EEO410 – Learners learning about and for their world – Human Disciplines Inquiry Unit on PLACE Year Level: 5/6 Duration: 10 weeks

PLACE UNIT TITLE: Burwood is our place - How did we come to be here?STUDENT NAMES: Gigi Chau

Inquiry QuestionHow has Burwood been shaped by people and places?

BIG ideas

• What can we learn about our place from the built and natural environment?

• What can we learn about our place from the people who lived and live here?

• What factors contributed to the development of Burwood

Teaching proposalThrough this unit it is envisaged that students will learn about:

• There are factors affecting settlement; government and transport are important factors

• People in the past had different perspectives and different priorities• European concept of place is different to that of Aboriginal and Torres

Strait islander peoplesThis is important because:

• There is a reason that development occurs• The perspective of the past may not always be that of the present• Understanding Indigenous Australian perspectives encourages

reconciliation• What happens in the past has an influence on the present• The Melbourne declaration emphasises the importance of students

becoming active and informed citizens whoo appreciate Australia’s social, cultural, linguistic and religious

diversity, and have an understanding of Australia’s system of government, history and culture

o understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-indigenous Australians

I’ve read something about this in:• Australian curriculum overview Humanities and Social Science• Melbourne Declaration

Learning intentionsAt the end of this unit, students will understand that:1. European understanding of the meaning of place is different

from that of Aboriginal and Torres Strait Islanders2. People, developments and events from the past contribute to

the development of a place3. Peoples perspectives from the past may be different to those

of today4. We can learn about the past from people and places5. Place (as European people define it) is always undergoing

change

Australian Curriculum Humanities and Social Science overview – Key Skills• Questioning - developing questions about events, developments, issue

and/or phenomena• Researching - collecting and organising information, evidence and/or

data from primary and secondary sources.• Communicating - Presenting findings in appropriate forms for different

audiences and purposes using subject-specific terminology• Analysing - Interpreting and analysing information, evidence and data

to identify key points, points of view, perceptions and interpretations. Also identifying the purpose and intent of sources and determined their accuracy and reliability

• Evaluating - drawing on evidence-based conclusions; propose explanations for events, developments, issues and/or phenomena and suggest courses of action in response to an issue or problem.

Key skillsAt the conclusion of this unit students will be able to:

• Compare and contrast different interpretations of place• Determine bias and identify viewpoints from the past• Evaluate arguments• Communicate learning in different ways, such as drawing, role-play and

exposition• Evaluate opposing views• Create a role play which synthesizes information learned• Research historical material

Assessment Evidence Develop timeline of Burwood and update with research results Create a persuasive argument for or against the development of the tramline Identify the key points and features of Wattle park

Write a personal narrative about the impact of WW1war on you in 1919 Pick a decade to research and create and answer 5 homework tasks relevant to that time Complete a report on population and other trends identified in Burwood Complete a self and peer assessment rubric for the role-play development and performance

Australian Curriculum Ares covered in this inquiry unit related to humanities

Discipline Knowledge & Understanding Code Skills Code

History The impact of a significant development or

event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. The impact of the development of the

tramways on the development of Melbourne.

The impact of WW1 on the development of the infrastructure and the lives of returned soldiers

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples Impact of Aboriginal and Torres Strait

Islander people on the land The role of the government and the

tramways board in extending the tramways

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ACHHK097

Identify questions to inform an historical inquiryWhy was an area settled?Identify and locate a range of relevant sourcesWattle Park, old newspapersLocate information related to inquiry questions in a range of sourcesTramways historyIdentify points of view in the past and presentPerspectives on development now and thenDevelop texts, particularly narratives and descriptions, which incorporate source materialsSchool homework from another decadeUse a range of communication forms (oral, graphic, written) and digital technologiesRole-play of people from Burwood

ACHHS100

ACHHS101

ACHHS102

ACHHS104

ACHHS105

ACHHS106

Geography The influence people have on the human characteristics of places and the management of spaces within them

How the Burwood was developed; influence of tramways

ACHGK029 Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reportsWattle park fieldwork Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriateCreate 3D Model of Wattle park topography

ACHGS034

ACHGS036

Economics & Business

The difference between needs and wants and why choices need to be made about how limited resources are usedPersuasive article for or against the extension of the tramways

ACHEK001 Identify alternative responses to an issue or event, and consider the advantages and disadvantages of preferring one to others

