Daniel ODea

S00135124
Standard 5
The original unit of work
The original unit of work focuses on War World II and the effect that it had on the
world and the people that were affected during the conflict. Students are
required to draw upon all historical thinking concepts to aid in their
understanding of the period. Historical perspectives play a key role in the
students development, as this is pivotal to the students understanding as a
large part of the unit demonstrates the importance of propaganda. This is shown
from both sides of the conflict and illustrates how influential propaganda was
during this period of time. The whole unit incorporates propaganda posters that
clearly show particular bias and prejudice, so that nations could demean and
discredit their foes. The strength of the unit is definitely in regard to the use of
visual imagery that demonstrates a certain narrative of events, that transpired
and how all nations reacted to these events with different forms of propaganda.
Students engage with a variety of material that includes how Australia dealt
with the conflict, whilst exploring the role of woman and how they were vital to
the War effort during this era. The unit also looks at the ethical side of the
conflict, by examining mans inhumanity and cruelty towards one and other. By
detailing certain wartime atrocities that occurred during this period and the
lasting effect it still has in society. Within the unit there are videos that illustrate
certain historical perspectives, whilst detailing how particular events, ideas and
leaders changed to scope of the conflict. This demonstrates the importance of
historical significance and examines how this conflict became a truly devastating
event. The formative assessment requires students to collaborate and discuss
ideas and the importance of particular event and how they shaped the conflict.
Whereas the summative assessment involves student collaboration as they are
to complete a group presentation on the question of, What is the historical
significance of World War II in regards to cause and consequence or
continuity and change?. This is designed to allow students the ability to
explore areas of the conflict that interest them, whilst also helping students learn
to collaborate together. This ultimately means that students will be able to
conceptualise and consolidate their learning.

The iPed approach, (Mills & Levido, 2011) integrates co-creation which is pivotal
to my unit as the topic is World War II and students are to collaborate and
complete a propaganda poster and short film based on knowledge acquired.
Students are presented with European languages and this demonstrates the
importance of the four resources model to the unit (Luke & Freebody, 1999).
Students are required to breakdown code in regard to certain texts, derive
meaning from the interpretation of different languages and finally critically
analysis the information presented, as this is essential for student success within
the unit. The genre pedagogy cycle is a crucial element for the students
development, as deconstruction of propaganda poster will ultimately help
scaffold the students joint-construction task in creating a propaganda video.
Students are involved in a digital education revolution, (Walsh, 2011) and
therefore strategies should be implemented to enhance students media literacy.
As students within the unit have experienced the importance of film and
propaganda in regard to how it was successful in empowering certain regimes
during this era. This idea of digital and multimodal (Mills & Levido, 2011)
education should be the foundation on which student learning develops, as it is
an essential educational tool throughout the unit. As online interaction provides
the support for student collaboration within digital media (Jenkins, 2009),
therefore allowing the strengthening of multiliteracies amongst students within
the classroom setting (Grabill & Hicks, 2005). Students have been provided a
platform to explore and understand the importance of media literacy, as this unit
facilitates this with its extensive ICT component. It is important to allow students
the ability to use and develop their skills in media literacy, yet it is more
important that they can co-create their own learning by being the architect of
their own understanding (Gee, 2000). By allowing students the freedom to be
visually creativity in regard to their learning the teacher is enhancing their
conceptual understanding of the material.

THE UNIT OF WORK

Stage 1: Desired Results
Established Goals & Content Standard:
Students will be able to conceptualize key historical thinking ideas in relation to
World War II. The 6 major focus points during this unit will be Historical
Perspectives, Primary Sources, Continuity and Change, Cause and Consequence,
Historical Significance and Ethical Dimensions (Historical Thinking 2015).
Students should be able to understand the significance of this period, whilst also
investigating key inquiry questions relating to World War II. Students will draw
upon previous knowledge obtained in earlier units to consolidate and advance
key historical thinking concepts. This will ensure students are able to acquire and
facilitate a strong knowledge of this period. This ultimately means student will be
able to critically analysis this era and illustrate its historical importance. As this is
the primary objective of the unit to expand and consolidate student learning.
AusVELS: (ACDSEH024)( ACDSEH107)( ACDSEH108) (ACDSEH109) (ACDSEH110)
(ACHHS182) (ACHHS183) (ACHHS184) (ACHHS185) (ACHHS186) (ACHHS187)
(ACHHS188) (ACHHS189) (ACHHS190) (ACHHS191) (ACHHS192) (ACHHS193)
Understanding(s):

Students will understand the

historical perspectives.
Have a key knowledge of
historical thinking concepts.
Present an oral representation of
a historical perspective.

