemporary
Teacher
Leadership
Assessment One
Jennifer Arts
18025558
Jennifer Arts 18025558 Contemporary Teacher Leadership
TABLE OF CONTENTS
CONTENTS
Table of Contents ............................................................................................................................................................................................................................. 0
Executive Summary: Objective, Context, Goals and List of Recommendations............................................................................................................................. 1
Background Information .................................................................................................................................................................................................................. 3
Comparative Table ........................................................................................................................................................................................................................... 4
Recommendations .......................................................................................................................................................................................................................... 11
Reconstructed Unit......................................................................................................................................................................................................................... 17
Scope and Sequence ................................................................................................................................................................................................................... 18
Concept Map .............................................................................................................................................................................................................................. 19
Assessment Task and Marking Criteria ..................................................................................................................................................................................... 20
Redesigned Unit Outline ............................................................................................................................................................................................................ 28
References ...................................................................................................................................................................................................................................... 61
Appendices of Original Documents ............................................................................................................................................................................................... 65
0
EXECUTIVE SUMMARY: OBJECTIVE, CONTEXT, GOALS AND LIST OF

RECOMMENDATIONS
Objective and Context
This report has been designed for the HSIE faculty at St Clair High School, located in Western Sydney. The objective of this report is to develop
key recommendations for the program Investigating Modern History – Case Study: The American Civil War, studied within the Stage 6,
particularly Year 11 curriculum. The original program was extremely simplified and minimal with no structure, with an intended diffusion for a
comprehensive, mixed-ability Year 11 class. Whilst there are still a number of mixed-ability Year 11 classes within the school, the proportion of
Language Background other than English (LBOTE) stands relatively high. As such, key recommendations to consider in the revision of this
program were designed to target a low-ability, diverse class of students with inclusive of cultural influences from students with a Language
Background Other Than English (LBOTE).
Goals
 Enhanced literacy, numeracy, critical and creative thinking skills and personal and social capabilities to enable within students to enable
successful participation in school, as well as equipping students for participation with the wider community (ACARA, n.d.).
 Permeation of student-centred learning strategies through Inquiry Based Learning (IBL) to enable collaborative approaches to learning
and disable entirely teacher-led instruction.
 Thorough integration of ICT as a resource to support learning and to develop critical and creative thinking skills (Talebiana,
Mohammadia & Rezvanfara, 2014).
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 Effective differentiation in terms of content, process and product in order to address the diverse needs of students within the classroom
utilising the Universal Design for Learning (UDL) framework to provide multiple means of representation, expression and engagement
so as to provide inclusivity and participation (Katz, 2013).
 Operative assessment as informed by Understanding by Design (UbD) in terms of formative, diagnostic and summative to appropriately
assess learning and engagement (McTighe & Wiggins, 2012).
List of Recommendations
This report recommends:
 Developing critical and creative thinking and personal and social capabilities with critical historical inquiry, IBL and empathetic
understanding (Wolpert-Gawron, 2015; Lazarakou, 2008).
 Development of literacy and numeracy capabilities through statistics, timelines, scale, maps, mind-mapping, brainstorming, scaffolds,
note-taking and vocabulary (Budd, 2004).
 Integration of ICT as a resource to support student learning to develop digital literacy and enhance participation and engagement (NESA,
2012; Johnson-Harris & Mundschenk, 2014).
 Permeate Inquiry-Based Learning (IBL) throughout unit to promote student-centred learning informed by UbD and promote motivation
for engagement (McTighe & Wiggins, 2012; Billman, 2008).
 Implementation of differentiation as informed by the Universal Design for Learning (UDL) to address an array of educational needs and
ability levels and ensure participation of a diverse cohort (Katz, 2013; García-Campos, Canabal & Alba-Pastor, 2018).
 Improve the provision of assessment as informed by Understanding by Design (UbD), through formative, summative and diagnostic
means (McTighe & Wiggins, 2012; Ladwig & Gore).
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BACKGROUND INFORMATION
St Clair High School is a comprehensive, co-educational school located within Western Sydney. There is a high level of diversity within the
population of the school, with 36% of students identifying as being from a language background other than English (LBOTE), and 8% of
students identifying as being of Aboriginal or Torres Strait Islander heritage. Furthermore, the socioeconomic status of the school has been
recorded from parental information within the lower half, with 53% of the school distribution falling within the bottom quarter of the Index of
Community Socio-Educational Advantage (ICSEA) scale. As such, the schools ICSEA value comes in at 938, lower than the average ICSEA
value of 1000. The school has a relatively equal split in terms of female and male students, with 52% identifying as boys and 48% identifying as
girls.
This program was originally taught to a mixed-ability Year 11 class, with minimal resources and efficient teaching and learning strategies
integrated. As such, when this unit was originally taught, there was a high use of teacher-led instruction and worksheets either created or sourced
from textbooks. As such, the revisions of this unit considers two pedagogical frameworks to meet the recommendations of differentiated content,
process and product, development of literacy, numeracy and personal and social capabilities, improvement of critical and creative thinking, as
well as improvements upon assessment within the unit: Understanding by Design (UBD) (McTighe & Wiggins, 2012) and Universal Design for
Learning (UDL) (Katz, 2013).
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COMPARATIVE TABLE
Area of Strengths of the Concerns of the area Suggested Changes to Research support for the changes suggested
consideration area of of consideration counteract concerns
consideration
- Use of - Limited - Inclusion of - Literacy is an integral component within

comprehensi differentiation vocabulary the Australian Curriculum general
on and Q&A for low-ability worksheets to capabilities to enable students to make
Literacy - Ease of and low- develop intricate increasingly sophisticated language
instruction literacy vernacular and choices, understand the influence of
- Use of some students metalanguage context on language and to develop their
textual - Set literacy - Inclusion of ability in utilising language (ACARA,
sources tasks not visual, n.d.).
explicitly laid multimodal or - Ollerhead (2018) maintains it is
out interactive texts essential to address the language and
- Reading and for digital literacy needs of EAL [and low-ability]
comprehension literacy students to develop their ability to
of texts only - Use of textual access content knowledge in
applicable to and literacy mainstream classrooms (p. 257).
textbook work based sources to - Inquiry-based methods enable authentic
develop literacy practices, through providing
comprehension opportunities for engaging children in
of texts the kinds of reading and writing they
- Use of inquiry- will encounter outside of school, also in
based methods alignment with the concepts of
4
enabling literacy transference within UbD (Billman,

practices 2008, p. 3; McTighe & Wiggins, 2012).
- Use of - Little to no - Incorporation of - Numeracy stands as a crucial skill,

numeracy demonstrations detailed widely applicable across all curriculum
with basic of numeracy numerate tasks areas as it provides the opportunity to
timelines and
Numeracy capabilities with develop the knowledge and skills to use
maps
- Little to no interpretation of mathematics confidently across other
differentiation maps, graphs, learning areas at school and in their
for low-ability scales and lives more broadly (ACARA, n.d.)
students statistics - Numeracy provides key enabling skills
- Use of for successful participation within
sequencing with school, as well as equipping students for
timelines and life beyond school, through access to
statistics further training, personal pursuits or
- ICT interactive participation in the wider community,
timelines with this also in alignment with
advocated concepts of transference
within UbD (Van Kraayenoord &
Elkins, 2004, p. 32; McTighe &
Wiggins, 2012).
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- Use of source - Source - Historical - A key component of critical and

analysis analysis is inquiry/IBL creative thinking is that it enables
Critical and - ICT is very limited tasks through students to think broadly and deeply
Creative and basic research and using skills and general dispositions and
present
Thinking
- Little explicit questioning facilitates in-depth understanding,
inclusion of - Incorporation of therefore enabling lower ability students
ICT within usefulness and to challenge and extend their
outline to reliability in understandings (ACARA, n.d.; Chang,
develop source analysis Li, Chen & Chiu, 2015, p. 344).
critical and to enhance - Tour (2017) acknowledges ethical
creative critical thinking challenges with accessibility, however
thinking - Exploration of argues the essentiality of ICT to
- ICT is overt and promote, support and encourage critical
minimally implicit literacy with ICT among EAL/D
used in perspectives in students in a positive, interesting and
meaningful the construction stimulating way to engage them in
and substantial of history experiences, and to provide
ways - Consistent opportunities for students to be
- Necessity to engagement confident to participate in a world in
acknowledge with ICT which technology-mediated practices
ethical through research are integral (Tour, 2017, p. 142).
concerns with tasks, - History inquiry and IBL develops
ICT presentation student’s confidence and engagement,
accessibility software and essential to EAL/D participation, and
with EAL/D OneNote enables critical and creative thought
students process (Duran & Dokme, 2016, p.
2888)
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- Slight - Minimal - Extended - Personal and social capabilities of

empathetical relevant and empathy tasks students develops as they enhance their
Personal and tasks and realistic - Collaborative empathy and understanding about
Social understandin comparison to people, places, processes and
tasks for
Capabilities g current life and phenomena to make a contribution to
discussion of
circumstances their own lives, their local communities and societies
- Minimal relationships in more broadly. (ACARA (n.d.).
collaborative regard to tasks - Empathetical understanding, as a major
tasks - Examination of historical personal and social capability,
- Little to no different equips students with the ability to move
reflection in perspectives in beyond their own perspective and
tasks history become more capable in understanding
- Incorporation of complexities and difficulties inherent
background within historical events. (Lazarakou,
knowledge and 2008).
relevant - Empathetical understanding aligns with
information to promoting processes that engage the
current lives, emotional aspect of students with
relationships learning difficulties is essential to
and learning creating relevance, purpose and
engagement within the classroom
(García-Campos, Canabal & Alba-
Pastor, 2018, p. 4).
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Desired results: - Assessment Identify Desired - Assessment is fundamental to UbD