ACHES006

Civics & Citizenship

Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influenceInfluence of government in the extension of the tram line

ACHCK027 Use and evaluate a range of information to develop a point of viewResearch census data

ACHCS042

Organising ideas code

Asia

Aboriginal and Torres Strait Islander histories and culture

Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society

Aboriginal and Torres Strait islander communities maintain an special connection to and responsibility for Country/Place throughout all of Australia

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General CapabilitiesPersonal and Social CapabilityHistory

As students gain understanding about human experience and develop skills of historical inquiry, they develop and use personal and social capability. This includes empathy, reflective practice, appreciation of the perspective of others, communication skills, teamwork, advocacy skills and a disposition to make a contribution to their communities and society more broadly.

The History curriculum enhances personal and social capability by providing opportunities for students to engage with understandings such as historical empathy, contestability, perspectives, cause and effect, and continuity and change

Geography In Geography, students develop personal and social capability as they engage in geographical inquiry, and learn how geographical

knowledge informs their personal identity, sense of belonging and capacity to empathise with others, as well as offering opportunities to consider ways of contributing to their communities

Economics In Economics and Business, students learn to appreciate the effects of economic and business decisions, and the effect of these on their

lives and those of others.Civics and Citizenship

In the Australian Curriculum: Civics and Citizenship students are encouraged to develop and apply personal, interpersonal and social skills, behaviours and dispositions, through working collaboratively and constructively in groups, developing their communication, decision making, conflict resolution and leadership skills, and learning to appreciate the insights and perspectives of others

Ethical UnderstandingHistory

Students develop ethical understanding of ethical behaviour as they critically explore the character traits, actions and motivations of people in the past that may be the result of different standards and expectations and changing societal attitudes. Students recognise that examining the nature of evidence deepens their understanding of ethical issues and investigate the ways that diverse values and principles have influenced human affairs.

Geography

In Geography, students develop ethical understanding as they investigate current geographical issues and evaluate their findings against the criteria of environmental protection, economic prosperity and social advancement.

Economics In Economics and Business, students develop informed, ethical values and attitudes and become aware of their own roles, rights and

responsibilities as participants in the economy. Students also develop an understanding of the ethical considerations that may be involved in making economics and business decisions and their implications for individuals, society and the environment.

Civics and Citizenship Students explore different beliefs about civics and citizenship issues and the consequences of particular decisions.

Intercultural understandingHistory

Students learn about the perspectives, beliefs and values of people, past and present, and the importance of understanding their own and others' histories

Geography They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture.

Economics They come to understand how personal, group and national identities are shaped, and that culture is variable and can change.

Civics and Citizenship In the Australian Curriculum: Civics and Citizenship, students investigate diverse cultural contexts and develop skills in being able to see

common issues through diverse cultural lenses. They explore the notion of citizenship, the contribution of diverse cultural influences, and the critical role of shared beliefs and values in an evolving Australian identity. They recognise similarities as well as differences within and across cultural groups, and the importance of practising empathy and facilitating dialogue to understand different perspectives. They explore how people interact across cultural boundaries and consider how factors such as group membership, traditions, customs and religious and cultural practices impact on civic life.

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry

Learning Intention:

Activity & Resource AC links

Introduction – How is Burwood My place(resource: My Place Book / video / app)Where could we go to find about how Burwood developed into the place it is now?Students to brainstorm: go to places in Burwood, read old papers, books, pamphlets, library, speak to people in the areaOverall project to develop a time line for Burwood

Resource: ‘My Place’ by Nadia Wheatley and Donna Rawlings

Activity: Inferred meaning literacy group discussion Timeline of your place – drawn Complete “A timeline of Burwood’ online – you will add to this over the term for your final

assessment task

ACHHK097 ACHHS100

Wattle Park Excursion – Fieldwork Day 1What can a place tell us?

Resources: Lone Pine War memorial Trams Chalet Topography of park Acknowledgement of country

ACHHS101 ACHGK029ACHGS034

Activity: Identify the key points and features of Wattle park by creating an excursion workbook, map –

complete topography, details of War memorial, Acknowledgment of Country, Draw chalet, trams, pond.

