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AEG5211 [AUSVELS INTEGRATED UNIT] NADEEM IFTIKHAR 3913405 Australian Curriculum (AusVELS) Domain: Humanities – History Level 10 Dimension Key elements of standards Historical knowledge and understanding Historical skills The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the Modern World and Australia includes the following: the inter-war levels between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping the major movements for rights and freedom in the world and the achievement of independence by former colonies the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence 1 | Page

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Page 1: AUSVELS INTEGRATED UNIT€¦  · Web viewAustralian Curriculum (AusVELS) Domain: Humanities – History. Level 10. Dimension. Key elements of standards. Historical. knowledge and

AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405

Australian Curriculum (AusVELS)Domain: Humanities – History

Level 10Dimension Key elements of standards

Historicalknowledge and understanding

Historical skills

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period.Overview content for the Modern World and Australia includes the following: the inter-war levels between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping the major movements for rights and freedom in the world and the achievement of independence by former colonies the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War, developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

Chronology, terms and conceptsUse chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)Use historical terms and concepts (ACHHS183)

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AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405Historical questions and researchIdentify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)Evaluate and enhance these questions (ACHHS185)Identify and locate relevant sources, using ICT and other methods (ACHHS186)Analysis and use of sourcesIdentify the origin, purpose and context of primary and secondary sources (ACHHS187)Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)Perspectives and interpretationsIdentify and analyse the perspectives of people from the past (ACHHS190)Identify and analyse different historical interpretations (including their own) (ACHHS191)Explanation and communicationDevelop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)

Australian Curriculum (AusVELS)Strand: Physical, Personal & Social Learning

Domain: Interpersonal DevelopmentDimension Key elements of standards

Working in Teams

Learning in the Interpersonal Development domain supports students to initiate, maintain and manage positive social relationships with a range of people in a range of contexts. It is through the development of positive social relationships that individuals become linked to society, develop a sense of belonging and learn to live and work with others. In a pluralistic, multicultural society such as Australia, with varying interests, values and beliefs, it is essential that individuals learn to participate in groups whose members are from diverse backgrounds. In this domain there is a particular focus on developing students’ capacity to work cooperatively as part of a team as this is widely acknowledged as being a core requirement for success in the workplace and in the community.

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AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405Building effective social relationships and relating well to others requires individuals to be empathetic, and to be able to deal effectively with their own emotions and inner moods. It also requires them to be aware of the social conventions and responsibilities that underpin the formation of effective relationships. All social relationships have the potential to create conflict. Students need to develop the skills and strategies to manage and resolve conflict in a sensible, fair and effective manner and not see it as something to avoid or eliminate.

Working cooperatively as part of a team requires the skills outlined above. In addition, it requires individuals to be able to balance commitment to the group and its norms with their own needs. This requires competence in presenting their own ideas and listening to those of others, approaching topics from different viewpoints, and understanding their specific role and responsibilities in relation to those of others and the overall team goal.

Relationships with peers and adults at the school provide students with opportunities for reflection and growth. Adults at the school can reinforce this learning by providing positive role models. Interactions should be positive, fair, respectful and friendly and be supported by a classroom culture which is open, honest and accepting.

The Interpersonal Development domain provides students with learning opportunities and experiences that will

support their learning across the curriculum, particularly in relation to working in teams where collaboration and cooperation, sharing resources and completing agreed tasks on time are highlighted. Learning related to building social relationships encourages students to maintain positive learning environments across their learning programs

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AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405

Australian Curriculum (AusVELS)Strand: Physical, Personal & Social Learning

Domain: Personal Learning

The IndividualLearner

Managing Personal

Learners are most successful when they are mindful of themselves as learners and thinkers within a learning community. The Personal Learning domain focuses on providing students with the knowledge, skills and behaviours to be successful, positive learners both at school and throughout their lives. They are supported to develop the confidence and ability to be adaptive and take an active role in shaping their own futures in a world of constant change.

Students can learn many things by will and effort, particularly if they see that the learning is relevant; however, the learning of students is enhanced when they are supported to develop intentional strategies that promote learning. They need to understand what it means to learn, who they are as learners and how emotions affect learning. They also need to develop skills in planning, monitoring and revising their work, and reflecting on and modifying their learning practices.

Consequently, as students progress through school they need to be encouraged and supported to take greater responsibility for their own learning, their participation in learning activities and the quality of their learning outcomes. They need to develop a sense of themselves as learners and develop the knowledge and skills to manage their own learning and emotions. As they do this, they move from being supported learners to autonomous learners.

Students learn to seek and use feedback from their teachers to develop their content knowledge and understanding. They also learn to seek and use feedback from their peers and draw on other members of the community who may provide feedback, knowledge and advice about skills that support their learning. They need to develop the capacity to reflect on their learning in systematic ways.

