[PDF] Me and My Country DURATION: 10 WEEKS - Eaglehawk North PDF YEAR-3-4-ME-AND-MY-COUNTRY-PLANNER-TERM-3-2020.pdf

The significance of Country and Place to Aboriginal and Torres Strait Islander History of Australian Flag- https://www youtube com/watch?v=jDMOJxp5-2Q

Introduce the image of the Aboriginal flag (available on website above) videos (youtube clips) to find answers to the questions below: what did this mean? 6

[PDF] Who are the indigenous inhabitants of Australia? - Barwell C of E

The Australian Aboriginal flag features three different parts First, the flag is divided “aboriginals”, meaning people who had lived there since the earliest times Tiddalick The Frog: https://www youtube com/watch?v=0y3Ta5xcKV4 How the

[PDF] NAIDOC Week 2020 Teacher Guide - Australians Together

NAIDOC: (acronym) National Aborigines and Islanders Day Observance Committee NAIDOC Torres Strait Islander Peoples have their own flag What do the some animations of stories in Indigenous languages on their YouTube Channel:

[PDF] Lower Hume Aboriginal Health & Wellbeing Project

*YouTube clip: Recording Aboriginal and Islander status Pt 1 desk-top flags at all entry points (provide staff with a meaning of each flag so they are prepared if

[PDF] The Aboriginal and Torres Strait Islander flags - Child Australia

History 10 • The Aboriginal and Torres Strait Islander flags 13 • Languages 14 Djarindjin life by the Sea Bardi Burr https://www youtube com/watch?v=_

[PDF] Me and My Country DURATION: 10 WEEKS - Eaglehawk North

The significance of Country and Place to Aboriginal and Torres Strait Islander History of Australian Flag- https://www youtube com/watch?v=jDMOJxp5-2Q

[PDF] Aboriginal and Torres Strait Islander histories and cultures - QCAA

The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures of New South Wales, can be accessed on YouTube Torres Strait Islander flag: www aiatsis gov au/fastfacts/tsiFlag html NAIDOC

[PDF] Social Media Mob: Being Indigenous Online - Macquarie University

history of material, cultural and physical dispossession to have an Aboriginal flag or Aboriginal style' (female YouTube videos taken without permission of

[PDF] Authentically embedding Aboriginal & Torres Strait Islander peoples

Teaching and learning for engagement using Aboriginal ways of learning and http://www youtube com/watch?v=gSozS_AqOAo&feature=plcp What is the spirit of Three flags flying in school grounds with Silkwood Story mural • Connecting to Maths, History and Sustainable Environmental Education Indigenous

EAGLEHAWK NORTH PRIMARY SCHOOL LEVEL 3/4 INTEGRATED CURRICULUM ALIGNED TO VICTORIAN CURRICULUM B YEAR TERM 3

Me and My Country DURATION: 10 WEEKS

Learning Area Content Descriptors explicitly addressed Achievement Standards addressed

History Chronology : Sequence significant events in chronological order to create a narrative about one

navigator, explorer or trader and Australian settlement (VCHHC066) Historical sources as evidence: Identify the origin and content features of primary sources when describing the significance of people, places and events (VCHHC067) Describe the perspectives of people from the past (VCHHC068) Continuity and change: Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration (VCHHC069) Cause and effect: Identify and explain the causes and effects of European settlement and exploration (VCHHC070) Historical significanceDescribe the significance of Australian celebrations, symbols and emblems (VCHHC071) By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects. They identify sources (written, physical, visual, oral), and locate information about their origin and content features. They describe the perspectives of people from the past and recognise different points of view. Students create a narrative or description which explains continuity and change and cause and effect using historical terms

Historical

Knowledge Community, remembrance and celebrations

1. The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who

belong to a local area (VCHHK072)

2. A significant example of change and a significant example of continuity over time in the local

community, region or state/territory (VCHHK073)

3. The role that people of diverse backgrounds have played in the development and character of

the local community and/or other societies (VCHHK074)

4. One significant narrative, myths or celebration from the past (VCHHK075)

5. Significance of days and weeks celebrated or commemorated in Australia and the importance of

symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day (VCHHK076)

6. Significance of celebrations and commemorations in other places around the world

(VCHHK077)

First contacts

1. t peoples and the significant ways Aboriginal and

Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078)

2. The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth

century, including their contacts with and effects on other societies (VCHHK079)

3. Stories of the First Fleet, including causes and reasons for the journey, who travelled to

Australia, and their experiences and perspectives following arrival (VCHHK080)

4. The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for

example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)

Intercultural Capability Level Description

In Levels 3 and 4, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or housing, cultural celebrations and language. The curriculum provides the opportunity for students to compare different cultures. They use their experiences of family, school and wider community to reflect on cultural diversity within Australia.

Intercultural Capability Content Descriptions

Cultural Practices

1. Compare their own and others cultural

practices, showing how these may influence the ways people relate to each other (VCICCB005)

2. Describe what they have learnt about

themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)

Cultural Diversity

1. Explain the role of cultural traditions in the

development of personal, group and national identities (VCICCD007)

2. Identify how understandings between culturally

diverse groups can be encouraged and achieved (VCICCD008)

Intercultural Capability Achievement

Standard

By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on learnt about themselves and others from intercultural experiences. Students explain the role of cultural traditions in the development of various identities. They develop critical perspective on and respect for their own and others cultures.

