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ROUSE HILL PUBLIC SCHOOL – BILINGUAL CHINESE Australia as a Nation 澳大利亚的发展 Àodàlìyǎ de fā zhǎn Stage: Three Subject: History Term: Two Weeks: 1-10 Unit overview This topic moves from colonial Australia to the development of Australia as a nation, particularly after 1901. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. They understand the significance of Australia’s British heritage, the Westminster system and other models that influenced the development of Australia’s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development. Key Inquiry Questions Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contributions have significant individuals and groups made to the development of Australian society? Outcome/s: A student: HT3-3: identifies change and continuity and describes the causes and effects of change on Australian society HT3-5: applies a variety of skills of historical inquiry and communication KNOWLEDGE AND UNDERSTANDING Historical Concepts Historical Skills Continuity and change: Aspects of both continuity and change in Australian society over time Cause and effect: Some causes and effects of an historical event or development, e.g. migration to Australia Perspectives: Different points of view in the past and present, e.g. attitudes towards Federation Empathetic understanding: Why behaviour and attitudes of people from the past may differ from those of today Comprehension: chronology, terms and concepts respond, read and write, to show understanding of historical matters sequence historic people and events use historical terms and concepts Analysis and use of sources locate information relevant to inquiry questions in a range of sources compare information from a range of sources Perspectives and interpretations identify different points of view in the past and present

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ROUSE HILL PUBLIC SCHOOL – BILINGUAL CHINESE

Australia as a Nation 澳大利亚的发展

Àodàlìyǎ de fā zhǎn

Stage: Three Subject: History Term: Two Weeks: 1-10

Unit overview

This topic moves from colonial Australia to the development of Australia as a nation, particularly after 1901. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. They understand the significance of Australia’s British heritage, the Westminster system and other models that influenced the development of Australia’s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.

Key Inquiry Questions

Why and how did Australia become a nation?

How did Australian society change throughout the twentieth century?

Who were the people who came to Australia? Why did they come?

What contributions have significant individuals and groups made to the development of Australian society?

Outcome/s:

A student:

HT3-3: identifies change and continuity and describes the causes and effects of change on Australian society

HT3-5: applies a variety of skills of historical inquiry and communication

KNOWLEDGE AND UNDERSTANDING

Historical Concepts

Historical Skills

Continuity and change:

Aspects of both continuity and change in Australian society over time

Cause and effect:

Some causes and effects of an historical event or development, e.g. migration to Australia

Perspectives:

Different points of view in the past and present, e.g. attitudes towards Federation

Empathetic understanding:

Why behaviour and attitudes of people from the past may differ from those of today

Comprehension: chronology, terms and concepts

respond, read and write, to show understanding of historical matters

sequence historic people and events

use historical terms and concepts

Analysis and use of sources

locate information relevant to inquiry questions in a range of sources

compare information from a range of sources

Perspectives and interpretations

identify different points of view in the past and present

Content Goals Language Goals As a result of this unit of study students will be able to:

describe and explain the significance of people, groups, places and events to the development of the Australian colonies and then Australia as a nation

describe and explain different experiences of people living in the Australian colonies and then in Australia as a nation

identify change and continuity and describe the causes and effects of change in Australian society

explore the factors that led to Federation and trace experiences of democracy and citizenship over time, including the struggles of various groups for rights and freedoms including Aboriginal and Torres Strait Islander peoples

engage with global connections through stories of various migrant groups and their contribution to Australia’s economic and social development

sequence events and people in chronological order, and represent time by creating timelines

develop questions to frame an historical inquiry when researching

They locate, identify and use a range of sources to record relevant historical information to answer inquiry questions.

They examine sources to identify and describe points of view.

develop texts, particularly narratives and descriptions

In developing these texts, and organising and presenting their information they use historical terms and concepts and incorporate relevant sources

This will be evident when students:

Sequence historical events on a class/group timeline to illustrate significant events that led to Federation.

Socialising (Talking & Listening)

Students interact with peers and familiar adults to organize shared experiences and vary speaking conventions according to formality and needs of a specific audience

Students exchange correspondence and simple written material with known others to plan daily tasks, activities and events and apply knowledge of Chinese script sequences and compound characters

Key concepts: sameness, friendship, community, leisure, recreation Key processes: comparing, collaborating, recording, identifying, describing

Informing (Key concepts: sameness, difference; Key processes: comparing, collaborating, recording, identifying, describing; Key text types: informational and persuasive)

Students identify how key words and phrases relating to number, times, places and people are chunked in spoken exchanges and apply this knowledge to select and sequence appropriate content for identified audiences

Students identify the meaning of words and phrases used in information texts and use this information for different purposes such as posters, charts and maps

Creating Students

contribute to the sharing of data and information using illustrations and images

Create written informative texts using scaffolded models of texts, learnt characters or word lists

Significance:

The importance of the contributions of individual and groups to their times

Contestability: historical sources, events or issues may be interpreted differently by historians, e.g. British ‘invasion’ or ‘settlement’

Empathetic understanding

explain why the behaviour and attitudes of people from the past may differ from today

Research

identify and pose questions to inform an historical inquiry

identify and locate a range of relevant sources to support an historical inquiry

Explanation and communication

develop historical texts, particularly narratives and descriptions, which incorporate source material

use a range of communication forms (oral, graphic, written) and digital technologies

Quality

Teaching

Intellectual Quality Deep knowledge Deep

understanding Problematic knowledge

Higher-order thinking

Metalanguage Substantive communication

Significance Background knowledge

Cultural knowledge

Narrative Inclusivity Connectedness Knowledge Integration

Quality Learning Environment

Explicit quality criteria

Engagement High expectations

Social support Student self regulation Student direction

Understand and explain what was life like in the past

Investigate the Federation perspectives of people who we know less about

Select a significant Federation personality or significant Australian and compose a Bio-riddle, using a format like the Night of the Notables.