was extremely Results: backward design, through identifying,
- Informal informal – no gathering and interpreting information
summative - In-depth
Understandin assessment provision of about students learning to understand
marking research task for student achievement and progress and
g by Design included at
criteria or assessment set the direction for ongoing teaching
end of unit
- Outcomes outcomes in inclusive of and learning (McTighe & Wiggins,
aligned with original source analysis, 2012; Ladwig & Gore, 2009, p. 5).
scope and assessment – marking criteria,
- Integrating formative assessment is
sequence and outcomes and
question essential to provide students and
unit outline weighting
merely placed teachers with timely and relevant
on board - Utilisation of feedback to then plan the most
Plan Learning - Limited learning appropriate lessons and learning
Experiences and differentiation intentions to activities (Belcher, 2016, p. 1; McTighe
Instruction: for lower- understand & Wiggins, 2012).
outcomes and
ability students - Permeating IBL throughout the unit
- Some IBL desired results
inclusive of aligns with an UbD approach of the
incorporated of each lesson
through LBOTE learner actively constructing meaning
research task - Focus on Determine Assessment and UDL through providing multiple
at the end of teacher-led Evidence: means of expression, representation and
the unit learning engagement for students, whereby
- Limited tasks - Integration of students have options and diversity in
to enable the formative regards to knowledge (Katz, 2013;
learner to assessment McTighe & Wiggins, 2012).
actively throughout - ICT within UbD aligns with the learner
construct - Incorporation of as an active constructor, through the
meaning source analysis emphasis of self-directed, independent,
throughout each flexible and interactive learning, also
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lesson in enabling the ability for adaption of

preparation to material and build in supports for an
critically array of learners (Talebiana,
analyse Mohammadia & Rezvanfara, 2014, p.
usefulness and 304; Johnson-Harris & Mundschenk,
reliability 2014, p. 170).
Plan Learning
Experiences and
Instruction:
- Incorporation of
Inquiry-Based
Learning to
enable a
student-centred
learning focus
through
collaborative
tasks, class
discussion,
deviation from
textbook, real
and relevant
connections to
current world
- Differentiation
through
Universal
9
Design for
Learning
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RECOMMENDATIONS
Diverse classrooms within Australian schooling necessitates a promotion of access, participation, and progress for all students. St Clair High
School’s increasingly multicultural schooling landscape stands evidential of this, with over one-third of students identifying as being from a
language background other than English (LBOTE). Therefore, recommendations for this unit have been devised to adjust the Stage 6 unit
Investigating Modern History – Case Study: The American Civil War to access relevant EAL/D student learning needs. Recommendations are
buoyed through the three-tiered Understanding by Design (UbD) framework, particularly through outcomes and assessment and through the
Universal Design for Learning (UDL) and Inquiry-Based Learning (IBL) to enable differentiation and a student-centred learning focus. Further
recommendations include a development of critical and creative thinking and personal and social capability through inquiry-based learning,
detailed empathetic tasks for understanding, and detailed analysis of textual and visual sources. In addition, literacy and numeracy are permeated
throughout the unit, with ICT integrated as a resource to support student learning, engagement and participation in all areas of the unit.
The Understanding by Design (UbD) framework offers a three-stage backward design process for curriculum planning, firstly identifying desired
results, followed by determining assessment evidence then concluding with planning learning experience and instruction (McTighe & Wiggins,
2012, pp. 2-6). Within this, assessment and outcomes stands as a vital constituent allowing an identification of desired results and assessment
evidence “to provide information on student achievement and progress and set the direction for ongoing teaching and learning” (Ladwig & Gore,
2009, p. 5). This unit’s initial approach to assessment was very minimal, informal and lacked scaffolded guidance and feedback. As such,
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adaptions of the unit centralise around significant permeation of formative assessment through learning intentions informed by outcomes, timely
feedback, Think, Pair Share, class discussion and question response, as well as the development of an in-depth differentiated summative
assessment inclusive of marking criteria and outcomes to enable relevance and transference of knowledge to new and authentic situations
(McTighe & Wiggins, 2012, p. 5). The informality of the summative task was thought suitable in the context of the scope and sequence for
assessment tasks for year 11, however, the reconstructed unit allows for equal focalisation on context and outbreak, due to requirement of the
informal summative assessment for in-depth analysis of contextual events leading to the outbreak of the American Civil War. As such, backward
mapping promoted by UbD enables a deciphering of student strengths, weakness and achievement, and facilitates direction for teaching and
learning (McTighe & Wiggins, 2012; Ladwig & Gore).
In planning effective learning experience and instruction, the Universal Design for Learning (UDL) framework enables efficacious differentiated
programming to promote transference, meaning making and acquisition (McTighe & Wiggins, 2012, p. 5). Three principles substantiate the
elimination of educational barriers for EAL/D students within UDL, through multiple means of representation, multiple means of action and
expression and multiple means of engagement, thus enabling “broader access to school for all students, therefore encouraging students’
participation, addressing all possible educational needs” (García-Campos, Canabal & Alba-Pastor, 2018, p. 2-3). ). Recommendations for
multiple means of representation are implemented through the use of vocabulary sheets to access complex historical metalanguages and
technical terms, providing an array of visual, textual and auditory content dissemination and frequent class discussions and collaborative work in
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reference to content. Providing an array of modalities in presenting information increases the chances of student receptiveness, in accordance to
what modality suits each students strengths (Johnson-Harris & Mundschenk, 2014, p. 169).
Further recommendations for multiple means of action and expression within the unit have been implemented through providing choice and
freedom in the method of responding within classwork and in the summative assessment. This is evident through allowing students to present
creatively through mind-mapping, as well as supporting an array of abilities through differing assessment modalities such as PowerPoint/Prezi,
as opposed to essay formats, as the multimodality of presentation software “allows students to express themselves” (Rao & Torres, 2016, p.
468). The use of ICT further aligns with the third recommendation of multiple means of engagement, through the use of laptops and websites
research, as when used effectively, “instructional technology can support learners’ cognitive processes” (Johnson-Harris & Mundschenk, 2014,
p. 170). Furthermore, integrating multiple means of engagement has been established through consistent and continual reference back to
background knowledge with class discussion and mind-maps, thus enabling information to have a more “profound meaning to [students]” to
“learn and retain [content] more easily” (Rao & Torres, 2016, p. 470). Furthermore, immediate, formative feedback and collaborative learning
further align with the third UDL tenant through maintaining student interests and sustaining effort within class, as well as heightening “student
motivation through the authentic task of sharing their expertise and knowledge” (Johnson-Harris & Mundschenk, 2014, p. 170; Rao & Torres,
2016, p. 469-470). As such, these three tenants of UDL enable inclusivity through differentiated curricula and instructional activities reflective
of the needs of diverse learners such as EAL/D students.
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The concept of addressing effective learning experience and instruction within UbD is further buoyed by the recommendation of Inquiry-Based
Learning (IBL) throughout the unit. Enabling a student-centred learning focus through IBL is noted for it’s potential to “trigger or support
known contributors to learning and achievement” with this inquiry, inclusive of historical inquiry, “recommended as a method that promotes
motivation to engage in learning” (Billman, 2008, p. 2). Recommended activities within this unit, such as the implementation of research-based
and collaborative tasks, reflective journals, student-centred learning discussions and learning intentions, have been developed in accordance with
the IBL approach to enable students' reflective thought and critical-thinking processes (Duran & Dokme, 2016, p. 2888). Within these activities,
student agency and independent direction is facilitated, with teaching for understanding requiring the “student be given numerous opportunities
to draw inferences and make generalisations for themselves”, as “understanding cannot simply be told; the learner has to actively construct
meaning” (McTighe & Wiggins, 2012, p. 6). As such, the integration of IBL enables EAL/D students to develop transferrable skills associated
with the process of historical inquiry and the interplay of historical evidence and argument, advocating for the student as an active participator
and constructor with meaning (NESA, 2017, p. 9; McTighe & Wiggins, 2012, p. 6).
Furthermore, key aspects of the general capabilities in developing effective learning experience and instruction centralises around the
development of personal and social capabilities, as well as literacy and numeracy. IBL and historical inquiry enable an exploration of personal
and social capabilities, in “providing opportunities [for students] to express and reflect on their opinions, beliefs, values and questions” within
their “capacity for self management” (ACARA, n.d.). As such, inherent within personal and social capability is the exploration of empathetical
understanding, with recommendations for inclusion of empathy tasks throughout the revised program advocated to “move students beyond their
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own perspectives” in understanding complexities of historical events (Lazarakou, 2008). The integration of collaborative tasks also enables
insight into differing perspectives, whilst providing assistance for EAL/D or lower ability as students “develop an understanding of the
unanimity of purpose of the group and the need to help and support each other's learning which, in turn, motivates them to provide information
… and encouragement to others' requests for help or perceived need for help” (Gillies & Boyle, 2010, p. 933). Furthermore, an integration of
literacy and numeracy provides opportunities for students to engage with reading, writing and numerate practices to enable skills for successful
participation, and equipping students for life beyond school, such as access to further training, personal pursuits or participation in the wider
community, an essential confidence for EAL/D students (Billman, 2008, p.3; Van Kraayenoord & Elkins, 2004, p. 32). As such,
recommendations within this unit for integrating literacy and numeracy centre around statistical analysis, sequencing of timelines and
interactive timelines, integration of mind-maps, note-taking and brainstorming to heed background knowledge, scaffolding and graphic
organisers for vocabulary building.
The integration of ICT within the unit stands an essential component to support learning, and buoy critical and creative thinking and inquiry-
based learning. ICT stands as a resource to support learning through an adaption of content to more effectively leverage EAL/D students diverse
learning preferences, life experiences and established knowledge through enabling multiple means of representation, action and expression and
engagement (Katz, 2013; Johnson-Harris & Mundschenk, 2014, p. 170). It is important to recognise the enhancement of ICT capabilities may be
inherently challenging for EAL/D students due to ethnic, cultural, socioeconomic, linguistic and educational diversity, however it is “important
to promote, support and encourage critical literacy with ICT among ESL students in a positive, interesting and stimulating way to engage them
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in these experiences” (Tour, 2017, p. 142). In addressing potential socioeconomic complications, this reconstructed unit emphasises the
school/faculty role in the provision of laptops for research in-class, therefore minimising work requiring ICT/Wi-Fi at home. These ethical
concerns are further addressed through differentiated opportunities in the presentation of the summative assessment, inclusive of ICT and a
traditional essay response. Moreover, within Inquiry-Based methods, ICT enriches existing educational models, allowing the “learner [to] play
an active role” through a promotion of “examination, calculation and analysis of information”. thus providing a platform for “student inquiry,
analysis and construction of new information” (Talebiana, Mohammadia & Rezvanfara, 2014, p. 304; Tinio, 2003, p. 9). As research has
indicated that the use of ICT supports a learner-centred environment, recommendations for integration within this unit centre around use of
online research, visual and auditory YouTube clips for alternate representation and the use of OneNote before, during and after school where
accessible (Castro Sanchez & Chirino Aleman, 2011 as cited in Pyrnos, 2016, p. 37).
As such, recommendations provided for the Stage 6 unit Investigating Modern History – Case Study: The American Civil War were imparted to
provide accessibility of content for lower-ability and EAL/D students. The goal of these recommendations is to provide a means of
representation, expression and engagement for EAL/D students through developing critical and creative thinking, personal and social
capabilities, literacy and numeracy as informed through the Understanding by Design (UbD) process, and differentiated through Inquiry-Based
Learning (IBL) and the Universal Design for Learning (UDL) framework. As such, the recommendations of this report aim to construct a
sequential, accessible program, that simultaneously extended and furthered the knowledge of lower-ability and EAL/D students.
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RECONSTRUCTED UNIT
Key
(specific improvements in brackets within unit outline)
Blue Pedagogical improvements, including Inquiry-Based Learning (IBL),
differentiation (UDL/UbD), ICT, literacy, numeracy, personal and
social capabilities (PSC), critical and creative thinking (CCT).
Green Assessment improvements of/for learning, informed by UbD

