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
ACHHK095
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
OI.8
OI.2
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:
ACHHK095 ACHHS105 ACHHS102
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
http://digital.slv.vic.gov.au/view/action/nmets.do?DOCCHOICE=339507.xml&dvs=1430634098096~329&locale=en_US&search_terms=&adjacency=&divType=&usePid1=true&usePid2=true
http://parkweb.vic.gov.au/__data/assets/image/0012/635997/varieties/heroImage.jpg
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
ge.jpg