Design a list of criteria to sort Federation sources. Discuss and rank the sources as relevant, reliable or rich sources of evidence.

Contribute to the class Timeline for the Before and After Federation T chart and 'Significant Events'

Create a Federation story

Contribute to a class analysis of why and how Australia became a nation

Create individual mind map all the things learned about how and why Australia became a nation

perform, present to and interact with their audience, such as parents, grandparents, teachers and students from other classes

for support.

Translating Interpret simple text and identifying words and phrases that do not readily translate into English.

Create own bilingual about texts such as displays related to this unit.

Reflecting

Reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchange.

Presenting short spoken texts (experiments, observations) to peers in other contexts via digital media, sharing culture-specific aspects of (own?)

CULTURE (Intercultural knowledge and awareness) As the world becomes increasingly interconnected, students are challenged more than ever before to expand their knowledge and attitudes in order to successfully

participate in the emerging global community. Students engage with global connections through stories of various migrant groups and their contribution to Australia’s economic and social development. Students will be introduced to China’s Qing Dynasty and how it became a republic. They then compare the events to the development of Australia as a nation.

Critical and creative thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood. By the end of Year6 students: •pose questions that identify and describe issues beyond their immediate world •prioritise ideas and select information to forma considered response to an issue •identify and categorise information from multiple sources •sequence, paraphrase, elaborate or condense information from a range of sources •use a range of visualisation strategies to challenge and investigate possibilities (for example diagrams, mind mapping) •set their judgments to one side to consider alternative ideas and actions (for example taking risks when exploring ideas, concepts and knowledge) •analyse, evaluate and synthesise information: identify gaps in knowledge and missing elements in information, seek further information to make improvements and use evidence to test propositions •choose pertinent information from a range of sources and separate this information into smaller parts or ideas (for example examining sources of evidence to identify similarities and differences) •use concrete, pictorial and digital models to check reasoning and modify actions accordingly (for example using graphs, charts, visuals o chart progress of an

action/argument and propose alternatives).

CONTENT COGNITION/THINKING SKILLS

Student learn about:

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport (ACHHK116)

Remembering: Students will Make an illustrated timeline of Australian Prime Ministers from Federation until now

and the rulers of Qing Dynasty to the Last Emperor.

Or make lists of ‘fast facts’ on significant emperors from Qing Dynasty to use for a ‘Who am I?’ game.

Understanding: Students will Prepare a flow chart to illustrate significant events that led to Federation and compare

the chart to the events that led to the fall of Qing Dynasty.

Make a cartoon strip to show three significant events before and after Federation.

Use a range of primary sources to discuss the issues and events that led to Federation or to the fall of Qing Dynasty.

Applying: Students will: Use a simple A4 map to show Australia before and after Federation Match your list of key words and phrases to a significant person/emperor, event and date.

Combine your knowledge of the significant people and events of Federation/Qing Dynasty to design and create a 1900s –style board game. As an example, see the State Library South Australia's Images of children's games

Analysing: Students will: Choose a state and outline the arguments for or against federation. Mind map all the things you have learned about how and why Australia became a nation.

Mind map all the things you have learned about how and why China’s imperial system came to an end and became a republic.

Evaluating: Students will: Review different government systems in the world e.g. China. Present your information

as a written report, digital story or poster.

Find sources to show the effects of Federation on Indigenous Australians. Make an annotated timeline poster or digital slideshow.

Creating: Students will: Compare money pre and post Federation. Make a poster to show coins and notes.

Examine turn of the century paintings. Create an artwork with a story of family life around 1900 for Australia and/or China.

Construct an annotated visual diary to illustrate the changes in technology of visual sources (i.e. paintings, political cartoons, photographs) from pre 1900 to the present.

Write and perform a short skit to perform at the Federation Day celebrations.

Language Of Learning Language For Learning Language Through Learning 词汇 Cí huì Vocabulary

key words and phrases

以 前 从 前 之 前 之 后

Yǐqián cóngqián zhī qián zhī hòu

before before before after

殖 民 地 关 键 人 物 zhímíndì guānjiàn rénwù colonies key figures

政 府 没落 Zhèngfǔ mòluò

Government decline/fall

宪 法 “联 邦 之 父” Xiànfǎ “Liánbāng zhī fù” Constitution ‘Father of Federation’

维 多 利 亚 女 王 联 邦Wéiduōlìyǎ nǚwáng Liánbāng Queen Victoria Commonwealth

法 院/选 举 土 著 权 利 Fǎyuàn/xuǎnjǔ Tǔzhù quánlì courts/voting Indigenous rights

议 会 民 主 Yìhuì Mínzhǔ Westminster system democracy

白 澳 政 策 共和国 Bái ào zhèngcè Gònghéguó

White Australia policy republic

妇 女 参 政 论 公 民 Fùnǚ cānzhèng lùn gōngmín

suffragettes Citizenship

Communicate understanding of the past: Asking questions: (Refer to Learning Experiences-Activity 5: Significant

events - sorting sources )

联 邦 制 前 和 联 邦 制 后 什 么 是 民 主? Liánbāng zhì qián hé liánbāng zhì hòu Shénme shì mínzhǔ?

Before and After Federation What is democracy?