backward-mapping, including formative, diagnostic and summative.
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SCOPE AND SEQUENCE
Preliminary Modern History – Scope and Sequence 2018
TERM 2 – Historical Investigation/Case Studies
Week 1-2 Week 3-6 Week 7-10
Case Study 1 – American Civil War Case Study 2 – Cuban Revolution
Historical Investigation – in- Possible Personality Focus: Che Guevara/Fidel

class. Due Wednesday Week 5 Castro
Assessment task: Informal assessment – Presentation/Essay Informal assessment – Group task

response
Historical Investigation
Outcomes: MH11-2, 11-4, 11-8,

11-9 Outcomes: MH11-2, 11-3, 11-4, 11-5, 11-6, 11-9
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CONCEPT MAP
19
ASSESSMENT TASK AND MARKING CRITERIA
Name ______________________________ Class ________________________
Assessment Task
Preliminary Modern History
COURSE
Investigating Modern History – Case Study:
The American Civil War
TASK WEIGHT
Informal Summative Task (toward report)
DATE OF NOTIFICATION 16th August, 2018
TASK DURATION 2 Weeks
DUE DATE 31st August, 2018
OUTCOMES ASSESSED
› proposes ideas about the varying causes and effects of events and developments MH11-2
› analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11-3
› accounts for the different perspectives of individuals and groups MH11-4
20
› examines the significance of historical features, people, ideas, movements, events and
developments of the modern world MH11-5
› analyses and interprets different types of sources for evidence to support an historical
account or argument MH11-6
› communicates historical understanding, using historical knowledge, concepts and terms,

in appropriate and well-structured forms MH11-9
TASK RATIONALE
This task provides students with the opportunity to demonstrate their knowledge and
understanding of key elements of the historical context that contributed to the outbreak and
nature of the American Civil War. Within this task, students utilise critical literacy skills
through interpretation, analysis, critique and synthesis of evidence from a variety of
sources and develop logical and evidence-based arguments regarding the causes and
consequences of the American Civil War.
TASK INSTRUCTIONS
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Part A.
Select two primary and two secondary sources that demonstrate evidence about life in
America before and after the Civil War broke out. Include a discussion on the usefulness
and reliability of the sources. The time period to be covered can include 1776-1861. [15
marks]
Part B.
Assess and provide a response to the following statement:
“The outbreak of the American Civil War can be considered inevitable.”
You may present your response in the form of a 1000-1500 word essay or a 5-7 minute
multi-modal presentation (Prezi, PowerPoint) exploring the significance or impact of this
statement. You are to reference at least two of the four sources that you utilised in Part B.
[25 marks]
Definition:
*inevitable: certain to happen; unavoidable.
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Marking Criteria - Investigating Modern History – Case Study: The American Civil War
Name ______________________________ Class ________________________
Mark
Part A (Source Analysis) 10%
Range
 High-quality choice of relevant sources for use in historical argument

 Logical and critical discussion of reliability and usefulness of sources
 Superior and highly-thorough interpretation and analysis of a range of
17–20
sources
 High-quality communication of historical understanding and
methodical and brilliant use of historical concepts and terms
 Quality choice of relevant sources for use in historical argument

 Logical and thorough discussion of reliability and usefulness of
sources
 Quality interpretation and use of a range of sources 13–16
 Quality communication of historical understanding and valuable use
of historical concepts and terms
 Suitable and relevant choice of sources for use in historical argument

 Coherent and sound discussion of reliability and usefulness of sources
 Adequate use and interpretation of differing sources 9–12
 Adequate communication of historical understanding and use of
historical concepts and terms
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 Mediocre and inadequate choice of sources for use in historical

argument
 Reference discussion of reliability and usefulness 5–8
 Attempted interpretation of source(s)
 Attempted reference to understanding of historical concepts
 Limited to no choice of sources for use in historical argument

 Unreasoned discussion of reliability and usefulness
1–4
 Limited interpretation of source(s)
 Lack of understanding of historical concepts and terms
Mark
Part B (Response Question) 20%
Range
 Composes an insightful, creative and critical response showing

substantive understanding
 High-quality and strong use of sources to support argument;
 Strong evaluation and analysis of the context of the war with
substantive and high-quality reference to each aspects of society,
economy and country 17–20
 Thoroughly analyses and evaluates the effect of ideology and
significant chosen figures before, during and after the American Civil
War
 Critically analyses the effect of differing perspectives and
representations of social, cultural and economic life during the
American Civil War
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 High-quality communication of historical understanding and

methodical and brilliant use of historical concepts and terms to
support argument
 Composes a coherent, critical and sustained response showing

substantive understanding
 Quality choice of sources to support argument
 Quality evaluation of the context of the war with explicit reference to
each aspects of society, economy and country
 Clearly evaluates the effect of ideology and significant chosen figures 13–16
before, during and after the American Civil War
 Assesses the effect of differing perspectives and representations of
social, cultural and economic life during the American Civil War
 Quality communication of historical understanding and valuable use
of historical concepts and terms to support argument
 Composes a generally clear and coherent response showing sound

understanding
 Uses chosen sources in support of argument
 Suitable and coherent discussion on the context of the war with
reference to society, economy and country
 Clearly discusses to impact of ideology and significant chosen figures 9–12
before, during and after the American Civil War
 Acknowledgement of differing perspectives and representations of
the American Civil War
 Adequate communication of historical understanding and use of
historical concepts and terms to support argument
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 Presents an argument with reference to statement

 Attempted reference to chosen source(s) and evidence
 Alludes to role the context of the war on society, economy and
country
 Attempted discussion of significant figures before, during and after
5–8
the American Civil War
 Slight discussion of differing perspectives and representation of the
American Civil War
 Lack of understanding of historical concepts and terms with attempt
to support argument
 Attempts a limited or no argument and discussion in regard to

statement
 Limited to no use of chosen source(s) and evidence
 Limited to no discussion on the context of the war
 Unsuitable or no reference to significant figures before, during and
after the American Civil War 1–4
 Little to no acknowledgement of differing perspectives and
representations of the American Civil War
 Little to no understanding of historical concepts and terms with little
to no support of argument
____________________________________________________________________________________________________________________
Teachers Comment:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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Student Reflection:
My areas of strength:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
My areas for improvement:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
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REDESIGNED UNIT OUTLINE
UNIT OUTLINE
Subject: Investigating Modern History – Case Studies
Course: Stage 6 (Year 11)
The American Civil War