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AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405Learning

Students are required to;

develop an understanding of their strengths and potential

seek and respond appropriately to feedback from their teachers, peers and other members of the community

develop skills of goal setting and time and resource management

increasingly manage their own learning and growth by monitoring their learning, and setting and reflecting on their learning goals

learn to understand and to manage their own emotions

develop resilience and dispositions which support learning

recognise and enact learning principles within and beyond the school

prepare for lifelong learning.

The achievement of these outcomes requires the creation of a school and classroom culture, where all students are respected and valued as individuals with the capacity to learn and think, and where self-regulated effort in learning is promoted.

Australian Curriculum (AusVELS)Strand: Physical, Personal & Social Learning

Domain: Civic & Citizenship

Civic Knowledge&

Understanding

The Civics and Citizenship domain provides students with knowledge, skills and opportunities to understand and practise what it means to be a citizen in a democracy. Citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in society. They need knowledge of political and legal systems and processes and the history that underpins them in order to achieve civic understanding. They need to understand their rights and responsibilities as

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NADEEM IFTIKHAR 3913405citizens, and democratic values and principles such as democratic decision making, representative and accountable government, freedom of speech, equality before the law, social justice and equality. This domain facilitates the practice of citizenship skills, the exploration and development of values and dispositions to support citizenship and the empowerment of informed decision making. Teaching of civics engages students in active interaction with the community.

Australian Curriculum (AusVELS)Strand: Interdisciplinary Learning

Domain: CommunicationSpeaking

&Listening

Presenting

Communication is central to the capacity to construct meaning and to convey information and understanding to others in a range of ways and in a variety of settings. Successful communication requires students to be familiar with the forms, language and conventions used in different contexts and employ them to communicate effectively.

The Communication domain focuses on developing students who communicate clearly and confidently in a range of contexts both within and beyond school. It aims to assist students to develop awareness that language and discourse differ across the curriculum and that there is a need to learn literacies involved in each subject they undertake. To communicate successfully, students need to develop the knowledge, skills and behaviours that empower them to respond to, make meaning of, and deconstruct a range of communication forms. They also need to develop the knowledge, skills and behaviours to effectively present information, ideas and opinions in a range of forms, including verbal, written, graphic, multimedia and performance, appropriate to their context, purpose and audience.

The ability to present information and learning in a coherent and appropriate manner is critical for all learners. The Presenting dimension involves students gaining the knowledge, skills and behaviours to understand context, purpose and audience; select and use appropriate structure and organisation to convey meaning; and reflect on the style and content

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NADEEM IFTIKHAR 3913405

Listening, viewing and responding

of the presentations they make

Effective communication demands that students develop the ability to listen, view and respond to communication forms with respect to content and context. The Listening, viewing and responding dimension focuses on developing student understanding of communication conventions, strategies to assist them to make meaning of communication forms and the ability to deconstruct and respond to a diversity of forms. This involves developing familiarity with forms, language and conventions used in different contexts across the curriculum

Australian Curriculum (AusVELS)Strand: Interdisciplinary Learning

Domain: Thinking ProcessesReasoning,

processing and inquiry

The Thinking Processes domain encompasses a range of cognitive, affective and metacognitive knowledge, skills and behaviours which are essential for students to function effectively in society, both within and beyond school.

An explicit focus on thinking and the teaching of thinking skills aims to develop students’ thinking to a qualitatively higher level. Students need to be supported to move beyond the lower-order cognitive skills of recall and comprehension to the development of higher-order processes required for creative problem solving, decision making and conceptualising. In addition, they need to develop the capacity for metacognition – the capacity to reflect on and manage their own thinking. This can only happen if the school and classroom culture values and promotes thinking and if students are provided with sufficient time to think, reflect, and engage in sustained discussion, deliberation and inquiry. Students need challenging tasks which stimulate, encourage and support skilful and effective thinking.

Australian Curriculum (AusVELS)Strand: Interdisciplinary Learning

Domain: Information & Communication Technology (ICT)

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NADEEM IFTIKHAR 3913405ICT for

Visualizing thinking

ICT for Creating

In the ICT for visualising thinking dimension students use ICT tools to assist their thinking processes and reflect on the thinking strategies they use to develop understanding.

ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding. Its extensive capabilities allow students, by visually coding and representing their thinking, to clarify thoughts, and to identify patterns and form relationships between new and existing knowledge.

ICT tools that facilitate visual thinking are ones that allow ideas and information in all areas of the curriculum to be easily and quickly drafted, filtered, reorganised, refined and systematically assessed in order to make meaning for students.

Students use linguistic and non-linguistic representations, such as graphic organisers, ICT-generated simulations and models and ICT-controlled models to help structure their thinking processes and assist in constructing knowledge.

Using ICT, students record their decisions and actions when solving problems and clarifying thoughts. They monitor the changes in their thinking and evaluate their own and others’ thinking strategies. Students review these records to assess their suitability for new situations.