谁 是 建 立 澳 大 利 亚 民 主 制 的 关 键 人 物? Shuí shì jiànlì àodàlìyǎ mínzhǔ zhì de guānjiàn rénwù?

Who have played significant roles in the development of Australian democracy?

SWOT 结 果:为 什 么 澳 大 利 亚 成 为 一 个 国 家? SWOT jiéguǒ: Wèishéme àodàlìyǎ chéngwéi yīgè guójiā?

澳 大 利 亚 怎 样 成 为 一 个 国 家? Àodàlìyǎ zěnyàng chéngwéi yīgè guójiā? SWOT analysis of: Why and How Australia Became a Nation.

优 势 缺 点 机 会 风 险 Yōushì quēdiǎn Jīhuì Fēngxiǎn

S: Strengths, W: Weaknesses O: Opportunities T: Threats

Comparing and contrasting: (比较和对比 - Bǐjiào hé duìbǐ)

优 点 是…… Yōudiǎn shì......

What were the advantages of ………… Discuss and justify their opinions. Language for group work: negotiating order

你第一, 我第二, 你是下一个/你在我后面, 你在我前面 Nǐ dì yī, wǒ dì èr, nǐ shì xià yīgè/nǐzài wǒ hòumiàn, nǐ zài wǒ qiánmiàn you’re first, I’m second, you’re next/ you’re after me, you’re before me

Language for discussion: 我 想 我 喜 欢 请 描 述... Wǒ xiǎng wǒ xǐhuān Qǐng miáoshù... I think that … I like…. Please describe for me …

Question words: 为 什 么?、 有 没 有?、 是 不 是?、 对 不 对? Wèishénme? , Yǒu méiyǒu? , Shì bùshì? , Duì bùduì?

Why? Is that correct?

Recycling of language, both new and known

Record, predict and learn new words which arise from

activities

Dictionary skills – English to Chinese/ pinyin to

Chinese

Presenting evidence

Vocabulary extension

Books

Handouts

Internet

Software Strategies for reading and understanding a text.

Strategies to improve classroom talk: • Encourage student questioning • Allow for student talk • Survey the class • Ask for summary to promote active listening and speaking. • Poster with instructions • Poster with discipline • Poster with equipment and materials

Frames to facilitate discussion.

Tasks and demands.

Mini presentations

Describing a sequence of events. (First, then, next, finally).

Analysis and conclusion:

Summary of lesson sequence: It is expected that teachers will select and modify these suggestions to meet the needs of their learners, available time and resources.

传 统 土 著 音 乐 Chuántǒng tǔzhù yīnyuè traditional Aboriginal music

看 起 来 像: 听起来像: Kàn qǐlái xiàng: Tīng qǐlái xiàng

Looks like: Sounds like:

Feel like:

Australian folk music

Defining:

这 是 我 Zhè shì this is

Pronouns: 我 我 们 它 Wǒ wǒmen tā

I, we, it

Question words:

为 什 么? 你 懂 吗? Wèishénme Nǐ dǒng ma Why? Do you understand?

有 没 有? 是 不 是? Yǒu méiyǒu Shì bùshì

Does it have…? Is that so?

你 觉 得 呢? ___在 哪 里? Nǐ juédé ne ___Zài nǎlǐ How do you think? Where is XX?

Explanations: 因 为… 所 以… 但 是 Yīnwèi... suǒyǐ... dànshì Because ..., therefore …, But…

Present tense (Explain and affirmative,

negative and questions sentences)

Past Tense

好 不 好? 吗? Hǎobù hǎo Ma Okay? question particle

辩 论 与 不 同 意 的 语 言 Biànlùn yǔ bù tóngyì de yǔyán

Language for arguments and disagreements:

同 意 不 同 意? 对 不 对? 你 觉 得 呢? Tóngyì bù tóngyì Duì bùduì? Nǐ juédé ne? Do you agree? Is that correct? How/What do you think?

Language for project work: 我 可 以 要____吗? 我 可 以 借___吗? 你 有 ____吗? Wǒ kěyǐ yào__ma? Wǒ kěyǐ jiè___ma? Nǐ yǒu ____ma? Can I have …? Can I borrow …? Do you have …?

The activities are summarised within an MI/B Grid. Students will record all research and activities in their HSIE book, which the individual student will organise to reflect their own learning style and their chosen activities. ** A significant component of this unit of work is the inclusion of ‘The Night of the Notables’ program. Year 6 students will choose a significant Australian/Qing Emperor and research their achievements in preparation of a ‘Night of the Notables’ evening where students will dress up as their significant Australian and present their knowledge to families and guests, meeting specific criteria. A MAJORITY of the research will take place during Library lessons. A significant amount of the project will need to be completed at home. Introducing the topic Activity 1 Focus: What are the factors that led to Federation? Activity 2 Focus: Posing questions to frame an inquiry – introduce the Multiple Intelligence/Bloom's Grid (MI/B Grid). Activity 3 Focus: What was life like? Activity 4 Focus: Federation people. Activity 5 Focus: Significant events – sorting sources. Activity 6 Focus: A Federation story – perspectives and interpretation. Activity 7 Focus: So why and how did Australia become a nation? Activity 8 Focus: Our Federation Day – explanation and communication. The Federation MI/Bloom's Grid used in this program was based on examples from: • Pohl, M. (2002) Infusing thinking into the middle years Highett, Hawker Brownlow. • <Beyond Bloom> http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

反 对 联 邦 Fǎnduì liánbāng

Against Federation

英 国 传 统 Yīngguó chuántǒng

British Tradition

超 过 90% 的 联 邦 人 民 是 英 国 人, Chāoguò 90% de liánbāng rénmín shì yīngguó rén

他 们 不 支 持 结 成 联 邦。

Tāmen bù zhīchí jié chéng liánbāng

Over 90% of people involved in the Federation were British and not motivated to federate.