Unit title:
Key Concepts/ Big Ideas The importance of this learning
Analysis and use of sources
 Explain the meaning and value of sources for

an historical inquiry (ACHMH007,
ACHMH009) The American Civil War stands as a confrontational, yet essential detail to study within
 Analyse sources to identify and account for modern history, as it provides a transformative learning experience for students to inspire
the different perspectives of individuals and critical thought and analysis.
groups in the past (ACHMH010)
 Analyse and synthesise evidence from
different types of sources to develop reasoned
claims (ACHMH008) The nature of the event was a disaster in its toll of human live as well as the destruction
 Identify and analyse problems relating to and torment left within it’s wake, particularly in the political, social and emotional realms.
sources in the investigation of the past However, it brought a birth of freedom and ending of slavery, with these concepts
(ACHMH011) engaging intellectual curiosity of students through examining basic morality and value
issues within humanity.
28
Historical interpretation
 Analyse the extent and nature of continuity As such, this learning enables students to develop crucial historical inquiry skills such as
and change over time (ACHMH001) understanding and assessing the value of sources and evidence, being able to utilise
 Identify and analyse the varying causes and appropriate evidence to support historical accounts and successfully communicating
effects of events and developments in order to historical knowledge and understanding.
construct
 historical arguments (ACHMH001)
 Form judgements about historical
significance, recognising that significance
may be attributed for
 different purposes
 Analyse and evaluate contested
interpretations and representations of the past
(ACHMH011,
 ACHMH012)
Historical investigation and research
 Frame questions to guide historical inquiry

and develop a coherent research plan
(ACHMH004)
 Use evidence from a range of sources to
inform investigation and research
(ACHMH005)
 Acknowledge sources appropriately
(ACHMH015)
Explanation and communication
29
 Develop texts, particularly historical accounts

and arguments, supported by relevant
evidence from sources (ACHMH013)
 Communicate historical understanding, using
historical knowledge, concepts and terms, in
forms appropriate to purpose and audience
(ACHMH014)
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
A student:
This topic will come under ‘Investigating Modern  describes the nature of continuity and change in the modern world MH11-1
History – Case Studies’ through a 4 week analysis of  proposes ideas about the varying causes and effects of events and developments
the case study ‘The American Civil War’. This will MH11-2
 analyses the role of historical features, individuals, groups and ideas in shaping the
be the second topic in Term 2 for Year 11, preceded
past MH11-3
by Historical Investigations and succeeded by The  accounts for the different perspectives of individuals and groups MH11-4
Cuban Revolution case study.  examines the significance of historical features, people, ideas, movements, events
and developments of the modern world MH11-5
 analyses and interprets different types of sources for evidence to support an
historical account or argument MH11-6
 discusses and evaluates differing interpretations and representations of the past
MH11-7
 communicates historical understanding, using historical knowledge, concepts and
terms, in appropriate and well-structured forms MH11-9
Literacy Focus Numeracy Focus ICT Focus
30
Students will be utilising a vast array of literacy Students will utilising numerate skills ICT integration is evident through:
skills in this study including: through:
o Laptops (school-based/provided)
o Mind-maps o Interpretation of maps, graphs, scales o PowerPoint
o Brainstorming and statistics o OneNote
o Vocabulary building o Use of sequencing with timelines and o Website research
o Response scaffolding statistics o YouTube
o Graphic organisers o ICT interactive timelines o Software Use
o Note-taking
o Presentations
31
Week Syllabus Content/Teaching and Learning Strategies Resources
Week 3: Lesson 1 The nature of the American Civil War, including: the legacy of the  PowerPoint slides
American Civil War. o Maps
A student: o Statistics
 describes the nature of What is Civil War? (PPT: Introduction and Legacy)  Syllabus points for A6: The
continuity and change American Civil War
in the modern world Learning intention: To understand the legacy of the Civil War; (UDL:  Interactive screen
MH11-1 Representation/Formative/IBL).  YouTube clips of relevant
 examines the content
significance of - Vocabulary worksheet of key terms with definitions handed out.
historical features, Higher-ability students have words and can write and research
people, ideas, their own definitions and add it to worksheet; (Formative/UDL:
movements, events and Representation).
developments of the
modern world MH11-5 - Students brainstorm what they already know of the American
Civil War through mind-map within their books; then contribute
to a class mind-map on the board; (Diagnostic).
- Brief introduction to Civil War with PPT and hand students

syllabus and breakdown case study into long term causes, short
term causes, outbreak and consequences
o Display map of Confederacy v. Union land
o Analysis of statistics of deaths which students are to
graph
o Interactive map on board of USA migration patterns
1910-1970; (ICT/Numeracy).
- Begin with the legacy of the American Civil War to create

relevance and interest – O.J Simpson, Black Lives Matter,
‘Childish Gambino – This is America’, Immigration Patterns,
Psuedo-Scientific Racism and Aboriginal and Torres Strait
32
Islander racism in Australia (White Australia Policy, Wave Hill

Walk Off, Freedom Rides 1965); (UDL:
Representation/Engagement)
- Think, pair share: Class discussion

The following list will be written on the board for assistance with
visualisation and reflection; (UDL: Expression/IBL).
1. What is a civil war

2. Why might one happen?
3. How do people chose sides?
- Migration Patterns from slavery question: Knowing what we

know about the North and South, explain the reasons for this
migration pattern?
- Contestability Task: In your opinion, how relevant is the

argument of systematic racism in countries like America today?
(Submit under classwork tab); (Formative/CCT).
- Class discussion to provide meaningful and constructive

feedback; (Formative).
PPT and snapshots of board walk uploaded to OneNote for students to

refer to later; (Formative/ICT).
Week 3: Lesson 2 The historical context, including: Slavery, human rights and the  PowerPoint slides
A student: growth of the abolition movement.  Interactive screen
 Laptops for research
 Source analysis graphic organiser
33
 proposes ideas about Long term causes – Declaration of Independence, Trans-Atlantic Slave
the varying causes and Trade (PPT: Declaration of Independence)
effects of events and
developments MH11-2 Learning intention: To understand the historical context of slavery and
 analyses the role of human rights within America; (UDL: Representation/Formative/IBL).
historical features,
individuals, groups and - Vocabulary worksheet of key terms with definitions handed out.
ideas in shaping the Higher-ability students have words and can write and research
past MH11-3 their own definitions and add it to worksheet; (Formative/UDL:
 analyses and interprets Representation).
different types of
sources for evidence to Students research Declaration of Independence to deconstruct and
support an historical analyse values. The following list will be written on the board for
account or assistance with visualisation and reflection (UDL: Representation).
argument MH11-6 -
o Life
o Liberty
o Pursuit of Happiness
o The Common Good
o Justice
o Equality
- PPT explaining Slave Trade

o Map of triangular trade with scale – students work out
distance of trip and possible consequences in conditions
(Numeracy).
- Students are to then research information about the Trans-

Atlantic Slave Trade in pairs and answer the following question
to submit on OneNote under classwork tab; (ICT/Formative)
34
Inquiry question: Was there tension in these ideals within the

Declaration and the institution of slavery? How would the Union (anti-
slavery) have used the Declaration to their advantage? (IBL)
Class discussion on responses to provide meaningful and constructive

feedback; (Formative).
Source Activity:
Think, pair, share: Source Analysis on PPT Source 2.9 (Civil War
Times, 1952: Sale of Slaves and Stock). The following list of questions
will be written on the board for visualisation; (IBL/UDL:
Representation).
1. What is the general attitude towards slavery communicated
within this list?
2. What characteristics did the highest priced slaves have in
common?
3. Explain the impact of a slave’s age on his/her sale price.
4. Assess the usefulness and reliability of this source
(Formative/Summative Preparation).
Students have option for Source Analysis Graphic Organiser to assist in

deconstructing a source; (UDL: Expression).
35
Further assistance provided for analysing usefulness and reliability:

 Origin:
 Content:
 Perspective:
 Motive:
 Audience: (UDL: Expression).

36
Week 3: Lesson 3 The historical context, including: The  PowerPoint slides

nature of economic and social differences between the North and the o Graphs and percentages
A student: South, and States’ Rights o Comparison table
 proposes ideas about  Interactive screen
the varying causes and Long term causes - Economic and social differences between North and  Worksheets
effects of events and South and Sectionalism (PPT: Economies & Sectionalism)  Source analysis graphic organiser
developments MH11-2
 analyses the role of Learning intention: To understand the nature of economic and
historical features, subsequent social differences between the North and the South through
individuals, groups and economy and sectionalism; (UDL: Representation/Formative/IBL).
ideas in shaping the
past MH11-3
 analyses and interprets - Vocabulary worksheet of key terms with definitions handed out.
different types of Higher-ability students have words and can write and research
sources for evidence to their own definitions and add it to worksheet; (Formative/UDL:
support an historical Representation).
account or
argument MH11-6 Economy:
- PPT on Economic Differences between North and South

o Students analyse graph showing percentages in economic
difference (Numeracy)
o Table of comparative information (Numeracy)
- Think, Pair Share: Class discussion on economic structures of
North and South (slavery vs. industry), potentially lead
discussion toward modern conceptions of slavery for economy
(bonded labour, migrant labour, child labour); (UDL:
Expression/ IBL/CCT)
o Students note-taking information from class discussion
comparing North and South economy (Literacy/IBL).
37
Students analyse source worksheet on Southern Justification of Slavery.

The following list of questions will be written on the board for
visualisation (UDL: Representation).
1. Why does Calhoun, in the first extract, believe slavery to be a
‘positive good’?
2. According to Harper, in the second extract, why are the
conditions of slavery better than those of white free labourers
in the North?
3. What criticisms does Hammond, in the third extract, make of
the North?
4. What understanding can we gain of the Southern view of
slavery and the economy?
5. Assess the usefulness and reliability of this source
(Formative; Summative Preparation).

deconstructing a source; (UDL: Expression).
38

 Origin:
 Content:
 Perspective:
 Motive:
 Audience: (UDL: Expression).
Sectionalism:
39
PPT discussing what sectionalism is and how it’s related to economy
Students are to use remainder of lesson to work in groups of 3-4 to

answer the following inquiry question to submit on OneNote under
classwork/homework tab (ICT/IBL):
Inquiry question: Why might mechanization and industrialisation

be an advantage to the North’s economy? Would this manifest
tension with the South? (IBL/CCT).
Teacher provides meaningful and constructive feedback via personal

OneNote or book; (Formative).