The ICT for creating dimension focuses on students using ICT tools for creating solutions to problems and for creating information products. Through the selection and application of appropriate equipment, techniques and procedures, students learn to:

process data and information to create solutions to problems and information products that demonstrate their knowledge and understandings of the concepts, issues, relationships and processes related to all areas of the curriculum

manage their files to secure their contents and enable efficient retrieval

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NADEEM IFTIKHAR 3913405

ICT for Communicating

plan and monitor the progress of extended tasks.

Students learn to use ICT efficiently to capture, validate and manipulate data for required purposes. In order to improve the appearance and functionality of information products and solutions, they apply commonly accepted conventions. They examine the ethical and legal implications of using ICT in a range of settings such as the home, school and the workplace. Students evaluate the usefulness of ICT for solving different types of problems and reflect on the effectiveness of their own use of ICT.

The ICT for communicating dimension focuses on students using ICT to:

present ideas and understandings to audiences

communicate with known and unknown audiences

support knowledge-building among teams.

Students use ICT to support oral presentations to live local audiences and to present ideas and understandings to unknown, remote audiences. They use ICT to communicate with others, both known and unknown, with the purpose of seeking and discussing alternative views, acquiring expert opinions, sharing knowledge and expressing ideas. Students also locate information from a range of online and multimedia resources to support their own learning.

ICT supports knowledge-building among teams and enables team members to collaborate, enquire, interact and integrate prior knowledge with new understanding.

Protocols for receiving, transferring and publishing ideas and information are needed to promote communication that respects intended audiences.

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AEG5211 [AUSVELS INTEGRATED UNIT]

NADEEM IFTIKHAR 3913405

OVERVIEW OF THE MODERN WORLD AND AUSTRALIA 1918- PRESENT

STAGE 1 – DESIRED RESULTS

Overview content for the Modern World and Australia includes the following:

1. the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression

2. continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping

3. the major movements for rights and freedom in the world and the achievement of independence by former colonies

4. the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War

5. Developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability.

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NADEEM IFTIKHAR 3913405Chronology terms and Concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places. (ACHHS182)

Students will be using interactive timelines to explore the various manifestations or effects of an event in different geographical locations that led to much greater consequences in the lead up to World War II.

Chronological terms and conceptsUse historical terms and concepts

Students will be defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’.Students will be looking at various human rights movements that affected Australia such as women’s liberation and the end of the white Australia policy, and the impact it had on the Australian indigenous rights movement, and the creation of a multicultural nation.

Explanation and Communication- Select and use a range of communication forms (oral, graphic, written) and digital technologies.

Students will use a range of communication forms to create a story board to explain the chronological significance of events that led to World War Two.

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)

Students will be developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available on why the end of World War II and the cold war created the right conditions for the beginning of many liberation and human rights movements. Students will choose one key movement to focus on.

Understandings: (Key concepts, big ideas and knowledge students will know)

Students will know the main features of the Peace Treaties signed during the post WW1 period, and they will understand how they

Essential Questions (4-6 Questions)

1. What were the main features of the peace treaties after World War 1?2. What types of changes occurred in the 1920s?3. What were the consequences of

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NADEEM IFTIKHAR 3913405affected the countries and empires at that time.

Students will understand why the League of Nations was formed and how it failed to achieve its purpose.

Students will know in which sectors/industries the boom occurred and why it eventually collapsed and led to the Great Depression.

Students will understand how the Great Depression affected the World and help the spread of Communism and the rise of Fascism.

Students will understand the negative aspects of the 1920’s with the rise of racism.

Students will understand the consequences and brutality of a dictatorial/totalitarian leadership and its threat to individual rights.

Students will understand the responsibilities countries have in the post World War II era in relation to the UN and Australia’s role in the UN.

Students will understand the limitations of the UN to act as a peace keeping force.

Students will understand how the atrocities that occurred during World War II led to many social and economic changes in the post war era.

Students will understand reasons why the devastating effects of World War II made the

the great depression?4. How did dictators come to power in Europe in the 1920s and 30s?5. What threats to world peace arose in this period?6. How did the outcomes of World War II influence the modern world? 7. What are some of the significant global events and forces that shaped the twentieth century?8. How has Australia reacted to these? How has Australian society been affected by the significant global events and changes of this period?9. How is the world now a better place than it was? What still needs to be improved?

Students will be able to…(Skills)

Students will be able to put together a story board by selecting relevant visuals

Students will able to differentiate and use primary and secondary sources when needed.

Students will be able to make links and connections between events and the greater long term impact it has on societies.

Students will be able to investigate the inherent flaws of the UN structure and how that affects its ability to achieve its intended purpose.

Students will investigate the reasons why the post World War 2 era created the right conditions for

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NADEEM IFTIKHAR 3913405super powers involved in the cold war reluctant to allow it to become a “hot” war.

Students will understand the way in which the post war era paved the way for many human rights and liberation movements.

Students will understand the events that led to the Cold War and Australia’s involvement.

Students will understand the countries involved within the Cold War and the military decisions and actions taken.

Students will know the effects of the Cold War.