小 殖 民 地 的 担 忧 Xiǎo zhímíndì de dānyōu

Smaller Colonies were fearful Fear that Federation would be dominated by larger colonies (NSW & Vic)

工 人 运 动 : 增 加 了 殖 民 地 工 人 的 工 资。 Gōngrén yùndòng: Zēngjiāle zhímíndì gōngrén de gōngzī.

The Labour Movement: Pushes for better wages for workers in colonies

联 邦 将 停 止 廉 价 劳 工 Liánbāng jiāng tíngzhǐ liánjià láogōng

Federations would end cheap labour. QLD cane farmers employed Pacific Islanders for cheaper pay.

Prepared by: Kim Y. Tan - Translated by: Jing Li & XueJing

支 持 联 邦 Zhīchí liánbāng

For Federation

国 防: 一 个 统 一 国 防 的 国 家 更 能 抵 抗 外 国 入 侵。 Guófáng: Yīgè tǒngyī guófáng de guójiā gèng néng dǐkàng wàiguó rùqīn

Defence: A national, combined defence unit would make them less vulnerable to foreign invasion.

贸易: 各 州 之 间 可 以 进 行 自 由 贸 易。 Màoyì: Gèzhōu zhī jiān kěyǐ jìnxín zìyóu màoyì. Trade: free trade between states.

增 强 移 民 政 策 Zēngqiáng yímín zhèngcè

Strengthen Immigration Policies

一 些 澳 大 利 亚 人 希 望 清 除 多 余 的 外 国 人,以 此 来为 澳 大 利 亚 人 提 供 更 多 的 工作。 Yīxiē àodàlìyǎ rén xīwàng qīngchú duōyú de wàiguó rén yǐ cǐ lái wèi àodàlìyǎ rén tígōng gèng duō de gōngzuò.

Some Australians wanted to eliminate unwanted foreigner, providing more employment for Australians.

法律: 更 多 统 一 的 法 律 例 如 税 法 和 银 行 法 能 更 好 地 在 各 州 之 间 实 施 Fǎlǜ: Gèng duō tǒngyī de fǎlǜ l ìrú shuìfǎ hé yínháng fǎ néng gèng hǎo de zài gèzhōu zhī jiān shíshī

Laws: More uniform laws such as taxes and banking could be better enforced across states.

交通: 各 州 统 一 了 铁 路 和 交 通 系 统。 Jiāotōng: Gèzhōu tǒngyīliǎo tiělù hé jiāotōng xìtǒng.

Transport: Uniform railway lines and transportation systems across states.

工 会 和 劳 动 法: 各 州 统 一 了 劳 动 法,工 会 成 立 了。 Gōnghuì hé láodòng fǎ: Gèzhōu tǒngyīliǎo láodòng fǎ, gōnghuì chénglìle. Unions and labour laws: Labour laws standardised across states and workers’ unions formed.

从 英 国 独 立 Cóng yīngguó dúlì Independence from England:

逐 渐 从 英 国 的 影 响 下 走 出 来,并 成 为 了 一 个 自 我 统 治 的 国 家。 Zhújiàn cóng yīngguó de yǐngxiǎng xià zǒu chūlái, bìng chéng wèi le yīgè zìwǒ tǒngzhì de guójiā

A small step away from the influence of England to become a self-governing nation in its own right

Australia as A Nation

Activity 1: What are the factors that led to Federation? 导致联邦出现的因素是什么?Dǎozhì liánbāng chūxiàn de yīnsù shì shénme?

Learning Experiences: Keys notes & Resources

The idea that the six Australian colonies ought to create some form of national government had existed since the 1850s. By the 1880s colonial leaders were becoming concerned about matters such as defence and immigration, which affected the whole continent.

Revise the Year 5 inquiry question: How did an Australian colony develop over time and why?

1800年后,英 国 在 澳 大 利 亚 建 立 殖 民 地 的 原 因 hòu, yīngguó jiànlì zhímíndì yuányīn

What were the reasons (economic, political and social) for the establishment of British colonies in Australia after 1800? Compare maps of Australia before and after Federation.

What were the colonies? What were their capital cities?

See From colonies to states: maps (PDF, 288 KB) Use a range of primary sources from the historical sources list in the Year 6 program: Federation (PDF, 276 KB) to

investigate and discuss the issues and events that led to Federation. Continue to gather and summarise information as a class for this inquiry:

Make a T chart, 'Before and After Federation' using the T chart: Federation of Australia, 1901 (PDF, 104 KB) Sequence historical events on a class/group timeline to illustrate significant events that led to Federation. See Sample

classroom timelines (PDF, 209 KB). Research and compare timeline for events that happened during the Qing Dynasty to the events that led to Federation.