Essential Question(s):

Why is historical perspective

important?
In what ways do historical
thinking concepts aid in
understanding?

Presentation Question:
What is the historical significance
of World War II in regards to cause
and consequence or continuity and
change?
To incorporate multiliteracies this
presentation question will be

altered, as students will now be

completing a propaganda video
that will involve script writing
and the deconstruction of what
makes a propaganda video.
Students will also have to
demonstrate joint and
independent construction as
they will be creating this
propaganda film in groups.
The idea is to scaffold learning
by breaking down how
propaganda posters and videos
are effective
Students will also use code
breaking skills as propaganda
films and posters that they look
at will be in foreign languages.

Student Objectives (outcomes):

Exhibit critical thinking skills that demonstrate the students ability

to interpret different historical perspectives.
Comprehend information regarding World War II (this includes key
concepts that will aid student inquiry)
Implement historical thinking concepts when analysing historical
events.
Synthesise information that is presented to the student this includes
both primary and secondary sources.
Corroborate with other students to ensure a wider understanding is
being achieved.

Stage 2 Assessment Evidence

Performance Task(s):
Formative:

Students will be required to write

a personal journal that tracks the
timeline of World War II. This will
be in relation to the specific
topics that are being covered
throughout the unit. They will
upload this onto Edmodo which
will be the ICT component that

Other Evidence:

Written response in relation to

essential questions.
Presentation skills to
demonstrate historical
significance.
Participation during class/group
discussions.
Exit cards, in the format of
individual journals.

will encourage class discussion.

Students will engage in a Caf
conversation about the ethical
components that are associated
with WWII. Specifically the
horrendous inhumanity that
occurred within the Holocaust
and the use of the Atomic bomb
to end the war.

Summative:

Students will produce a

Propaganda poster that depicts a
Nations bias. Clearly illustrating
the perspective of the particular
country. This will aid in student
understanding of Primary
sources. (Marking rubric See
Appendix A1).
By implementing the iPed
approach to the poster students
will receive a greater
understanding of the importance
of propaganda. As students will
co-create a propaganda poster
together and they must use the
poster in their final propaganda
film, as this is the challenge for
the students to tie both the
poster and film together.
Students must demonstrate
skills of deconstruction as
breaking down what makes a
propaganda poster is imperative
to the success of this task. By
indentifying how a propaganda
poster influences people
students will use annotation to
demonstrate the key political
messages within the poster.
By scaffolding this learning the
students will truly grasp the
concept of what makes an
effective propaganda poster,
whilst also using the genre
pedagogy cycle to guide there

learning.
Students after expanding their
knowledge of WWII they will be
required to present a 20 minute
group presentation (See
Appendix B1 for marking rubric).
This should illustrate the
historical significance of WWII
specifically focusing on Cause
and Consequence or Continuity
and Change. To ensure students
understand what they are
required to do a Vansledright
historical table worksheet will be
provided (See Appendix C1).
Students will be required to use
at least 3 Primary sources in the
presentation.
This final task is being
completely redesigned to
incorporate multiliteracies into
the unit.
The primary aim is to use the
scaffolded knowledge of the
students that occurred during
the deconstruction of
propaganda posters. To guide
their learning and co-create a
propaganda film.
To enhance the learning students
will be required to use the
propaganda poster they have
made in their film, this will help
consolidate the students
learning and by doing this it will
make both tasks multimodal.
In order to complete this task
students will have to engage in
script writing as they are cocreating a propaganda film, so
planning and collaboration is key
to the success of this new task.
Students will be provided
examples of how a propaganda
film. By detailing how its
constructed and by referring to
this example they will be able to

design their own.