Students will understand the key events that took place after the Cold War the shaped the modern world.

Students will know how the advances in technology and medicine has changed and improved the world.

Students will understand the importance and the ongoing environmental improvements that are essential for Earth’s sustainability.

Students will understand the imbalance of rich and poor nations and the need for improvement.

many human rights and liberation movements, especially in Australia.

Students will be able to able analyze pictures and draw conclusions.

Stage 2 – Assessment EvidencePerformance Tasks: (Major assessments)

-Students will create a story board identifying the sequence of historical events in different geographical locations and how these events manifested into World War 2

Other Evidence: (Anecdotal assessments eg. Student reflections, discussions, debates)

Other Evidence: -Minor research projects-Class discussion

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NADEEM IFTIKHAR 3913405-Project: Students will choose one human rights or liberation movement and investigate the way in which the post World War II era created the right atmosphere for change in Australia.

-Test

-Work Sheets-Mind maps-Q and A-Time lines-Written Response-Debate

Student Self-Assessment and Reflection(I used to think and now I think)

-Students will complete a KWL sheet about what they know about this historical period and what they want to learn. - Upon completion of the unit, students will complete KWL

LEARNING ACTIVITIES

Activity No 1 – Inter-war Periods on Timeline

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NADEEM IFTIKHAR 3913405Students will complete a KWL sheet about what they know and what they want to know about the interwar years. (worksheet is attached)Students will be using interactive timelines to explore the various manifestations or effects of an event in different geographical locations that led to much greater consequences in the lead up to World War II. They can use http://www.timetoast.com/timelines to create one online.Students will be using chronological sequencing to demonstrate the relationship between events and developments in different periods and places.

Student will be given a handout_____ NAME_____. They will be asked to think of two things they already know about interwar period, then they will be asked share it with person next to them and discuss any similarities or differences.Students could then be asked to brainstorm events that they do not know took place between WWI and WWII, and where they might find reliable information about it. This list should be recorded and displayed and added to at any time during the unit of work.Group work (inclusivity and knowledge integration) Students create time line (numeracy)of all events covered so far in this unit of work and construction of timeline shows students ability to integrate knowledge; and to use higher-order thinking.

KWL CHART

Students will fill in the KWL chart at the very start of the first lesson in relation to all the topics that will be covered in the overview chapters from the text book. Students should take time to think about what they already know about the topic as well as what they want to learn. The

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NADEEM IFTIKHAR 3913405chart then is to be kept in a folder which will later be finalised once the learning has been completed.

What I Know What I Want to Know What I’ve Learned

Activity No 2 – Treaty of Versailles

Students will be given the opportunity to analyze and discuss the visual sources presented. This should remind them of the scale of devastation caused by The Great War and of some of the changes that were caused as a result of the war.

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NADEEM IFTIKHAR 3913405Students will watch a PowerPoint presentation about The Treaty of Versailles. This will work in conjunction with the worksheet. Teacher should establish an understanding of the attitude of the big three and the reasons for these attitudes.Students also can do their own research to find out more information about the topic from home (homework/initial research.A spider diagram to be filled in during class discussion.Worksheet will be provided for a question answer session.

Terms of the treaty

Damage Germany economically

Damage Germany militarily

Damage Germany’s pride

Terms of the treaty Damage Germany economically

Damage Germany militarily

Damage Germany’s pride

70,000 sq km of land was taken away from Germany No overseas colonies

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NADEEM IFTIKHAR 3913405Germany’s army was reduced to 100,000 men

She was not allowed an air force

She was allowed only 6 naval ships and no submarines

Allied troops to occupy the Rhineland

Germany had to accept full responsibility for starting the war.

Germany had to pay £6,660 million in reparations

Describe the reaction of the German people to the Treaty of Versailles?

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NADEEM IFTIKHAR 3913405

Activity No 3 – Aftermath of WWII

Students will be shown a short You Tube video presentation “Historical Map 1 World War 2. Students will be told to concentrate on presentation as an activity about presentation will follow.

Once video has been viewed students will be required to complete a post war world map of Europe outlining the areas the Germans controlled.

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(ICT) Student will be given access to the computers to visit http://www.worldology.com/Europe/world_war_2_imap.htm to view an interactive map of year-by-year progression of German invasion of Europe.

Class room discussion about German occupation, and the reason for not achieving their ultimate goal?

Interactive mapDevastation, change in Global Balance of Power

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Activity No 4 – Roaring Twenties

Students will be working in small groups to elaborate on, a period of time in American History that is commonly referred to as the Jazz age or Roaring Twenties.Groups will be choosing one of the following themes and prepare a poster (A3) providing information about the some of the topics listed below.Students will be provided with information sheet and will have access to laptops or Ipads.

Politics and Government Social IssuesHarding scandals Russian Revolution/Red

Scare/Palmer Raids18th, 19th, and 20th Amendments President Wilson reactions

Prohibition (enforcement, enactment,etc.)