From colonies to states: maps

Year 6 program: Federation

T chart: Federation of Australia, 1901

Sample classroom timelines

ASSESSMENT

Listening: Express opinion when creating dialogue (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Read and discuss written dialogue e.g. students using a range of sources to elicit information (formative)

Writing: construct timeline to display significant events in the development of democracy in Australia and compare them to the events that happened in China

during the Qing Dynasty. (summative)

Use Hanzi (and/or) Pinyin to complete a range of written tasks

Checklist/rubrics

worksheets

portfolio

Activity 2: Posing questions to frame an inquiry 为设计调查而提出问题 Wèi shèjì diàochá ér tíchū wèntí

Learning Experiences: Key notes & Resources

Introduce the Multiple Intelligence/Bloom's Grid (MI/B Grid)

Explain the purpose of an MI/B Grid as a framework for different ways of knowing and understanding the world (MI) and different ways of thinking (Bloom's Taxonomy)

To demonstrate the diversity that may exist within the classroom and for students to identify their own learning styles, a suggested online Multiple Intelligence test is Birmingham Grid for Learning: Multiple Intelligences

Discuss the colour-coding on the MI/B grid student tasks (PDF, 102 KB), the scope and variety of tasks and how learning styles and interests will influence choices for some of the group and individual tasks.

Identify the tasks already completed in Activity 1 on the MI/B Grid. (Knowing/Understanding/Applying)

Review the class and group tasks from the MI/B Grid to organise the main ideas of this inquiry. Spend some time in assisting students to choose tasks and develop inquiry questions:

Brainstorm in groups using a graphic organiser, such as a concept/mind map, to organise student thinking. See the Main ideas template (PDF, 172 KB) Pose questions for each of the main ideas. Also see Main ideas (sample questions) (PDF, 290 KB)

联 邦 时 生 活 什 么 样? Liánbāng shí shēnghuó shénme yang What was life like at the time of Federation?

Events and Dates - (事 件 和 日 期- Shìjiàn hé rìqí)

什 么 时 候 澳 大 利 亚 成 为 一 个 国 家? Shénme shíhòu àodàlìyǎ chéngwéi yīgè guójiā?

1. When did Australia become a nation?

导 致 联 邦 制 的 关 键 事 件 是 什 么? Dǎozhì liánbāng zhì de guānjiàn shìjiàn shì shénme?

2. What were the key events that led to Federation?

澳 大 利 亚 庆 祝 联 邦 制 吗?怎 么 庆 祝? 什 么 时 间? 什 么 地 点? Àodàlìyǎ qìngzhù liánbāng zhì ma? Zěnme qìngzhù Shénme shíjiān? Shénme dìdiǎn?

3. Did Australian celebrate Federation? How, When, Where

什 么 是 民 主? 选 举? 人 权? Shénme shì mínzhǔ? Xuǎnjǔ? rénquán?

4. What is democracy? Voting? Human Rights?

See: MI/B grid student tasks (PDF, 102 KB) MI/B grid teacher planner (PDF, 107 KB)

Federated Australia, 1900 Source: National Library of Australia, nla.pic-an6222063, Cotton, H. (Herbert Walter E.), 1872-1931. © 2013 Education Services Australia Ltd, except where indicated otherwise. You may copy, distribute and adapt this material free of charge for non-commercial educational purposes, provided you retain all copyright notices and acknowledgements.

澳大利亚的宪法和其他宪法比怎么样?(和中国比较) Àodàlìyǎ de xiànfǎ hé qítā xiànfǎ bǐ zěnme yàng?(Hé zhōngguó bǐjiào

5. How did the Australian Constitution compare with others? (China for example)

地 点、地 图 和 旅 游 Dìdiǎn, dìtú hé lǚyóu

Places, Map and Travel

澳 大 利 亚 的 殖 民 地/州 在 联 邦 制 前 怎 么 样? 联 邦 制 后 呢? Àodàlìyǎ de zhímíndì/zhōu zài liánbāng zhì qián zěnme yàng? Liánbāng zhì hòu ne?

1. What did the colonies/states of Australia like before and after Federation?

在 殖 民 地 间 人 们 怎 么 旅 游 和 贸 易? Zài zhímíndì jiān rénmen zěnme lǚyóu hé màoyì?

2. How did people travel and trade between the colonies?

这 个 重 要 事 件 发 生 在 哪 里? Zhège zhòngyào shìjiàn fāshēng zài nǎlǐ?

3. Where did the significant events take place?

艺术、音 乐 和 文 化 Yìshù, yīnyuè hé wénhuà Art, music and culture

我 们 怎 么 从 图 片、音 乐 和 舞 蹈 得 到 信 息? Wǒmen zěnme cóng túpiàn, yīnyuè hé wǔdǎo dé dào xìnxī?

1. How can we use visual images, music and dance as sources of information?

什 么 歌 曲 和 是 个 讲 述 故 事?说 了 什 么? Shénme gēqǔ hé shìgè jiǎngshù gùshì? Shuōle shénme?

2. What songs and poems tell stories? What are the messages?

世 纪 之 交 的 绘 画、草 稿 和 政 治 漫 画 中 是 什 么 事 件?画 的 是 谁? Shìjì zhī jiāo de huìhuà, cǎogǎo hé zhèngzhì mànhuà zhōng shì shénme shìjiàn? Huà de shì shuí?

3. Who are the people, what are the events in ‘turn-of-the-century’ paintings, sketches and political cartoons?

家 庭 生 活 -工 作、 学 习、家 务、童 年 游 戏 Jiātíng shēnghuó - Gōngzuò, xuéxí, jiāwù, tóngnián yóuxì

Family Life – Work, school, chores, childhood games

以 前 的 家 庭 住 在 哪 里? Yǐqián de jiātíng zhù zài nǎlǐ? 1. Where did the families live?

以 前 的 男 性 和 女 性 做 什 么 类 型 的 工 作? Yǐqián de nánxìng hé nǚxìng zuò shénme lèixíng de gōngzuò?

2. What type of work did men and women do?

以 前 女 性 会 外 出 工 作 吗?为 什 么? Yǐqián nǚxìng huì wàichū gōngzuò ma? Wèishéme?