Week 4: Lesson 4 The historical context, including: The  PowerPoint slides

nature of economic and social differences between the North and the o Map showcasing
A student: South, and States’ Rights America’s borders during
 accounts for the argument
different perspectives Learning intention: To understand the effect of States’ Rights in  Interactive screen
of individuals and increasing tension between the North and the South; (UDL:  Source analysis graphic organiser
groups MH11-4 Representation/Formative/IBL).
 analyses and interprets
different types of Long term causes – States Rights (PPT: States Rights)
sources for evidence to
support an historical - Vocabulary worksheet of key terms with definitions handed out.
account or argument Higher-ability students have words and can write and research
MH11-6 their own definitions and add it to worksheet; (Formative/UDL:
Representation).
40
- PPT introducing argument of States’ Rights.

o Map of North and South borders for analysis: who has the
majority? (Numeracy).
- Think, Pair, Share: Class discussion on States’ Rights. The

following list of questions will be written on the board for
visualisation. (IBL/UDL: Representation).
1. What were some issues with the concept of states having their
own rights?
2. Discuss the negatives and positives of a federal government
controlling individual states. Is it a breach of rights?
Students are to participate in a co-operative learning jigsaw.

Students are to form small (home) groups of 4-5 individuals, then are
each assigned a topic to focus on out of the following:
- Missouri Compromise,
- Tariff of Abominations,
- Fugitive Slave Act
- Doctrine of Nullification
Students then to join an expert group and create a scaffold/information

sheet and list of sources in their groups to share to other students in the
class.
Students are then to form an expert group, with each student having
focused on a different topic to contribute to the group (IBL/UDL:
Expression).
Students then to present their findings in a poster/presentation with the

class, and answer the following inquiry question; (Formative).
41
Inquiry question: Discuss the significance of each event and how it

contributed to rising tensions between the North and the South?
(IBL/CCT).
Source analysis for homework on OneNote or in book provided on

worksheet: (ICT/UDL: Expression)
1. What is in this source?
2. What does this cartoon convey about the attitudes of the
North toward their rights?
3. Analyse the usefulness and reliability of a political cartoon

deconstructing a source (UDL: Representation):
42

 Origin:
 Content:
 Perspective:
 Motive:
 Audience: (UDL: Representation)
43

refer to later (Formative/ICT).
Week 4: Lesson 5 The historical context, including: Slavery, human rights and the  PowerPoint Slides
growth of the abolition movement.  YouTube clips
A student:  Laptops
 accounts for the Learning intention: To understand the argument of human rights within  OneNote
different perspectives the context of slavery and the growth of the abolition movement (UDL:  Source analysis graphic organiser
of individuals and Representation/Formative/IBL).
groups MH11-4
 examines the - Vocabulary worksheet of key terms with definitions handed out.
significance of Higher-ability students have words and can write and research
historical features, their own definitions and add it to worksheet; (Formative/UDL:
people, ideas, Representation).
movements, events and
developments of the Long term causes – The growth of the abolition movement and Uncle
modern world MH11-5 Toms Cabin (PPT: Abolitionism)
 analyses and interprets
different types of - PPT to introduce Abolitionist movement and Northern
sources for evidence to arguments against slavery and introducing key Abolitionist
support an historical figures.
account or o Harriet Tubman
argument MH11-6 o Frederick Douglass
o William Lloyd Garrison
o Harriet Beecher Stowe
- Show students two YouTube videos: Fugitive Slave Act/Uncle

Tom’s Cabin
- Epic Rap Battles of History – Thomas Jefferson v. Frederick
Douglass); (UDL: Engagement).
44
Students to form groups of 3-4 and pick a key Abolitionist figure to

research and provide a brief paragraph on their contribution to the
movement. Students are to upload their findings to OneNote in the
classwork tab for everyone to access; (ICT/IBL/UDL: Expression).

Students then to access the following questions on OneNote in regard to

the Abolitionist movement to research; (ICT).
1. Why did Southerners seek territorial expansion?
2. Describe the abolitionist movement that emerged in the early
1830s.
3. What was the name of William Lloyd Garrison’s newspaper?
4. What escaped slave galvanized northern audiences?
5. Describe the Underground Railroad.
6. Describe the “so-called gag rule” against petitions calling for
action against slavery.
7. Does the Abolitionist movement infringe upon rights of the
Southerners?
8. Analyse each source and answer the following:
1. What is in the source?
2. What is the motive behind the source?
3. Who is the intended audience?
4. Is this a useful and reliable source for analysing views
on slavery? (Formative; Summative Preparation).

deconstructing a source; (UDL: Representation).
45

 Origin:
 Content:
 Perspective:
 Motive:
 Audience (UDL: Representation).
Class discussion on questions to provide meaningful and constructive

feedback (Formative).
46
PPT and snapshots of board work uploaded to OneNote for students to

Week 4: Lesson 6 The historical context, including: The North and the issue of  PowerPoint slides
national unity  Interactive screen
A student:  Worksheet
 accounts for the Learning intention: To understand the effect of the election of Abraham  North v. South argument
different perspectives Lincoln and secession on the outbreak of the Civil War (UDL:
groups MH11-4
 discusses and evaluates - Vocabulary worksheet of key terms with definitions handed out.
differing interpretations Higher-ability students have words and can write and research
and representations of their own definitions and add it to worksheet (Formative/UDL:
the past MH11-7 Representation).
Short term causes – Election of Abraham Lincoln and Secession (PPT:

Short Term & Unity)
- PPT explaining short term causes as trigger for the Civil War and
note-take from appropriate slides (Literacy).
o Map and key provided on board for ‘The Progress of
Secession’ (Numeracy).
- Students handed worksheet to work on short response and

comprehension:
a. Explain how the election of Abraham Lincoln could have
been a trigger for the North’s secession?
b. Explain how the secession crisis would have been reason
for the South to declare war?
47
- Think, Pair Share: Class discussion and mind-map on board on

the concept of sectionalism arising from differences: If
something is ‘sectioned’, what does this imply? (CCT/IBL/UDL:
Expression).
- Differing sides of argument projected on the board and class split

up into North v. South.
- Students have 15 minutes to prepare a debate defending their
respective side of the argument; (CCT).
- Students participate in class debate for 10 minutes arguing each
side; (IBL/UDL: Engagement).
Inquiry question: How did the issues of Slavery, Sectionalism and State
Rights contribute to a distinct sense of disunity? (IBL).
- Scaffold of potential answers provided on OneNote:

o Long Term
 Slavery
 Sectionalism
 States Rights’
o Short Term
 Election of Abraham Lincoln
 Secession; (UDL: Expression/Representation).


48
Week 5: Lesson 7 The nature of the American Civil War, including: The outbreak of  PowerPoint slides
war in 1861  Worksheet
A student:  Source analysis graphic organiser
 accounts for the Learning intention: To analyse the events during the outbreak of the
different perspectives Civil War; (UDL: Representation/Formative/IBL).
of individuals and
groups MH11-4 - Vocabulary worksheet of key terms with definitions handed out.
 analyses and interprets Higher-ability students have words and can write and research
different types of their own definitions and add it to worksheet; (Formative/UDL:
sources for evidence to Representation).
support an historical
account or argument Outbreak of Civil War – Fort Sumter, timeline of Civil War battles
MH11-6 (PPT: Outbreak of the Civil War)
- Students handed worksheet to predict outcome of Civil War

based off graph and numerate sources (IBL).
1. Using the graph, predict the outcome of the Civil War.
Support your answer with close reference to the graph.
- Students use PPT to summarise how Fort Sumter was Outbreak

o Map in PPT conveying free states, northern territory and
slave states (Numeracy).
- Students handed worksheet with textual source analysis to

analyse correspondence between major figures in Fort Sumter:
- Students answer following questions; (Literacy/IBL).
1. Summarise the key points of the correspondence between
Major Robert Anderson and General Pierre G. T.
Beauregard from April 11 – 14, 1861.
2. Explain what you believe the relationship between Anderson
and Beauregard is. Consider the tone within the source and
support your response with reference to the correspondence.
49
3. Assess the reliability and usefulness of this document;

4. Compose a letter from Anderson to Beauregard or from
Beauregard to Anderson after the war is over and Anderson
has raised the US flag again on Fort Sumter. Explore what
you believe would be Anderson’s or Beauregard’s feelings
about their opponent during the initial Fort Sumter struggle
(PSC).

deconstructing a source; (UDL: Representation).
50

 Origin:
 Content:
 Perspective:
 Motive:
 Audience; (UDL: Representation).

51

Week 5: Lesson 8 The nature of the American Civil War, including: Key battles of the  PowerPoint slides
American Civil War, eg the Battle of Gettysburg o Map included on board
A student: showcasing key battle
 analyses the role of Learning intention: To analyse key battles within the American Civil locations
historical features, War and their effects and consequences; (UDL: o Statistics comparing
individuals, groups and Representation/Formative/IBL). populations
ideas in shaping the  Laptops
past MH11-3 - Vocabulary worksheet of key terms with definitions handed out.  OneNote
 examines the Higher-ability students have words and can write and research  Interactive screen
significance of their own definitions and add it to worksheet; (Formative/UDL:  Interactive timeline
historical features, Representation).
people, ideas,
movements, events and Key Battles overview – Manassas to Antietam (PPT: Key Battles of
developments of the Civil War)
modern world MH11-5
- Interactive timeline on board of key battles in Civil War to
provide brief overview (Numeracy/ICT).
- PPT showing where battles were within America:

o Students to analyse proportion and percentage of battles
through map included on PPT showcasing key battle
locations; (Numeracy).
o Students are to analyse statistics comparing populations
and the effect of the difference (22m Union v. 9m
Confederacy) (Numeracy).
52
- Students handed information worksheet with muddled key

battles, significance and dates to sequence and transfer onto
blank table on OneNote or in their book; (ICT).
- Students reference their completed document, and answer the

following questions on OneNote or in their book;
(ICT/Formative):
1. Explain why people in the South were thrilled by the Battle of
Bull Run and people in the North were shocked?
2. Evaluate if Battle of Antietam was the most significant battle in
the War.
3. Assess if the Battle of Fredericksburg was one of the lowest
points of the war for the Union.