Traditional moral values vs. Flappers

Organized crime/Gansters Race Relations (challenges to desegration, KKK, Quota Systems,

etcCreation of the FBI,/J. Edgar Hoover Back to Africa movement

Famous People Cultural InfluencesMargaret Sanger Jazz developmentJ. Edgar Hoover Harlem RenaissanceMarcus Garvey Automobile and roadsJohn Dillinger Negro LeaguesPick a Person Black Sox Scandal

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Study Guide

Interwar Period 1919-1939 - THE ROARING TWENTIES 1922- The US became the leading investor in Canada Brits previously invested in Canadian owned ventures NOW- US invests in American owned & controlled branch plants This investment helps & hurts- economic growth with low risk, but at the

expense of Canadian sovereignty. Increased prosperity _ more people can afford consumer goods. Electricity & electric appliances became common in homes, as did the

telephone. Optimism fueled the economy, as stock investment and growth was

unprecedented. 1921-1929- Canadian stock prices tripled People began to move to the cities, to the manufacturing jobs

(urbanization). Some groups, however, did not enjoy the boom of the twenties due to

racism, poverty and lack of political representation (First Nations, Immigrants, African Canadians) Society & Culture of the 20’s Not only our economy, but our culture was being “Americanized” Radio use increased, helping to promote & export U.S. culture & fashion A new American music style, Jazz, became popular. Fashions changed drastically- notably “Flappers”, a style that reflected the

spirit of fun and wealth of the time. An Age of Mobility Cars were mass-produced on assembly lines invented by Henry Ford

(Model-T 1908-1927). Lower costs made ownership possible for most families. Tourism boomed, aided by rail & air travel The average person had access to a lifestyle that was previously restricted

to the very wealthy. Canadian Culture & Identity: SPORT 1923 Foster Hewitt made the first hockey radio broadcast; was the voice

of hockey for 60 years He coined the phrase “He shoots, he scores!” & was known for his

signature sign in, “Hello, Canada, and hockey fans in the United States and Newfoundland." Vancouver sprinter Percy Williams won two gold medals at the 1928

Olympics. Canadian Culture & Identity: ART The “Group of Seven” introduced a new, Canadian painting style. The Group of Seven painted Canadian landscapes in bold colours, with

broad strokes. Emily Carr was a west coast artist, influenced by nature & native culture. Their accomplishments helped counter the Americanization of Canada’s

culture. Social Change: The Persons Case

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NADEEM IFTIKHAR 3913405 1916- Emily Murphy was appointed the 1st women magistrate in Alberta.

Her appointment was challenged; under the 1867 BNA Act, women aren’t persons.

In 1917 Alberta ruled women were persons, (this applied in Alberta, not the rest of Canada).

Aug. 27, 1927, The “Famous Five” (Murphy, McClung and 3 others) asked the Supreme Court to

rule on the word “persons” in the BNA Act April 1928, the Supreme Court ruled “persons” didn’t include women. They appealed to the highest court, the Judicial Committee of the Privy

Council in England. Oct. 18, 1929, the Privy Council ruled women are persons.

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NADEEM IFTIKHAR 3913405

Activity No 5 – The Great Depression

The Great Depression was the collapse of an economy. In the 1930s, it was the economy of the whole world, and few countries were hit harder than Australia. During an economic depression, unemployment rises while incomes and wages fall. The worse the depression is, the greater the poverty. The Great Depression affected Australia for most of the 1930s with 1932 being the most devastating year.Student will be given a study guide to learn about The Great depression prior to the commencement of this class.In class they will be watching a video http://www.youtube.com/watch?v=-b1dTvNaL0Q to enhance their knowledge before their quiz.Student will be participating in an in class quiz “Who wants not to be Depressed”. Students will be divided into four different groups, all the groups will be named and they will participate in the competition.Each group will be asked 4 questions in the first round from Online multiple choice questions.http://regentsprep.org/regents/core/questions/question.cfm?Course=USHG&TopicCode=5d&QNum=1&Wrong=0There will be second and third rounds of Questions.After completing the third round two teams will qualify for the final.

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Activity No 6 - Australia after the war

Students will look at the many changes that took place in World after the end of World War II. Students will briefly look at

trends in migration the end of the white Australia policy women’s liberation movements and the Aboriginal rights movement

Students will be asked to choose one area to focus on, they will be developing a historical argument that identifies different possibilities in interpretation and will argue a particular point of view, with consistent and specific reference to the evidence available on how the events that following World War II created the right conditions for the beginning of many liberation and human rights movements.

The following Clips and readings will be provided to them to view and prepare their arguments.

White Australia policyhttp://www.youtube.com/watch?v=LKvjltPLI0k

Migration trendshttp://www.immi.gov.au/media/publications/statistics/immigration-update/update-july-dec11.pdf

Women liberation movementshttp://www.camden-h.schools.nsw.edu.au/pages/Faculties/History/asstasks2/sr.htm

The Aboriginal rights movementhttp://www.sbs.com.au/news/article/539977/Timeline-Indigenous-rights-movement

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NADEEM IFTIKHAR 3913405

Activity No 7 – The Cold War

Students will be given a power point presentation addressing the following questions.