3. Did women work outside of the home? Why?

标 志、国 旗 和 钱 Biāozhì, guóqí hé qián Symbols, flags and money

1. Why did each colony have a different coat of arms and flags?

现 在 澳 大 利 亚 的 国 旗 是 怎 么 设 计 的? Xiànzài àodàlìyǎ de guóqí shì zěnme shèjì de?

2. How did Australia get the present flag design?

人民和民族 Rénmín hé mínzú People and Groups

谁 参 与 了 联 邦 制? Shuí cānyùle liánbāng zhì?

1. Who were the people involved in federation?

哪 个 民 族 的 参 与 导 致 了 联 邦 制? Nǎge mínzú de cānyù dǎo liánle liánbāng zhì?

2. What groups of everyday people were involved in the events that led to Federation?

土 著 人 和 托 雷 斯 海 峡 的 人? 移民 Tǔzhù rén hé tuō léi sī hǎixia de rén Yímín?

3. Aboriginal and Torres Strait Islander people? 4. Migrants?

有 哪 些 家 务?谁 做 家 务? Yǒu nǎxiē jiāwù? Shuí zuò jiāwù?

4. What are chores? Who did chores around the home?

以 前 的 学 校 什 么 样? Yǐqián de xuéxiào shénme yàng?

5. What was school like?

为 什 么 童 年 游 戏 和 现 在 不 同? Wèishéme tóngnián yóuxì hé xiànzài bùtóng?

6. 6. Why were childhood games different at that time?

以 前 的 货 币 是 什 么? Yǐqián de huòbì shì shénme?

3. What was the currency at the time?

以 前 货 币 上 的 人 是 谁? Yǐqián huòbì shàng de rén shì shuí?

4. Who were the significant people on the notes?

我 们 如 何 知 道 关 于 联 邦 制 的 争 论? 1901 前 和 1901 年 后 的 人 口 是 多 少? Wǒmen rúhé zhīdào guānyú liánbāng zhì de zhēnglùn? 1901 Qián hé 1901 nián hòu de rénkǒu shì duōshǎo?

5-How do we know there were arguments for and against federation? 6. What was the population Pre and Post 1901?

Use a range of primary sources such as photographs, paintings and maps from the historical sources list in the Year 6 program: Federation (PDF, 276 KB) to prompt questions.

Use a questioning framework/matrix such Charles Wiederhold's Question Matrix to promote high-order thinking in the development of questions.

ASSESSMENT

Listening: Express opinion when creating dialogue (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Read and discuss written dialogue e.g. students using a range of sources to elicit information (formative)

Writing: construction of timeline to displaying significant events in the development of democracy in Australia (summative)

Use Hanzi (and/or) Pinyin to complete a range of written tasks

Checklist/rubrics

Portfolio

Procedure writing

Attachment D: Individual assessment for learning activity.

Activity 3: What was life like? 生活是怎样的?Shēnghuó shì zěnyàng de?

Learning Experiences: Key notes & Resources

The ideas suggested here are to provide the students with a 'sense of the past' outside the formal and structured setting of their own classroom. By 'experiencing the past' during an excursion students are able to establish a sense of time and place. Many Australian capital cities still have visible remains of early 1900s Federation-style architecture, including inscribed dates on the facades of many buildings, street names and suburbs which reflect a connection to 'the Empire'. The following suggested strategies can be used when students are investigating sites and viewing artefacts, displays in museums, libraries, etc as a way of developing their own questions and inquiries about the past. Also, see the following sample worksheets: Photo analysis worksheet (PDF, 129 KB) Reading historical images (PDF, 120 KB) Federation discussion points (PDF, 148 KB)

Photo analysis worksheet

Step 1: Examine the photograph for 10 seconds.

这 幅 图 表 现 了 什 么? Zhè fú tú biǎoxiànle shénme?

How would you describe the photograph?

Step 2: Divide the photograph into quadrants and study each section individually.

细节—比如:人、物 体、活 动—你 注 意 到 了 吗? Xìjié - Bǐrú : rén, wùtǐ, huódòng - nǐ zhùyì dàole ma?

What details – such as people, objects, activity – do you notice?

其他信息——比如:时代、地点、季节、拍摄原因——你可以从图片中知道吗? Qítā xìnxī - bǐrú: Shídài, dìdiǎn, jìjié, pāishè yuányīn - nǐ kěyǐ cóng túpiàn zhōng zhīdào ma?

Step 3: What other information – such as time period, location, season, reason photo was taken – can you gather from the photo?

从 步 骤 2 和 3 中 得 到 的 信 息,怎 么 修 改 你 的 描 述? Cóng bùzhòu 2 hé 3 zhōng dédào de xìnxī, zěnme xiūgǎi nǐ de miáoshù?

Step 4: How would you revise your first description of the photo using the information noted in Steps 2 and 3?

关 于 这 张 照 片,你 有 什 么 问 题?你 怎 样 寻 找 答 案? Guānyú zhè zhāng zhàopiàn, nǐ yǒu shé me wèntí? Nǐ zěnyàng xúnzhǎo dá'àn? Step 5: What questions do you have about the photograph? How might you find answers to these questions?

看 历 史 图 片 Kàn lìshǐ túpiàn

Reading historical images

谁? 什 么 事? 什 么 时 间? 为 了 谁? 为 什 么? Shuí? Shénme shì? Shénme shíjiān? Wèile shuí? Wèishéme?

Who? What? When? For whom? Why?