Students will need to use the
iPed approach as it incorporates
the genre pedagogy cycle and
the four resource model. This is
pivotal to the task as student will
be deconstructing language and
also using code breaking as
some examples of propaganda
are in foreign languages.
Highlighting the importance of
students being multi-literate as
it a key component to the task.

Stage 3 Learning Plan

Learning Activities:
This unit is a continuation of scaffolded learning. Therefore students have
extended knowledge of events that transpired leading up to the second World
War conflict. Student also have access to Edmodo which is an open class forum
where prior student scaffolded learning resides if required. After every week
students with upload a personal reflection and WWII timeline onto Edmodo so
academic growth within the classroom over the course of this unit can occur.
Week 1:
Week 1 is designed to introduce Historical perspective in relation to WWII which
will allow students to comprehend the reasons for the start of both conflicts in
Europe and Asian. This material will be introduce and scaffolded. The major focus
of the first week is specifically tailored towards creating understanding about
how the conflicted started. This will ultimately be condensed down from large
thinking concepts such as causes of WWII to individual perspective within WWII.

Student will begin their understanding by looking at the historical

perspective of countries involved in both conflicts. To determine the
reasons why nations ultimately decided war was the best option. This
should illustrate certain tensions, political unrest and fear mongering that
occurred during this period. This we flow into the latter part of the week
when students look at individuals perspective during WWII and how it aids
in the understanding of the conflict (See Appendix D1).
This is to demonstrate the importance of primary sources from the era and
how individuals felt about WWII. It provides evidence of emotions that
were felt by individuals. This also illustrates historical context of how
fearful people were of their Government.

Students are focusing on primary sources and perspectives, therefore

students will have to deconstruct these resources. By using annotation

and critically analysing both songs and poems, as they are the resources.
Students will be able to scaffold their learning by understanding how to
identify particular elements within a source.

Students will be required to write a poem or a song expressing how they

would feel about the outbreak of WWII.

By getting students to write a song or poem they are engaging with a

different form of literacy that will challenge them to write and think in an
alterative way. The ultimate goal is to make the student participate in
deriving meaning from certain texts, by getting them to write in the same
manner that has been presented to them.

This is designed to place the student into the shoes of people that suffered
through this period of history. It will also aid in students being sympathetic
towards victims of war that will tie into the Holocaust and Atomic bomb
classes.

Week 2:
This week was not in the original unit, I have created it to help scaffold
student learning and understanding. Students are going to be
introduced to the concept of what is propaganda? By offering examples
to help students deconstruct the idea of propaganda it will aid them in
their making of a propaganda poster and film. Students will engage in
joint construction of how propaganda is an effective weapon during
World War II. They will clearly identify how propaganda can be used, as
they are being provided with videos that break down this concept.
Students will scaffold their learning around the notion of how to create
an excellent propaganda film.
Week 2 is important as it looks directly at propaganda and the effect it had
during the period so this second week is going to help scaffold learning.
This week is going to be imperative to the students conceptual
understanding, as it will aid in their summative as they must collaborative
to co-create a propaganda poster and film.
Introduction to propaganda - https://youtu.be/-WpFzTplp28
This clip highlights the importance of propaganda as it deconstructs how
propaganda is an effective tool of persuasion, students will be able to see
clear examples of how propaganda can alter peoples perspectives.
This will scaffold the learning as students will learn how to identify
propaganda, as they will be co-creating a propaganda poster and film.
Students will also watch What is Propaganda https://youtu.be/9ejTf0iu6yY: as this clip defines propaganda into 3
major categories (testimonial, framing and bandwagon) that will guide the
student learning, as it provides the students with a clear focus for when
they start to develop their propaganda poster and film.

 Afters student have a clear idea of what is propaganda and how to use
propaganda. The students have had their knowledge scaffolded and are
ready to start poster deconstruct of both Allied and Axis propaganda.
Week 3:
Week 3 (was originally week 2) will focus on Propaganda and how useful it was in
securing support for Governments whilst also illustrating its definite agenda. This
is useful as students will be able to engage with primary resources that were
instruments of civilian manipulation.