What was the cold war? What major countries were involved? How did the events of the cold war affect other parts of the world? Why did the cold war never turn into a “hot war”?

The effect of the cold war on Modern times- Students will be shown a DVD ‘Putin, Russia and the West’ in order to explore the effect of the Post Cold War era on the modern world. DVD Questionnaire sheet will be provided.

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Putin, Russia and the West episode 2

DVD Questionnaire

1. What did Putin do in 2006 that was so significant?________________________________________________________________________________________________________________________________________________________________________________________________

2. What was the significance of the Georgian president playing the American anthem at his inauguration?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Why is the Ukraine so important to Russia?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What role did Russia play in the Ukrainian elections?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What role did the U.S.A play in the Ukrainian elections?28 | P a g e

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NADEEM IFTIKHAR 3913405________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What affect did the American involvement in former USSR territories have on Russian/Western relations?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. What does the Kremlin do in Russia to protect Russia from pro democratic ideology?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What was one of the effects of extreme Nationalism in Russia?________________________________________________________________________________________________________________________________

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NADEEM IFTIKHAR 3913405________________________________________________________________________________________________________________________________

9. In your own opinion, did the Cold War ever really end?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Story Board Assessment time period 1918 to 1939

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NADEEM IFTIKHAR 3913405Students are to create at least 10 story boards with appropriate and relevant visuals to explain the event in the sequential manner. As the saying goes ‘a picture says a thousand words’.You have to be very careful and analytical when choosing the best picture/ visual to explain your event. The viewer needs to be able to follow the links of visuals and understand the event and its progression from start to end, which is just like a story where there is a start and an end except you will be required to this without any text (writing).You have a choice in drawing your own visuals, sourcing visuals from internet, any form of print or combining your own drawing with sourced visuals.

What are visuals: it can be a detailed drawing, sign, logo and specific choice of colours to convey a message.

How to present your story board:

You are to use half and A4 size paper to draw your visuals You are to paste all ten of your visuals on a A3 poster paper

that has been cut into half You are to make it as appealing as possible one suggestion

could be to use contrast coloured poster paper. The completed story board needs to look like a film roll in

order of events

Criteria for Creating a Story Board

Student Name: ________________________________

CATEGORY 4 3 2 1 31 | P a g e

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NADEEM IFTIKHAR 3913405Number of Items

The story board includes 10 or more boards, each different and specific

The story board includes 9 boards.

The story board includes 6-8 boards.

The story board contains fewer than 6 different boards

Attention to Theme

The student has produced a excellent story board where every visual is related to the assigned theme. For most items, the relationship is clear without explanation.

The student has produced reasonable story board where most items in the story board are related to the assigned theme. For many of the items, the relationship is clear without explanation.

The student produced a fairly reasonable visuals of how most items in the storyb board are related to the assigned theme.

The student has produced a weak and illustrates difficulty understanding how visuals relate to the assigned theme.

Quality of Construction

The story board shows considerable attention to construction. The items are neatly displayed. All items are carefully and securely attached to the backing. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges.

The story board shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

The story board shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

The story board was put together sloppily. Items appear to be just \"slapped on\". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.

Creativity Several of the graphics or objects used in the story board reflect an exceptional degree of student creativity in their creation and/or display

One or two of the graphics or objects used in the story board reflect student creativity in their creation and/or display.

One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop).

The student did not make or customize any of the items on the collage.

Understanding of main events

Student has demonstrated a high level of understanding for the topic and has selected the most relevant / important events.

Student has demonstrated a good level of understanding for the topic and has most of the time selected relevant / important events

Student has demonstrated a satisfactory level of understanding for the topic and has chosen some relevant / important events

Student has demonstrated a low level of understanding for the topic and has not selected relevant / important events.

Activity 8 - UN Veto PowersICT Activity

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NADEEM IFTIKHAR 3913405At home, research how many times UN Veto members have used their Veto powers to block a United Nations resolution (decision) in the last two decades. Choose one blocked resolution and answer the following questions:

What was the resolution? Which UN member/members wielding Veto powers blocked the

resolution? What were their reasons for blocking the resolution? How many UN member countries voted for the resolution? What will be the expected long term consequences of resolution

being blocked? Did anything surprise you about the Situation?

You will share your findings with the class.

Historical research

The post World War 2 period marked a time of rapid change for the World. Many countries in the world were gaining independence from their

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NADEEM IFTIKHAR 3913405colonial rulers, and human rights and liberation movements were gaining force across the globe.Your task is to choose one major movement that took place from the list below and identify different possibilities in interpretation and argue a particular point of view; providing consistent and specific reference to the evidence available on why the end of World War II and the Cold War era created the right conditions for many liberation and human rights movements.