我 的 想 法 其 他 人 的 想 法 Wǒ de xiǎngfǎ Qítā rén de xiǎngfǎ

What I think What others think

谁 做 了 这 个 图 片? Shuí zuòle zhège túpiàn?

Who made this image?

什 么 时 间 做 的?目 的 是 什 么? Shénme shíjiān zuò de? Mùdì shì shénme?

When and for what purpose was it created?

这 个 图 片 的 为 了 给 谁 看? Zhège túpiàn de wèile gěi shuí kàn?

For what audience was it created?

你 在 图 片 上 看 到 了 什 么? Nǐ zài túpiàn shàng kàn dàole shénme?

What do you see in this image?

你 觉 得 正 在 发 生 什 么? Nǐ juédé zhèngzài fāshēng shénme?

What do you think is happening?

你 觉 得 这 个 怎 么 样? Nǐ juédé zhège zěnyàng?

What do you think about this?

在 这 幅 图 之 前 可 能 发 生 了 什 么?之 后 呢? Zài zhè fú tú zhīqián kěnéng fāshēngle shénme? Zhīhòu ne?

What might have happened just before and just after the scene in the picture?

这 幅 图 片 中 你 可 以 看 出 不 同 人 的 不 同 观 点 吗? Zhè fú túpiàn zhōng nǐ kěyǐ kàn chū bùtóng rén de bùtóng guāndiǎn ma?

What does this image tell you about different perspectives of the people at that time?

不 同 的 人 如 何 描 述 同 样 的 事 件? Bùtóng de rén rúhé miáoshù tóngyàng de shìjiàn?

How might a different person illustrate the same event?

为 了 更 好 的 理 解 这 幅 图 片,你 还 有 什 么 问 题? Wèile gèng hǎo de lǐjiě zhè fú túpiàn, nǐ hái yǒu shé me wèntí?

What questions could you ask to understand more about this?

联 邦 制 讨 论 重 点 讨 论 这 些 资 料 Liánbāng zhì tǎolùn zhòngdiǎn Tǎolùn zhèxiē zīliào

Federation discussion points Thinking about this source.

你 从 这 些 资 料 中 得 到 什 么 信 息? Nǐ cóng zhèxiē zīliào zhōng dédào shénme xìnxī?

1. What information do you have about this source?

你 觉 得 它 为 什 么 被 创 造?

Nǐ juédé tā wèishéme bèi chuàngzào?

2. Why do you think it was created?

有 你 不 熟 悉 的 术 语 需 要 定 义 吗?列 出 来,写 下 它 们 的 意 思。

Yǒu nǐ bù shúxī de shùyǔ, xūyào dìngyì ma? Liè chūlái, xiě xià tāmen de yìsi.

3. Are there unfamiliar terms you need to define? List them here with their meanings ….

这 些 资 料 上 有 什 么 关 键 人 物 和 民 族?

Zhèxiē zīliào shàng yǒu shé me guānjiàn rénwù hé mínzú?

4. What does this source tell you about a significant person or group of people?

这 些 人 在 联 邦 制 的 讨 论 中 扮 演 了 什 么 角 色?

Zhèxiē rén zài liánbāng zhì de tǎolùn zhōng bànyǎn shénme juésè?

5. What role might these people have played in the discussion before and after Federation?

你 对 你 从 资 料 中 得 到 的 信 息 怎 么 看?

Nǐ duì nǐ cóng zīliào zhōng dédào de xìnxī zěnme kàn?

6. What do you think about the information you have found about this source?

为 了 得 到 更 多 信 息,你 还 有 什 么 问 题?

Wèi liǎo dédào gèng duō xìnxī, nǐ hái yǒu shé me wèntí?

7. What questions could you ask to find out more?

ASSESSMENT

Listening: Express opinion when creating dialogue (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Read and discuss written dialogue e.g. students using a range of sources to elicit information (formative)

Writing: construction of timeline to displaying significant events in the development of democracy in Australia summative/formative)

Use Hanzi (and/or) Pinyin to complete a range of written tasks

Checklist/rubrics

Portfolio

Procedure writing

Activity 4: Federation people 联邦人民 Liánbāng rénmín

Learning Experiences: Key notes & Resources

Identify the Activity 4 tasks on the MI/B grid student tasks (PDF, 102 KB) and MI/B grid teacher planner (PDF, 107 KB).

Significant people Select a significant Federation personality or significant Australian and compose a Bio-riddle, using a format like the Night of the Notables.

Refer to the Night of Notables Weebly site and Library program for further details.

Wider society Investigate the Federation perspectives of people who we know less about. How do we know the stories of everyday people? For example, what sources can you use to research Aboriginal and Torres Strait Islander people, Chinese people, swagmen, women or children? A starting point for an inquiry about Chinese people might be La Trobe University's Chinese Australia Make a PCQ chart using population data pre & post 1901. Refer to The Immigration Restriction Act 1901. PCQ (Pros, Cons,

Questions) is an attempt to apply objectivity when considering proposals, ideas or suggestions. The simple table will assist students to make sense of their deliberations. See PCQ chart (PDF, 145 KB)

View the stories of children explored in the 1888, 1898 and 1908 episodes of My Place. Examine the stories of everyday people told through any of the arts (paintings, songs, poems, etc). For example, analyse the

history and lyrics of Waltzing Matilda using All Down Under and the the National Treasures Waltzing Matilda song sheet

ASSESSMENT

Listening: Express opinion when creating dialogue (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Read and discuss written dialogue e.g. students using a range of sources to elicit information (formative)

Writing: write a short passage about the ‘Federation people’

(summative)

Use Hanzi (and/or) Pinyin to complete a range of written tasks.