Week 5: Lesson 9 The nature of the American Civil War, including: Key battles of the  Interactive screen
American Civil War, eg the Battle of Gettysburg  Documentary on the Battle of
A student: Gettysburg
 accounts for the Learning intention: To analyse the Battle of Gettysburg in depth and
different perspectives understand the consequences and effects (UDL:
groups MH11-4
 discusses and evaluates - Vocabulary worksheet of key terms with definitions handed out.
differing interpretations Higher-ability students have words and can write and research
and representations of their own definitions and add it to worksheet (Formative/UDL:
the past MH11-7 Representation).
53
Focus on Gettysburg – Documentary and worksheet (PPT: Battle of

Gettysburg)
- Documentary on Gettysburg: analysis of differing perspectives

and representation of the battle (produced by Ridley Scott;
narrated by Sam Rockwell); (ICT/UDL:
Representation/Engagement/CCT).
- Students participate in self-guided note-taking during the

documentary (OneNote or books) on relevant and stand-out
characters, battles, scenes, dates, and information; (Literacy).
Students respond to the following empathy task posted under Homework

tab on OneNote or written in their books; (PSC/ICT).
Empathy task: Take on a roll of a character within the documentary,

and write a letter home to loved ones detailing your emotions and
experiences.


Week 6: Lesson 10 The nature of the American Civil War, including: The role of  PowerPoint slides
different groups during the Civil War, eg soldiers, nurses, slaves  Interactive screen
A student:  Worksheets
 analyses the role of  Laptops
historical features,
54
individuals, groups and Learning intention: To understand the Emancipation Declaration and
ideas in shaping the the roles of soldiers, nurses and slaves during the American Civil War
past MH11-3 (UDL: Representation/Formative/IBL).
 accounts for the
different perspectives - Vocabulary worksheet of key terms with definitions handed out.
of individuals and Higher-ability students have words and can write and research
groups MH11-4 their own definitions and add it to worksheet (Formative/UDL:
Representation).
Emancipation Declaration and Roles in the Civil War (PPT: Roles and
Emancipation Declaration)
- Students handed excerpts from the Emancipation Declaration to

analyse in regard to the following questions:
1. Outline why Delaware, Missouri, Kentucky, West Virginia,
and Maryland were excluded from the Emancipation
Proclamation?
2. Explain how the proclamation committed to changing roles.
Students are to participate in a co-operative learning jigsaw (IBL).

Students are to form small (home) groups of 4-5 individuals, then are
each assigned a topic to focus on out of the following:
- Soldiers
- African-Americans
- Nurses
Students then to join an expert group and create a scaffold/information

sheet and list of sources in their groups to share to other students in the
class.
55
Students are then to form an expert group, with each student having
focused on a different topic to contribute to the group; (CCT/IBL/UDL:
Expression).
Students then to present their findings in a poster/presentation with the

class. Teacher provides meaningful and constructive feedback via
personal OneNote or book; (Formative).
Students participate in a reflective journal activity, chronicling if they

would have entered the war or not with their given topic/group of
individuals; (IBL/PSC).

Week 6: Lesson 11 The nature of the American Civil War, including: The reasons for  PowerPoint slides
the Union victory and the immediate consequences of the American  Interactive screen
A student: Civil War  Worksheets
 describes the nature of  Source analysis graphic organiser
continuity and change Learning intention: To understand the immediate consequences on the
in the modern world American Civil War on society through the Reconstruction era (UDL:
MH11-1 Representation/Formative/IBL).
 proposes ideas about
the varying causes and - Vocabulary worksheet of key terms with definitions handed out.
effects of events and Higher-ability students have words and can write and research
developments MH11-2 their own definitions and add it to worksheet (Formative/UDL:
 examines the Representation).
significance of
historical features, Immediate consequences of the American Civil War (PPT:
people, ideas, Reconstruction Immediate Consequences)
movements, events and
- PPT explaining Reconstruction & The Compromise of 1877.
56
developments of the - Students participate in note-taking where relevant from PPT;

modern world MH11-5 (Literacy).
Students handed worksheet for comprehension to read and answer

Students answer questions summarising sheet.
1. List immediate consequences of the Civil War and
Reconstruction.
2. Assess long-term consequences of the Civil War and
Reconstruction. Make reference to sources in the worksheet
and consider contemporary perceptions.
Source analysis on PPT showing lasting effects of Jim Crow Laws and
segregation; (Formative/CCT).
1. Explain how this image of the two students, who are the focus of
the photo, help you explain different perspectives toward an
issue.
2. How does the caption change your understanding?
3. How does the source help you understand the difficulties African
American students faced attending previously all-white schools?
4. Write a diary entry taking the role of an African-American
student facing segregation and racism within the source; (PSC).
5. Assess the reliability and usefulness of the source;

deconstructing a source; (UDL: Representation):
57

 Origin:
 Content:
 Perspective:
 Motive:
 Audience; (UDL: Representation).
Students participate in a class discussion on:

 Feedback for questions; (Formative).
58
 The legacy and effects of this racism and whether it is still

relevant today; harken back to first lesson in the unit with: Black
Lives Matter movement; O.J. Simpson; ‘Childish Gambino –
This is America’; (UDL: Engagement).

Week 6: Lesson 12 A relevant historical debate or issue,  PowerPoint slides

for example: The causes of the Civil War. o Table in PPT on long
A student: term v. short term causes.
 analyses the role of Learning intention: To participate in a historical inquiry in an analysis  Laptops
historical features, of the reasons for the outbreak of the American Civil War (UDL:
individuals, groups and Representation/Formative/IBL).
ideas in shaping the
past MH11-3 - Vocabulary worksheet of key terms with definitions handed out.
 accounts for the Higher-ability students have words and can write and research
different perspectives their own definitions and add it to worksheet (Formative/UDL:
of individuals and Representation).
groups MH11-4
 communicates
historical Students to begin class with reflective journal, writing a brief paragraph
understanding, using of the main points they remember about the American Civil War. This
historical knowledge, activity will act as a prompt for researching in the assessment task;
concepts and terms, in (IBL; Formative).
appropriate and well-
structured forms
MH11-9 Remainder of time dedicated in class for essay research for informal
summative assessment.
Assess and provide a response to the following statement:
59
“The outbreak of the American Civil War can be considered inevitable.”

(CCT/IBL).
- PPT provides a scaffolding on the board of through a table long

term/short term causes.
- Modelled structure of an essay on the board for reference; (UDL:
Representation).
- Students are to spend the lesson researching in regards to the

inquiry assessment question and information provided in PPT
(IBL/ICT/CCT).

60
REFERENCES
Australian Curriculum, Assessment, and Reporting Authority [ACARA]. (n.d.). General Capabilities in the Australian Curriculum: Humanities
and Social Sciences. Retrieved from: http://docs.acara.edu.au/resources/HASS_-_GC_learning_area.pdf
Belcher, O. J. (2016). Effectiveness of a formative assessment initiative on student achievement in eighth grade math (Order No. 10128970).
Dissertation. Retrieved from: https://search-proquest-com.ezproxy.uws.edu.au/docview/1799284280?accountid=36155
Billman, A. K. (2008). Inquiry-based instruction in second grade classrooms in high and low socioeconomic status settings (Order No.
3347846). Dissertation. Retrieved from: https://search-proquest- com.ezproxy.uws.edu.au/docview/304578576?accountid=36155
Broemmel, A., Jordan, J., & Whitsette, B. (2015). Learning to Be Teacher Leaders: A Framework for Assessment, Planning, and Instruction,
Routledge: ProQuest Ebook Central. Retrieved from: https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=3570369.
Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35-46. Retrieved from:
http://jbudd.csom.umn.edu/Mindmaps/2004-JEE-Mind-Maps.pdf
Chang, Y., Li, B., Chen, H., & Chiu, F. (2015). Investigating the synergy of critical thinking and creative thinking in the course of integrated
activity in Taiwan, Educational Psychology, 35(3), 341-360, doi: 10.1080/01443410.2014.920079
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Duran, M., & Dokme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of
Mathematics, Science & Technology Education, 12(12), 2887-2908, doi: 10.12973/eurasia.2016.02311a
García-Campos, M. D., Canabal, C., & Alba-Pastor, C. (2018). Executive functions in universal design for learning: moving towards inclusive
education, International Journal of Inclusive Education, doi: 10.1080/13603116.2018.1474955
Gilles, R.M. & Boyle, M. (2010) Teachers’ reflections on cooperative learning: issues of implementation. Teaching and Teacher Education 26,
933-940. Retrieved from: http://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Cooperative.pdf
Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working Effectively with Students with BD in a General Education Classroom: The Case
for Universal Design for Learning, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 87(4), 168-174, doi:
10.1080/00098655.2014.897927
Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging students in inclusive education. Canadian Journal
of Education / Revue Canadienne De L'éducation, 36(1), 153-194. Retrieved from:
http://www.jstor.org.ezproxy.uws.edu.au/stable/canajeducrevucan.36.1.153
Ladwig, J., & Gore, J. (2009). Quality teaching in NSW public schools: an assessment practice guide (pp. 1-56). [Sydney] Department of
Education and Training, Professional Learning and Leadership Development Directorate. Retrieved from:
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
62
Lazarakou, E. D. (2008). Empathy as a tool for historical understanding: An evaluative approach of the Ancient Greek primary history
curriculum. The International Journal of Social Education, 23(1), 27-111. Retrieved from: https://search-proquest-
com.ezproxy.uws.edu.au/docview/847562080?accountid=36155
McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved from: https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
NSW Education Standards Authority [NESA]. (2012). Integrating ICT Capability. NSW Government. Retrieved from:
https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
NSW Education Standards Authority [NESA]. (2017). Modern History Stage 6 Syllabus. Retrieved from:
https://syllabus.nesa.nsw.edu.au/assets/modern_history/modern-history-stage-6-syllabus-2017.pdf
Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners, Asia-
Pacific Journal of Teacher Education, 46(3), 256-266, doi: 10.1080/1359866X.2016.1246651
Pynos, R. (2016). Student engagement and its relationship to mobile device ownership and the role of technology in student learning (Order No.
10151131). Dissertation. Retrieved from: https://search-proquest- com.ezproxy.uws.edu.au/docview/1834606984?accountid=36155
Rao, K. & Torres, C. (2016). Supporting academic and affective learning processes for English language learners with Universal Design for
Learning. Tesol Quarterly, 0(0). doi: 10.1002/tesq.342
63
Tour, E. (2017). Critical Literacy and ICT: Experiences of ESL Students in Australia. In Chan, P. W. K., Asia Pacific Education: diversity,
challenges and changes (pp. 142-153). Victoria, Australia: Monash University Publishing.
van Kraayenoord, C. E., & Elkins, J. (2004). Learning difficulties in numeracy in Australia. Journal of Learning Disabilities, 37(1), 32-41.
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Wolpert-Gawron, H. (2015). DIY project-based learning for ELA and history. New York: Routledge. Retrieved from:
https://www.readpbn.com/pdf/DIY-Project-Based-Learning-for-Math-and-Science-Sample-Pages.pdf
64
APPENDICES OF ORIGINAL DOCUMENTS
Appendix A: Original Unit Outline – School Provided Outline
St Clair High School