Explain what your topic is about. Was the movement a localized movement or were many similar

movements taking place across the world? Why did the movement gain momentum after the Second World War

as opposed to any other time in history? How has the movement affected the modern world?

Options

1. Women’s liberation movement2. Australian Aboriginal rights movement3. The end of the White Australia policy

Research Report: Historical research

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NADEEM IFTIKHAR 3913405Student Name: ______________________________

CATEGORY 4 3 2 1 Quality of

InformationInformation clearly relates to the main topic. It includes

several supporting details and/or

examples.

Information clearly relates to the main

topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details

and/or examples are given.

Information has little or nothing to do with

the main topic.

Sources All sources (information and

graphics) are accurately

documented in the desired format.

All sources (information and

graphics) are accurately

documented, but a few are not in the desired format.

All sources (information and

graphics) are accurately

documented, but many are not in the

desired format.

Some sources are not accurately

documented.

Organization Information is very organized with well-

constructed paragraphs and subheadings.

Information is organized with well-

constructed paragraphs.

Information is organized, but

paragraphs are not well-constructed.

The information appears to be

disorganized. 8)

Historical interpretation

Students provide clear evidence to support historical

interpretation

Students provide some evidence to support historical

interpretation

Students provide some evidence to support historical

interpretation

Students provide no evidence to support

historical interpretation

Amount of Information

All topics are addressed and all

questions answered

All topics are addressed and most questions answered

All topics are addressed, and most questions answered

One or more topics were not addressed

Teacher’s Comments

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 9 - Excursion to the Shrine of Remembrance

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NADEEM IFTIKHAR 3913405Students are advised to take an excursion to the Shrine of Remembrance to enhance their knowledge about the wars like WWI and WWII. Here are some of the activities for the students to participate.

Where did World War I take place: Mapping activity

Display a large world map. As a class, identify and list places or theatres of war students know that are associated with World War I. Invite students to confirm or challenge this list before proceeding.Locate these places on the world map and use labels to identify locations. Add places as students undertake further investigations, both before and after the excursion.

Timeline

This could be an ongoing activity.Set up a timeline with space for years and months. Students share dates and events they already know and add these to the timeline. If an event is known and the date is unknown, list these separately for students to follow up. Add to this timeline as students find dates and associated events. Students write their name next to found dates and events on the timeline for checking purposes. A word processing document set up as a table with rows for each year provides the flexibility for students to insert new information as it is found. Pose, discuss and resolve the problem:

• What do you do if you have conflicting dates for an event? How can you resolve this?

Following this discussion set up a sheet with the heading ‘Contestable information’.Record information on this sheet and resolve these issues as the unit progresses.

Students will be visiting the Shrine of Remembrance to learn more about World War I.They will look at the Shrine of Remembrance as a place of commemoration and remembrance but also as a potted history of World War I. That is, as they walk around they will see words, statues, plaques, features and artefacts that help them to reflect on some of the key events of that war, and how service men and women did extraordinary things to survive and help the war effort.

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NADEEM IFTIKHAR 3913405Here is a map guideline for the tour recommended for students;

Civic and Citizenship

Taking Social ActionTeacher should ask students

• How could we make ANZAC Day and/or Remembrance Day more meaningful to students at this school and to our community?

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NADEEM IFTIKHAR 3913405• How can we include the achievements of ordinary men and women in our commemoration?* Contact the Shrine of Remembrance to be involved in ‘Adopt an Ex-service organisation’ program.

• What can we do to collect the stories of the service men and women in our community? How can we make others in our community aware of these stories? Develop & implement an action plan.

• How can we make the public more aware of the legacy of World War I? Develop an action plan for the most practical of these suggestions.

• What can we do to help people affected by war and peacekeeping? Consider projects in association with aid and support agencies such as Legacy and/or Red Cross. Present any of the following suggestions not provided by students before a final decision is made.

• Prepare a presentation to Junior School Council and/or School Council suggesting ways to make our ANZAC Day/Remembrance Day ceremony more meaningful for students.

• Develop an action plan to promote the work of places like the Shrine of Remembrance that preserve our military heritage. Follow on from the contributions of Victorian school children in the 1930s and fundraise for a special project related to Education of future generations.

• Create a class collage, mural or quilt for display in a prominent place in the school and/or in the local community. The product should illustrate that ‘Ordinary men and women did extraordinary things during World War I.’ A feature-wall display area is available at the Education Centre of the Shrine of Remembrance.

• Attend a commemoration ceremony at the Shrine or Remembrance &/or your local war memorial. If part of the ‘adopt an ex-service organisation’ program, students would participate in one of the suggested activities related to this innovative program. Arrange to place a wreath on behalf of the class or school. Students each wear a red poppy on the day to support the work of the RSL.

• Sell badges at your school to raise funds to support Legacy.

• Adopt an ex-service organisation. Find out about its contribution to service and sacrifice and write up its history to keep these memories alive. This could be as a website or in a written or visual format. Make a wreath each ANZAC Day to remember this organisation

• Hold a celebration of students’ work. Invite veterans, the RSL, Shrine volunteers, Legacy and family members to participate.