Checklist/rubrics

Portfolio

Procedure writing

Activity 5: Significant events - sorting sources 重大事件——资源分类 Zhòngdà shìjiàn——zīyuán fēnlèi

Learning Experiences:

Key notes & Resources

Identify the Activity 5 tasks on the MI/B grid student tasks (PDF, 102 KB) Source local and national events from the 1890s to 1920s. Start with: Trove's Federation Trail. The National Library of Australia's Federation Gateway

Design a list of criteria to sort your Federation sources.

Discuss and rank the sources as relevant, reliable or rich sources of evidence. Three lesson ideas for developing primary children's historical inquiry skills are demonstrated on the Times Education Supplement website: 'Artefact Pursuit' demonstrates Year 5 student’s playing a 'board game' which encourages them to ask searching questions about objects from the past.

In 'Shades of Grey', students look at the varied contributions historical figures made to society at the time, allowing children to understand that perspectives of characters can change.

In 'Luckiest Historian', the teacher uses cards to represent historical primary and secondary sources and asks students to order them in terms of reliability and richness as a historical source.

Add events (in chronological order) to the class Timeline and the Before and After Federation T chart, started in Activity 1.

Language For Learning 这 个 资 源 显 示 什 么? Zhège zīyuán xiǎnshì shénme?

What does this source show?

它 显 示…… 它 表 明…… Tā xiǎnshì...... Tā biǎomíng...... It shows ….., It indicates ……..

怎 么 知 道 它 是 可 靠 的? Zěnme zhīdào tā shì kěkào de?

How do we know it is reliable?

它 是 可 靠 的,因 为…… Tā shì kěkào de, yīnwèi...... It is reliable / unreliable because ……

Activity 6: Creating a Federation story 创作一个联邦故事 Chuàngzuò yīgè liánbāng gùshì

Learning Experiences: Key notes & Resources

Identify the Activity 6 tasks on the MI/B grid student tasks (PDF, 102 KB) and MI/B grid teacher planner (PDF, 107 KB).

Discuss different learning styles, student interests and the multiple intelligences as listed on the Grid. Outline the features of each task... creativity is encouraged. Emphasise that not all students will complete all Activity 6 tasks on the Grid. Some tasks are to be completed: as a group of 4-6 students, as a pair, or individually.

Teacher consideration and prior experience and/or availability of ICT may require some of the suggested tasks to be modified to suit school context, availability of resources, differentiation of learning abilities, allocated class time and/or home time to complete tasks and grouping of students.

Activity 7: Why and how did Australia become a nation? 澳 大 利 亚 为 什 么 并 且 是 怎 样 成 为 一 个 国 家 的? Àodàlìyǎ wèishéme bìngqiě shì zěnyàng chéngwéi yīgè guójiā de?

Learning Experiences: Key notes & Resources

Identify the Activity 7 tasks on the MI/B grid student tasks (PDF, 102 KB) and MI/B grid teacher planner (PDF, 107 KB)

Choose a state and outline the arguments that were used in that state for or against federation. Support your arguments with evidence from historical sources. As an example, the image below shows a pro-Federation poster from Western Australia. It was produced ahead of a referendum in the colony of Western Australia on 31 July 1900. Giving voter registration information, it urges West Australians to agree to form a Federation with the other Australian colonies. A map of Australia highlights how WA is the only colony yet to agree. It suggests that there will be economic benefits from completing the union, and possible negative economic consequences in not doing so. The map also shows a proposed railway between WA and South Australia.

WA advertisement in favour of Federation, 1900 West Australians complete the union by voting yes.

Summative assessment

Class activity: Teacher directed SWOT analysis (Evaluating task from MI/Blooms Grid). On a large sheet of paper or the classroom whiteboard, students use 'post-it' notes to contribute to a SWOT (Strengths/Weaknesses/Opportunities/Threats) analysis of why and how Australia became a nation. See the SWOT analysis (PDF, 88 KB) template.

Individual activity: Mind map Mind map all the things learned about how and why Australia became a nation. Useful tools include: Main ideas (PDF, 100 KB) (Refer to Chinese translated version) Mind mapping: visualising historical thought

Also, refer to individual student tasks and class tasks on display such as the T chart and the Timeline started in Activity 1.

Source: National Library of Australia, nla.pic-vn3302372. © 2013 Education Services Australia Ltd, except where indicated otherwise. You may copy, distribute and adapt this material free of charge for non-commercial educational purposes, provided you retain all copyright notices and acknowledgements.

Activity 8: Federation Day 联邦日 Liánbāng rì

Learning Experiences: Key notes & Resources

Identify the Activity 7 tasks on the MI/B grid student tasks (PDF, 102 KB) and MI/B grid teacher planner (PDF, 107 KB) Performance tasks from the MI/Bloom's Grid: Experience 'turn of the century' chores (view a video recording a class excursion and/or re-enact everyday life from the Federation era).

'Waltzing Matilda' and the history of this song.

Perform songs and poems from around 1901.

Use simple bush instruments to accompany songs and poems.

Re-enact a significant event.

Play Federation board games and childhood games, such as skipping, skittles, quoits or knuckle-bones.

ASSESSMENT

Listening: Express opinion when creating dialogue (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Read and discuss written dialogue e.g. students using a range of sources to elicit information (formative)

Writing: construction of mind map all the things learned about how and why Australia became a nation. (summative)Use Hanzi (and/or) Pinyin to complete a range of written tasks

Checklist/rubrics worksheets portfolio