11MH1 – The American Civil War
Concept: Duration: Focus Questions:
Investigating Modern History: Term 2 Week 3-6 Students investigate the causes and consequences of the American Civil War, using a range
Case Studies of sources.
Class:
A6: The American Civil War The Historical concepts and skills content is to be integrated as appropriate.
Yr 11 Modern
History
Syllabus Outcome: Historical concepts and skills:
› describes the nature of continuity and change in the modern world Identify and analyse problems relacting to sources in the
MH11-1 investigation of the past (ACHMH011)
65
› proposes ideas about the varying causes and effects of events and Form judgements about historical significance, recognising that
developments MH11-2 significance may be attributed for different purposes
› analyses the role of historical features, individuals, groups and ideas in Identify and analyse the varying causes and effects of events and
shaping the past MH11-3 developments in order to construct historical arguments
(ACHMH001)
› accounts for the different perspectives of individuals and groups MH11-
4 Analyse and evaluate contested interpretations and representations of
the past (ACHHMH011, ACHMH012)
› examines the significance of historical features, people, ideas,
movements, events and developments of the modern world MH11-5 Communicate historical understanding, using historical knowledge,
concepts and terms, in forms appropriate to purpose and audience
› analyses and interprets different types of sources for evidence to support (ACHMH014)
an historical account or argument MH11-6
› discusses and evaluates differing interpretations and representations of

the past MH11-7
› communicates historical understanding, using historical knowledge,

concepts and terms, in
appropriate and well -structured forms MH11-9
Assessment Items:
Informal assessment – essay - Was the outbreak of Civil War inevitable?
Students investigate: Possible Teaching Strategies: Date Resources
66
● the historical context, including: Brief background to the history of the independent United States of
America and understanding of the Trans-Atlantic Slave Trade and its
– the nature of economic and social differences importance to the Southern Economy
between the North and the South, and States’
Rights - types of jobs available
– Slavery, human rights and the growth of the - social hierarchies (impacts of immigration patterns on these)
abolition movement
– the North and the issue of national unity
Distinctions between North and Southern United States in 1860 and
present
- historical ‘black cities’; Washington, DC

- settlement patterns in Southern USA IE French and Spanish
Influences (Louisiana Purchase, Texan war of independence
(‘the Alamo’))
- Southern ‘nationalism’ EG Texan>American
- Maps
States’ Rights
- then and now EG drugs, guns, alcohol, licencing, gambling,

taxation and so on in different states of the USA. Such as in
NH alcohol only bought from state owned stores/no income
tax in some states and so on
● the nature of the American Civil War, including:
INDUSTRIAL NORTH
– the outbreak of war in 1861
– key battles of the American Civil War, eg AGRICULTURAL SOUTH
– the Battle of Gettysburg
– the role of different groups during the Civil
War, eg soldiers, nurses, slaves
67
– the reasons for the Union victory and the

immediate consequences of the American
Civil War Political situation in the USA and election of Abraham Lincoln
- effects of slave trade ban on southern economy

- secession of South Carolina in December1860 and following
Southern States (possible source study – some key text
removed compared to US declaration of independence)
- signing of Confederate Constitution March 1861
- early battles; key military personnel; defection of Robert E
Lee to lead Confederate troops
– the legacy of the American Civil War - military makeup; volunteers/professions/regular soldiers and
the roles of various groups
- Why did the North win? Industrial power/population/strategy
- Population movements and US governance in immediate post
war/formation of KKK
● a relevant historical debate or issue, for example:
-- the causes of the Civil War Legacy of the Civil War: long term effects; civil rights movement;
Marion Barry and Washington DC; KKK in 20th C.
Possible essay question: was the outbreak of Civil War inevitable?
Evaluation:
68
Appendix B: Original Unit Outline – Personal Outline I Made to Teach
YEAR 11
WEEKS 3-6 (From week 3: 12 lessons)
American Civil War
Students investigate:
● the historical context, including:
- the nature of economic and social differences between the North and the
- South, and States’ Rights
- slavery, human rights and the growth of the abolition movement
- the North and the issue of national unity
● the nature of the American Civil War, including:

– the outbreak of war in 1861
1. key battles of the American Civil War, eg the Battle of Gettysburg
2. the role of different groups during the Civil War, Eg soldiers, nurses, slaves
3. the reasons for the Union victory and the
4. immediate consequences of the American Civil War
5. the legacy of the American Civil War
● a relevant historical debate or issue, for example:

– the causes of the Civil War
Lesson What is Civil War? (PPT: Introduction and Legacy)

1 - Brief introduction to Civil War with PPT
- Begin with the legacy of the American Civil War to create relevance and interest –
O.J Simpson, Black Lives Matter, Immigration Patterns, Psuedo-Scientific Racism
- Class discussion:
1. What is a civil war
2. Why might one happen?
3. How do people chose sides?
69
- Migration Patterns from slavery question: Knowing what we know about the North
and South, explain the reasons for this migration pattern?
- Contestability Task: In your opinion, how relevant is the argument of systematic
racism in countries like America today?
Lesson Long term causes – Declaration of Independence, Trans-Atlantic Slave Trade (PPT:
2 Declaration of Independence)
- Students are handed Declaration of Independence Worksheet to translate and
deconstruct (Doc: Declaration of Independence)
- PPT explaining Slave Trade
- Students are handed Trans-Atlantic Slave Trade sheet to read and answer question
(Doc: Slave Trade Worksheet)
- Source Analysis on PPT Source 2.9 (Civil War Times, 1952)
6. What is the general attitude towards slavery communicated within this list?
7. What characteristics did the highest priced slaves have in common?
8. Explain the impact of a slave’s age on his/her sale price.
- Extension inquiry question: Was there tension in these ideals within the Declaration
and the institution of slavery? How would the Union (anti-slavery) have used the
Declaration to their advantage?
Lesson Long term causes - Economic and social differences between North and South and
3 Sectionalism (PPT: Economies & Sectionalism)
- Class discussion on economic structures of North and South (slavery vs. industry)
- Students note down information on PPT Table comparing North and South
economy
- Students handed worksheet (Doc: Economy and Industry Worksheet)
- Students are handed worksheet analysing sources for Southern Justification of
slavery (Doc: Southern Justifications Worksheet)
Answer the questions:
1. Why does Calhoun, in the first extract, believe slavery to be a ‘positive good’?
70
2. According to Harper, in the second extract, why are the conditions of slavery
better than those of white free labourers in the North?
3. What criticisms does Hammond, in the third extract, make of the North?
4. What understanding can we gain of the Southern view of slavery and the
economy?
Sectionalism
- PPT discussing what sectionalism is and how it’s related to economy
- Students are handed worksheet with source (Doc: Sectionalism) and answer
questions
- Extension inquiry question: Why might mechanization and industrialisation be an
advantage to the North’s economy? Would this manifest tension with the South?
4 Long term causes – States Rights (PPT: States Rights)