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Excursion Details:

Excursion Venue: Shrine of RemembranceAddress: Birdwood Avenue, MelbourneOpening Hours: 10am - 5pm dailyGuided Tours: 11am and 2pm dailyGeneral & group enquiriesT: 03 9661 8100 F: 03 9662 9411 E: [email protected]

Map reference:

Cost: $15 (including Lunch & Bus fare)

1. How does this excursion support students’ learning in your unit?

This excursion allows student to learn through VAKS style of learning. They will be working in groups, seeing and touching artifacts, listening to the information provided.Taking students out of classroom into a new environment will create differential learning experience for them.

2. Which part of Ausvels is this excursion linked to?

This excursion linked to the following; Physical, Personal and Social Learning: Civics and

Citizenship – Civic Knowledge and Understanding Physical, Personal and Social Learning: Interpersonal

Development - Working in Teams & Individual Learner

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NADEEM IFTIKHAR 3913405 Interdisciplinary Learning: Communication – Speaking &

Learning

3. What is your expectation of this excursion?

Students will learn and reflect on the causes and effects of earlier wars, and how it cost many valuable lives in the name of reshaping Europe.

4. What activities will the students do during the excursion?

Student can; Lay a reef of flowers Remembrance day poster competition Adopt and Ex-Service Organisation View Exhibitions Visit Shrine Collection Can explore the Shrine by attending Education Guided

Tour. Can attend young Ambassadors Program

5. Evaluate the excursion

Student will be asked to fill out a reflection sheet at the end of the excursion.

Incursion – The Aboriginal Legal Rights movement

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This will be an incursion to enhance the knowledge about the elders of the community. We will be asking ALRM to send couple of representative to our school to elaborate on numerous issues they faced, since the arrival of white Australians to Australia.

Students will be encouraged to ask question in relation to the topic we are covering in this unit. Student will be submitting their reflection sheet at the end of incursion.

Contact Details

HEAD OFFICE

Address: 321-325 King William St. Adelaide SA 5000Phone: (08) 8113 3777 Freecall number: 1800 643 222 Email: Email [email protected]

References for Students:

To create Time line in chronological order: http://www.timetoast.com/timelines/new

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To Study Inter-war periodhttp://www.newpaltz.k12.ny.us/Page/1234

Map overlay Guidehttp://www.cyberlearning-world.com/lessons/ushistory/ww1/preww1.htm

Hitler changed the World maphttp://www.youtube.com/watch?v=uG6cVCLNQOQ&feature=fvwrel

Interactive map. Year-by-Year progression of German invasion in WWII.http://www.worldology.com/Europe/world_war_2_imap.htm

The Roaring Twentieshttp://www.trumanlibrary.org/whistlestop/teacher_lessons/conference09/Roaringtemplaters.pdf

Study Guide for The Roaring Twentieshttp://www.sd23.bc.ca/~dsmith3/FOV1-00095C0E/FOV1-000A8D3D/FOV1-000A8D41/Notes-%20Interwar%20Period%201919-39.pdf

The Great Depression – Causes and Effectshttp://www.youtube.com/watch?v=-b1dTvNaL0Q

White Australia policyhttp://www.youtube.com/watch?v=LKvjltPLI0k

Migration trendshttp://www.immi.gov.au/media/publications/statistics/immigration-update/update-july-dec11.pdf

Women liberation movements

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NADEEM IFTIKHAR 3913405http://www.camden-h.schools.nsw.edu.au/pages/Faculties/History/asstasks2/sr.htm

The Aboriginal rights movementhttp://www.sbs.com.au/news/article/539977/Timeline-Indigenous-rights-movement

Teacher’s Resources

For Ausvels informationhttp://www.vcaa.vic.edu.au/foundation10/curriculum/intro.html

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Multiple choices Question Quizhttp://regentsprep.org/regents/core/questions/question.cfm?Course=USHG&TopicCode=5d&QNum=1&Wrong=0

Shrine of Remembrancehttp://www.shrine.org.au/education/education-visits---tours

Aboriginal Legal Rights Movementhttp://www.alrm.org.au/

Cold war period and Tasmaniahttp://www.utas.edu.au/lib/companion_to_tasmanian_history/C/Cold%20War%20period.htm

Timeline of events in the Cold Warhttp://en.wikipedia.org/wiki/Timeline_of_events_in_the_Cold_War

VAKS Learning Stylehttp://www.businessballs.com/vaklearningstylestest.htm

Multiple Intelligence Learning Stylehttp://www.ldpride.net/learning_style_work.html

KWL & KWHL chart worksheetshttp://havefunteaching.com/worksheets/reading-worksheets/kwl-and-kwhl-worksheets/

The Roaring Twentieshttp://www.1920-30.com/

The Great Depression – A short Historyhttp://history1900s.about.com/od/1930s/p/greatdepression.htm

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