Who lived here first?Does Place mean the same thing to everyone?Discussion of meaning of Place and Country to Aboriginal and Torres Strait Islander peoples

Resource: Wurundjeri Welcome to Country

Creation Stories from the Dreaming (Price, K 2012); ‘The Frog who wouldn’t laugh’ (Egan, C & Alger, E 2004)Activity:

Create your own story about Wattle Park and the surrounding area, based on the Aboriginal and Torres Strait Islander Creation Stories of the Dreaming

Using a Venn diagram compare and contrast European and Indigenous Australian interpretations of place

Aboriginal and Torres Strait Islander - OI.2ACHHK095 ACHHS104

Trams: past & present and their influence on developmentHow did trams affect Burwood?How did trams affect the population and growth of the built environment?What is a good way to find out what it was like to live in another time?Ask someone, look at old photos, videos, newspapers ways

Resources: Newspaper Articles relating to local and state government decisions and intentions of extending the

tram lines to Boundary (Warrigal) road along Riversdale and Toorak Roads. Newspaper advertising for land for housing 1916 Newspaper article about the costs of building the tramlines

ACHEK001 ACHHS104 ACHGK029 ACHES006 ACHCS042

Videos old newspaper article

Activity: Create a persuasive argument FOR OR AGAINST the building of the tramline to Boundary road in

1916. You will submit this to the paper as a letter to the editor: ”Dear Editor…” Remember this is just before the war. Consider present day developments such as the East-West

link and people’s different perspectives depending on how it will impact them. Identify bias in the newspaper articles.

Create promotional about trams today; brochure, video, talk about the benefits of trams today. It should provide someone in the future with ideas about what life was like in our time.

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Learning intention:

Activity & Resource AC links

Wattle Park geographyWhat is the land like and how have we impacted it?

Resource: excursion workbook, clay, recycled craft materials such as string, buttons, paper, pipe cleaners

Activity: consider the space around Wattle park what impact have humans had – complete a PMI (plus,

minus. Interesting) create a 3D topography of the park using clay and other craft materials

ACHGS036 ACHGK029

Wattle Park War MemorialWhy is it significant? What does it tell us?

Resources:

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Photos of memorial and plaques Photos of repatriated soldiers at Hethersett Private Repatriation hospital Burwood

Activity: Narrative in 1919 talking about how the war affected you OR Write an article evaluating the opposing views for and against conscription

Wattle Park primary school historyHow did our school come to be here?

Resource: Wattle Park Primary School 75th Anniversary history document

Activity: Create an online timeline for WPPS Pick a decade to research and create and answer 5 homework tasks relevant to that time. E.g. For

the 1960s How are the people conscripted to Vietnam, chosen?report on likely homework tasks related to that time

ACHHS100 ACHHK095 ACHHS101ACHHS102

Burwood environment – Sustainability(Resource: Website, brochures, information)

Activity: students are to create a poster in promoting sustainability in relation to the Burwood area. They will have to research and find out what facilities or actions are in place and what else needs to be in action in sustaining the environment of Burwood.

Sustainability - OI.9 OI.8ACHGK029

Stage 3: CELEBRATE/INNOVATE -What do we do with what we’ve found?Concluding, reflecting on and responding to the inquiry

Learning intention:

Activity & Resource AC links

Who are we?Where did the people of Burwood come from?

Resources: Census records from <http://hccda.anu.edu.au/pages/VIC-1901-census-02_3> 1901 Census Census records from ABA previous 2-3 census’

Activity Research the census records, what trends can you see with regard to population and immigration Why do you think this is happening What changes has it had on Burwood Report on this

Assessment: Complete a report on population and other trends identified in Burwood

ACHCS042 ACHHK095

History of BurwoodBurwood, who were we, who are we?

Activity: Using the resources and activities developed over the unit, students are to work in pairs to create

characters from a particular period in Burwood’s history, and perform a role play depicting the time and significant development or events.

Students will have two lessons to create and rehearse their role-play Role plays should be 5 minutes maximum Students will perform the role play at the term’s final assembly

Assessment Complete a visual graph on population and other trends identified in Burwood and present it to the class.

ACHHK097 ACHHS106

Bibliography:Include references AND images if appropriate here:

ADA Historical, 2012,’ Vic-1901-census’, retrieved 2 May 2015, <http://hccda.ada.edu.au/pages/VIC-1901-census-01_3>.

Australian Curriculum and Reporting Authority, 2013, ‘Humanities and Social Sciences’, retrieved 5 May 2015, <http://www.acara.edu.au/curriculum/learning_areas/humanities_and_social_sciences/humanities_and_social_sciences.html>.Australian Curriculum, n.d., ‘Humanities and Social Sciences’, retrieved 5 May 2015, <http://www.australiancurriculum.edu.au/humanities-and-social-sciences/introduction>.Citizen Tram, YouTube, Crawford Productions, 1960, retrieved 2 May 2015, < https://www.youtube.com/watch?v=BPh-WCdO0sc>.