Unit Overview:

Peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) ONE important example of change and ONE important example of continuity over time in the local community, region or state/ territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life. The role that people of diverse backgrounds have played in the development and character of the local community Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day,Diwali, Easter, Hanukkah, the

Moon Festival and Ramadan

and/or Torres Strait Islander Peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment. Key Concepts The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.

Key Inquiry Question/s:

Grade 3: Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past? Grade 4: Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

How will you assess

toward the achievement of the standards?

Pre-assessment:

Ongoing formative assessment:

Science Journal (integrated book)

Summative assessment: (linked to Literacy)

3_History_Portfolio_Satisfactory.pdf

3_History_Portfolio_Above.pdf

3_History_Portfolio_Below.pdf Grade 4:

4_History_Portfolio_Satisfactory.pdf

4_History_Portfolio_Above.pdf

4_History_Portfolio_Below.pdf

Special events/dates and

experiences:

Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

English text-type:

Topic Specific Vocabulary:

celebration, ceremony, community, nation, memorial, national, point of view, continuing significance, national identity,

emblem, diversity, culture, harmony, legacy, colony, religious, religion, sacrifice, wreath, timeline, local, reconciliation,

monument, symbol, acronym, compare, development, Easter, chronological, tradition, resurrection, intercultural

understandings, coat of arms, sources, sequence, historical narrative, historical terms, historical origin, exemplar text,

service, commemoration, significance, cultural and significant

Accommodations for

Differentiated Learning

Students with Special Needs: modified requirements, differentiated instruction and assessment, extended work time, guiding

templates, support structures, and personnel.

Tune In

Target Teach

Try Out

Tune Up

Take Off

Tie Together

Week Learning Intention & Success Criteria/Activity Assessment

Week 1

Activity 1 - Draw a map of Australia-

Students draw a map without any prior assistance or pictures. Students try to add capital cities, famous landmarks,

states and territories, rainforest deserts.

Activity 2 -

Discuss key elements of the powerpoint and complete map of Australia worksheet.

Map- pre assessment

Week 2

Australian and Aboringal Flag-

Activity 1 -

History of Aboringal Flag- https://www.youtube.com/watch?v=7dyybimiRBw History of Australian Flag- https://www.youtube.com/watch?v=jDMOJxp5-2Q Discuss similarities and differences in a Venn diagram as a whole class. Activity 2 - Students copy into Venn Diagram into Integrated Book

Week 3

Australian and Aboriginal Flag-

Rewatch videos and refer to previous lesson diagrams. Activity 1 - Create a paragraph about each flag. This information will be used for a later activity.

Activity 2 - using a range of catalogues students create their own Aboriginal and Australian flag collage. (refer to the

Australian and Aboriginal flag activity in Integrated studies folder)

Week 4

Welcome to Country-

Activity 1 - Discuss both Acknowledgment to Country and Welcome to Country

Activity 2 - With a partner create a video filming yourself saying the welcome to country and what it means.

Koorie Guest Speaker- Guest speaker to talk about Koorie culture and stories (TBC)

Week 5

Activity 1 - Students to create a mini project. Students to search a famous indigenous Australian and complete an in

depth poster or brochure (hands on) and present to the class. Activity 2 - Students continue to work on their mini famous indigenous Australian project. (allow extension time if necessary) Murribi Reading "Our Home, Our Heartbeat" By Adam Briggs. - https://www.youtube.com/watch?v=SrIWIbSBzuw

Week 6 Celebrations in Australia Celebrations in Australia. What days are significant? What makes them significant?

(including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National

Sorry Day)

Students research about one specific day and present however they like. Using the 5 W and 1 H will support this

research. Refer to rubric in the integrated studies folder.

Post- TEST (Map of

Australia, meaning of

Aboringal and

Australian Flag,

meaning of welcome to country)

Week 7 Captain Cook and the First Fleet

Activity 1- Who was Captain Cook and the First Fleet? Where does this sit on a timeline of Australia? Who was

Captain Cook and the First Fleet? Where does this sit on a timeline of Australia? Stop the youtube at different intervals and discuss questions associated to the First Fleet. Students to write down key information from the youtube clip into the Integrated Studies book. Activity 2- https://www.youtube.com/watch?v=hsjJy3YBzek Students write down key information from the youtube clip into the Integrated Studies book.

First fleet timeline ordering activity.

Week 8 Activity 1 - Students are to watch the video and write a journal entry as if they were a convict being shipped to

Australia. Describe who they are, what they did to become a convict, the conditions of being on a ship and how they

felt and what they encountered throughout their journey.

Week 9 Activity 1- Watch the Powerpoint- Impact of Colonisation on Aboriginal and Torres Strait Islander people.

Write a diary on your feelings and emotions of how they would be feeling when someone entered your land.

Activity 2- Students transfer their writing into cue cards ready for a class presentation Week 10 Activity 1- Students present their work to the class

Attachments/Resources:

Reflection:

quotesdbs_dbs7.pdfusesText_13

[PDF] [PDF] Me and My Country DURATION: 10 WEEKS - Eaglehawk North