- PPT introducing argument of States Rights with questions:
1. What were some issues with the concept of states having their own rights?
2. Discuss the negatives and positives of a federal government controlling
individual states. Is it a breach of rights?
- Students copy down notes on each topic: Missouri Compromise, Tariff of
Abominations, Fugitive Slave Act and Doctrine of Nullification
- Students answer questions:
1. What was the event?
2. Discuss the significance of each event and how it contributed to rising tensions
between the North and the South?
- Source analysis on PPT:
1. What is in this source?
2. What does this cartoon convey about the attitudes of the North toward their
rights?
5 Long term causes – The growth of the abolition movement and Uncle Toms Cabin (PPT:
Abolitionism)
- PPT to introduce Abolitionist movement and Northern arguments against slavery.
71
- Show students YouTube video: Fugitive Slave Act/Uncle Tom’s Cabin:

https://www.youtube.com/watch?v=RnWokuQ6kcA (optional: Epic Rap Battles of
History – Thomas Jefferson v. Frederick Douglass)
- Students handed worksheet (Doc: The Abolitionists Worksheet)
- Answer questions:
1. Why did Southerners seek territorial expansion?
2. Describe the abolitionist movement that emerged in the early 1830s.
3. What was the name of William Lloyd Garrison’s newspaper?
4. What escaped slave galvanized northern audiences?
5. Describe the Underground Railroad.
6. Describe the “so-called gag rule” against petitions calling for action against
slavery.
7. Does the Abolitionist movement infringe upon rights of the Southerners?
8. Analyse each source and answer the following:
1. What is in the source?
2. What is the motive behind the source?
3. Who is the intended audience?
4. Is this a useful source for analysing views on slavery?
6 Short term causes – Election of Abraham Lincoln and Secession (PPT: Short Term & Unity)
- PPT explaining short term causes as trigger for the Civil War and students write
down notes from appropriate slides
- Students handed worksheet (Doc: Short Term Causes)
- Discuss sectionalism
- Students handed worksheet (Doc: Secession Worksheet)
- Inquiry question: How did the issues of Slavery, Sectionalism and State Rights
contribute to a distinct sense of disunity?
- PPT to explain how to answer question above.
- Students complete source analysis on PPT.
7 Outbreak of Civil War – Fort Sumter, timeline of Civil War battles (PPT: Outbreak of the Civil
War)
72
- Students handed worksheet (Doc: Civil War Prediction & Timeline worksheet) to
predict outcome of Civil War based off sources.
- Students use PPT to summarise how Fort Sumter was Outbreak
- Students handed worksheet with source analysis to summarise (correspondence):
- Students answer following questions:
1. Summarise the key points of the correspondence between Major Robert
Anderson and General Pierre G. T. Beauregard from April 11 – 14, 1861.
2. Explain what you believe the relationship between Anderson and Beauregard is.
Consider the tone within the source and support your response with reference
to the correspondence.
3. Assess the effectiveness of the document in telling you about the outbreak of
the Civil War.
4. Compose a letter from Anderson to Beauregard or from Beauregard to
Anderson after the war is over and Anderson has raised the US flag again on
Fort Sumter. Explore what you believe would be Anderson’s or Beauregard’s
feelings about their opponent during the initial Fort Sumter struggle.
8 Key Battles overview – Manassas to Antietam (PPT: Key Battles of Civil War)
- PPT showing where battles were
- Students handed information sheet (Doc: Civil War Battle Sheet)
- Students handed worksheet to fill out key and relevant battles and transfer
information (Doc: Civil War Battle Student Worksheet)
- Students reference the above document, answer the following questions:
1. Explain why people in the South were thrilled by the Battle of Bull Run and people
in the North were shocked?
2. Evaluate if Battle of Antietam was the most significant battle in the War.
3. Assess if the Battle of Fredericksburg was one of the lowest points of the war for
the Union.
9 Focus on Gettysburg – Documentary and worksheet (PPT: Battle of Gettysburg)

- Documentary on Gettysburg (produced by Ridley Scott; narrated by Sam Rockwell)
- Students answer worksheet writing notes about the battle (Doc: Battle of
Gettysburg Notes Scaffold)
73
- Inquiry question: Assess the reasons that the Battle of Gettysburg was considered
the ‘turning point’ of the Civil War.
10 Battle of Antietam, Emancipation Declaration and Roles in the Civil War (PPT: Roles and
Emancipation Declaration)
- Students handed Battle of Antietam worksheet (found online) and answer
questions
- Students handed Emancipation Declaration worksheet (Doc: Emancipation
Declaration) and answer questions
- Make connection between these two events and changing roles in the Civil War
- Students handed worksheet on roles on women, soldiers and African-American
slaves (Doc: Roles worksheet)
- Students answer questions:
1. Explain the role of soldiers, African-Americans and nurses in the Civil War.
2. Assess the significance of each of these roles in the progression of the Civil War.
3. Contrast the differing depictions of nurses in the Civil War and nurses now. How
could nurses like Dorothea Dix and Clara Barton have contributed to the
modern depiction of nurses?
4. Contrast the roles African-American slaves would have had on the Union Army
and the Confederate Army. Were they treated fairly in either?
11 Immediate consequences of the American Civil War (PPT: Reconstruction Immediate

Consequences)
- PPT explaining Reconstruction & The Compromise of 1877
- Students write down notes from each PPT
- Students handed worksheet (Doc: Consequences and Reconstruction Worksheet),
read and answer
- Students answer questions summarising sheet.
1. List immediate consequences of the Civil War and Reconstruction.
2. Assess long-term consequences of the Civil War and Reconstruction. Make
reference to sources in the worksheet and consider contemporary perceptions.
- Source analysis on PPT showing lasting effects of Jim Crow Laws and segregation.
74
12 In class essay research (PPT: Research Lesson)

3. Essay plan and scaffolding
4. Researching on laptop look up things on laptop laid out in PPT
Appendix C: Original Scope and Sequence
Preliminary Modern History – Scope and Sequence 2018

TERM 1- What is History?
Week 1-4 Week 5-8 Week 11 –

Handout and
overview of
Contestability of the Past – Assassination of JFK The Representation and Commemoration of the Past Historical
Investigation
MH11-6, 11-7, 11-9, 11-10 Michael Collins – history and film
MH11-3, 11-7, 11-9, 11-10
Assessment task: Week 9-10. Due Wednesday Wk 10
Museum exhibit – Selection, evaulation and annotation of 3 sources
Outcomes: MH11-3, 11-6, 11-9
75
TERM 2 – Historical Investigation/Case Studies
Week 1-2 Week 3-6 Week 7-10
Historical Investigation – in- Case Study 1 – American Civil War Case Study 2 – Cuban Revolution
class. Due Wednesday Week 5
Possinquirye personality focus: Che Guevara/Fidel
Castro
Assessment task: Informal assessment – essay choice from one of the two essays
Historical Investigation
Outcomes: MH11-2, 11-4, 11-8,

11-9
TERM 3: The Shaping of the Modern World - WWI
Week 1-6 Week 7-8: Week 9-10
76
World War 1 Revision Exam period
Assessments:
Informal assessment – class-based
Exam:
Outcomes: MH11-1, MH11-5, MH11-7, MH11-10
Notes:
Report/Assessment outcomes:
Semester One:
MH11-2 proposes ideas about the varying causes and effects of events and developments
MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11-4 accounts for the different perspectives of individuals and groups
MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument
MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources
77
MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms
Semester Two:
MH11-1 describes the nature of continuity and change in the modern world
MH11-5 examines the significance of historical features, people, ideas, movements, events and developments of the modern world
MH11-7 discusses and evaluates differing interpretations and representations of the past
MH11-10 discusses contemporary methods and issues involved in the investigation of modern history
78

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EXECUTIVE SUMMARY: OBJECTIVE, CONTEXT, GOALS AND LIST OF

Objective and Context

This report recommends:

- Use of - Limited - Inclusion of - Literacy is an integral component within

enabling literacy transference within UbD (Billman,

- Use of - Little to no - Incorporation of - Numeracy stands as a crucial skill,

- Use of source - Source - Historical - A key component of critical and

- Slight - Minimal - Extended - Personal and social capabilities of

Desired results: - Assessment Identify Desired - Assessment is fundamental to UbD

lesson in enabling the ability for adaption of

learning (McTighe & Wiggins, 2012; Ladwig & Gore).

of the needs of diverse learners such as EAL/D students.

organisers for vocabulary building.

Green Assessment improvements of/for learning, informed by UbD

SCOPE AND SEQUENCE

Preliminary Modern History – Scope and Sequence 2018

TERM 2 – Historical Investigation/Case Studies

Week 1-2 Week 3-6 Week 7-10

Case Study 1 – American Civil War Case Study 2 – Cuban Revolution

Historical Investigation – in- Possible Personality Focus: Che Guevara/Fidel

Assessment task: Informal assessment – Presentation/Essay Informal assessment – Group task

Outcomes: MH11-2, 11-4, 11-8,

ASSESSMENT TASK AND MARKING CRITERIA

Name ______________________________ Class ________________________

TASK DURATION 2 Weeks

DUE DATE 31st August, 2018

› accounts for the different perspectives of individuals and groups MH11-4

› communicates historical understanding, using historical knowledge, concepts and terms,

Assess and provide a response to the following statement:

“The outbreak of the American Civil War can be considered inevitable.”

*inevitable: certain to happen; unavoidable.

 High-quality choice of relevant sources for use in historical argument

 Quality choice of relevant sources for use in historical argument

 Suitable and relevant choice of sources for use in historical argument

 Mediocre and inadequate choice of sources for use in historical

 Limited to no choice of sources for use in historical argument

 Composes an insightful, creative and critical response showing

 High-quality communication of historical understanding and

 Composes a coherent, critical and sustained response showing

 Composes a generally clear and coherent response showing sound

 Presents an argument with reference to statement

 Attempts a limited or no argument and discussion in regard to

My areas for improvement:

REDESIGNED UNIT OUTLINE

Subject: Investigating Modern History – Case Studies

Course: Stage 6 (Year 11)

The American Civil War

Key Concepts/ Big Ideas The importance of this learning

Analysis and use of sources

 Explain the meaning and value of sources for

Historical investigation and research

 Frame questions to guide historical inquiry

Explanation and communication

 Develop texts, particularly historical accounts

Unit context within Scope and Sequence/Purpose Syllabus Outcomes

Literacy Focus Numeracy Focus ICT Focus

Week Syllabus Content/Teaching and Learning Strategies Resources

- Brief introduction to Civil War with PPT and hand students

- Begin with the legacy of the American Civil War to create

Islander racism in Australia (White Australia Policy, Wave Hill

- Think, pair share: Class discussion

1. What is a civil war

Name ______ Class