Egan, C & Alger, 2004, The Frog who Wouldn’t Laugh, LB Books, Marleston, South Australia.

Gilbert, B & Hoepper, B 2014, Teaching Humanities and Social Sciences History, Geography, Economics and Citizenship in the Australian Curriculum, 5th edn, Cengage Learning Australia, South Melbourne, Victoria.

Hoadley, D 1998, ‘Melbourne’s tram History’, retrieved 24 March 2015, <http://www.railpage.org.au/tram/melbhist.html>.

Melbourne in colour 1940 & 1942, YouTube, 3AW Pepsodent Show presents, Sunday Night at Eight, 1940 & 1942, retrieved 2 May 2015, < https://www.youtube.com/watch?v=tuUoY0gOT_U >.

Parks Victoria, 2015, ‘Wattle Park’, retrieved 24 March 2015, <http://parkweb.vic.gov.au/explore/parks/wattle-park>.

Price, K 2012, Aboriginal and Torres Strait Islander Education, Cambridge university Press, Port Melbourne, Victoria, Australia.

Spratt, M & Tegg, M, c1989, ‘A school for Boys 75 Years at Wattle Park 3841’, Wattle Park Primary School Staff and Council.

State Library of Victoria, 2015, ‘Soldiers and Nurses on Verandah Hethersett Private Repatriation Hospital, Burwoo, Victoria, reteieved 2 May 2015, <http://digital.slv.vic.gov.au/view/action/nmets.do?DOCCHOICE=339507.xml&dvs=1430630828899~506&locale=en_US&search_terms=&adjacency=&divType=&usePid1=true&usePid2=true>.

State Library of Victoria, 2015, Picture of Burwood in 1899, retrieved 2 May 2015,http://digital.slv.vic.gov.au/view/action/nmets.do?DOCCHOICE=2829830.xml&dvs=1430624076533~884&locale=en_US&search_terms=&adjacency=&divType=&usePid1=true&usePid2=true

Trove, 2015, ‘Riversdale Road Tramway’, The Argus, 21 December 1916, retrieved 24 March 2015, <http://trove.nla.gov.au/ndp/del/article/1615738?searchTerm=riversdale%20road%20tramway&searchLimits=l-state=Victoria|||l-title=13>.

Trove, 2015, ‘Sales by Auction’, The Age, 6 November 1916, retrieved 24 March 2015, <http://trove.nla.gov.au/ndp/del/article/154913853?searchTerm=riversdale%20road%20boundary%20road%20completion&searchLimits=l-state=Victoria|||l-title=809>.

Trove, 2015, ’17 Killed in Raids on Darwin’, The Argus, 21 February 1942, retrieved 2 May 2015, <http://trove.nla.gov.au/ndp/del/page/618180>.

Victorian Curriculum Assessment Authority, 2015, ‘The Australian Curriculum in Victoria – Welcome to AusVELS’, retrieved 5 April 2105, <http://ausvels.vcaa.vic.edu.au/ AusVELS>.

Vines, G 2014, Melbourne and Metropolitan Tramways Heritage Study, Department of Planning, Transport and Infrastructure, 2014, retrieved 24 March 2015, <http://www.dtpli.vic.gov.au/__data/assets/pdf_file/0005/218408/Tram-History-final_reduced__Chapter4_Part1.pdf>.Wheatley, N & Rawlins, D 2008, My Place, Walker Books, Newtown, NSW.

Whitehorse City Council, 2015, City of Whitehorse - Waste & Recycling, retrieved 7th May 2015, <http://www.whitehorse.vic.gov.au/Waste-Recycling.html>

Whitehorse City Council, 2015, City of Whitehorse – Sustainability Street Program, retrieved 7th May 2015, <http://www.whitehorse.vic.gov.au/Sustainability-Street-Program.html>

Wurundjeri Welcome to Country performed by Wurundjeri Elder, Colin Hunter Jr, Youtube, Yarra City Council, 20 March 2013, retrieved 26 April 2015, <https://www.youtube.com/watch?v=CzLbdw3d7UU >

APPENDICES

1. Peer and Self-review checklist for role-play2. Excursion workbook

IMAGES

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