Lesson Plan 7

Lesson Plan 7
Week 4
Date: Monday 20th of April 2015
Duration: 60 minutes
Unit: Shining the light on historical Australians
Lesson: 7 of 10
Level: Year level 6
Name: Debate Influential figures
Curriculum
Humanities and social sciences
Australia as a nation
The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and
migrants, to the development of Australian society, for example in areas such as the economy,
education, science, the arts, sport. (ACHHK116).
o Examining influential Indigenous individuals that have contributed to Australian history.
Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119).
o Developing key questions about what makes a person influential and what impact have they
had on the history and character of Australian society?
Identify and locate a range of relevant sources (ACHHS120).
o Using internet to source documents that help make informed decisions.
General capabilities and cross curriculum

General capabilities
Aboriginal and Torres Strait islander histories and culture
o This lesson will inform students that many Indigenous individuals played significant roles in
shaping Australian history and society.
Lesson Overview
Integrating socially model of inquiry stage: Going further and making connections
This lesson has been designed to allow student to think out of the box and understand that there are
many factors that influence positive change. Students will have the opportunity to voice their opinions
and create multifaceted opinions about the individuals that shaped Australian history. Students will
learn about values and resilience and characteristics that bring about holistic unity in a nation.
Lesson Objectives
Students will have the ability to:
o Identify and understand the 9 values for Australian schooling.
o Understand how individuals positively influenced and shaped Australian history.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Page 1
Students Prior Knowledge

Students have prior knowledge in:
o Students have some knowledge of why people migrated to Australia (ACHHK096).
o Students have prior knowledge of how some people and groups shaped Australias first colonies
(ACHHK097).
Assessment
Assessment for learning:
o A series of higher order thinking questions will be asked throughout the lesson; this will ensure
that students are challenged in their thinking processes.
o Observations will be also made to ensure that students are engaging with the lesson and
keeping on task.
Inquiry question
Key inquiry question:
o Who and what types of individuals were responsible and influential in shaping Australian
history?
Lesson Structure
Time
Introduction & Motivation
Teaching
Resources
Orientation Phase
20 minutes
20 mins
o Begin lesson by introducing the National Framework:

Nine Values for Australian Schooling document.
o Display the document on the interactive board and
discuss each of the values as a class.
o Ask student for their thoughts and ideas and if they
feel that this document is suitable to use as a
comparison against our values.
o Talk about the word Influential - To have influence is
to be capable of changing, moving, affecting or
modifying people and events.
o Get students into think pair shares - Ask students to
take out research lists from prior lessons - students
will need to examine the list and decide whether a
person has changed the course of history in some way,
whether we see things differently because of what he
or she has done.
Time
Main Content
Enhancing Phase
30 minutes
Resources
o http://www.valu
eseducation.edu.
au/values/val_na
tional_framewor
k_nine_values,14
515.html.
Resources
o Whiteboard and
whiteboard
markers.
o List from prior
lesson
Teaching
Resources
Resources
o History list
Page 2
30 mins
Class debate
o The teacher will begin session by writing the name
Ned Kelly on the whiteboard.
o Students will then be requested to quickly read over
his profile from their lists.
o The teacher will then divide the class into 2 teams and
pose the debate question on the whiteboard
o Team A will agree that Ned Kelly was an influential
historical Australian that shaped Australian history.
o Team B will disagree with this statement.
o Both teams need to support their argument with facts
from their findings.
o Display document on the interactive whiteboard Students can refer to the National Framework: Nine
Values for Australian Schooling document.
o Whiteboard
o Markers
o List of individuals
from previous
lessons
o Begin debate allow students to voice different point
Time
of views.
o Guide students whenever needed and ensure that
they are being respectful of each others feeling.
o Ensure that the key enquiry question was covered in
detail.
o Stop debate.
Conclusion
Teaching
Resources
Summarising Phase
10 minutes
10 mins
Whole Class discussion

o Get students involved in a class discussion on what
makes a person influential and the characteristic in
them that brings positive change.
o Discuss other individuals on the list that students
thought stood out and made a significant change.
Resources
o Workbook for
note taking
Differentiation of learning
Zone of proximal development:
Throughout the lesson students will be working in pairs or small groups to ensure scaffolding of the
different ability groups. This method ensures that students are helping each other during the learning
process (Ashman and Elkins 2012).
Page 3
Evaluation
o Did the students connect with the learning outcomes of the unit through the inquiry question?
o Did the student enjoy the hands on approach to learning?
o What could be improved to assist those students who are having difficulties with the concepts?
Resources
Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th. Frenchs Forest NSW:
Pearson Australia, 2012.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
geography, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-andsocial-sciences/geography/curriculum/f-10?layout=1
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1#level6
National framework nine values document. Retrieved from
http://www.valueseducation.edu.au/values/val_national_framework_nine_values,14515.html.
Page 4

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Lesson Plan 7

Unit: Shining the light on historical Australians

Level: Year level 6

Name: Debate Influential figures

General capabilities and cross curriculum

Students Prior Knowledge

Introduction & Motivation

o Begin lesson by introducing the National Framework:

o Begin debate allow students to voice different point

Whole Class discussion

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