The focal point of the week will be why was propaganda so important
during WWII?
Students will look at a Nazi propaganda website (See Appendix E1).
Specifically looking at posters which will aid discussion to identify the
particular message that is being presented. Students will unpack this
thinking concept using a Vansledright model (See Appendix C1).

Students will also focus on the genre pedagogy cycle as destruction of

propaganda posters is essential. This involves annotation as they are to
write down what they can identify.
Joint construction is also important as students will be in groups creating
their own version of a propaganda poster.
Students will have to use the four resource model due to the examples
being German propaganda. Students must break the code by using
annotation, whilst also deriving the intended meaning of the poster. This
requires critical analysis and identifying the function of text as its been
translated from German to English.
Students will be reminded that the poster that they decide to create will
have to be used in the propaganda film, therefore making the two
assessments multi-literate.

The key idea is to identify why propaganda was so useful in maintaining

power within regimes and how it persuaded nations to follow a particular
ideology.
This will be a summative task where students will have to complete a
propaganda poster (In groups of 3-4) that demonstrates a definite
political agenda or supporting the war effort (See Appendix A1 for marking
rubric). Class time will be provided to complete this task.
This should aid in scaffolded learning of primary sources as the student
will be emulating a wartime propaganda poster.
Student must create a poster that supports a country involved in the
conflict.

Major Assessment:

(This was the original task):

Students will create groups of 3-4 people. As they will have to give a group
presentation focusing on the question (See Essential questions). The focus
is to address historical significance particularly focusing on the importance
of WWII. They must demonstrate the historical significance of their chosen
topic using a power point or prezi. (See Appendix B1 for marking rubric).
(New major assessment task):
Students in groups of 3-4 will create a propaganda script that incorporates
both the students propaganda poster and also identifies a nation bias in
regard to the war. The film must illustrate the perspective of a nation
during the World War II conflict. Students must use the propaganda poster
that they created to help support their propaganda film. Students must
demonstrate a clear understanding of the message they are trying to
detail, as this is designed to show how propaganda was used to persuade
groups during the conflict. Note: Students must consult the teacher
first, before script writing or filming begins.
Week 4:
Week 4 looks specifically as different forms of propaganda, primarily through the
use of film. Students have had the notion of what is propaganda scaffolded
throughout the weeks, they can identify what is propaganda and also
deconstruct in a visual format. Now students as part of their major assessment
are to see how film can manipulate information and ultimately use it as
propaganda to support a Nations bias. This knowledge has been scaffolded so
students should be identifying how the camera is being used and how it
represents the person or group. Also they should take note of what imagine is
being used, whilst also documenting what is said during the films. The students
will be shown a variety of examples to help guide their learning.
Address by Adolf Hitler, Chancellor of the Reich, before the
Reichstag, September 1, 1939 http://avalon.law.yale.edu/wwii/gp2.asp
YouTube clip: Hitler speeches with accurate English subtitles
https://www.youtube.com/watch?v=AnpTWKKWQ1o
The Nazi Propaganda Machine (1933-1945)
https://youtu.be/Eg9a6bIs15Y
Greatest Speech Ever Made Charlie Chaplin....The Great Dictator Full HD
Best Version https://youtu.be/V1fMvLbE85E
These four examples will guide the students learning as they are to take
note of how they position the audience it should establish how narrative is
used.
By scaffolding this skill students can begin to understand the importance
of a script and the functionality that it has.
Students should be able to deconstruct all examples and annotate areas of

importance.
This is imperative to the students conceptual understanding of the
material.
Week 5:
This week is solely geared around students using the skills they have developed
to co-create a propaganda film that identify a particular bias. Students in groups
will have to write a script and also incorporate the propaganda poster into the
film. The teacher will guide the learning by ensuring that students are cocreating a film that emulates the examples that were provided to the students. In
doing this task students will clearly show that they are multi-literate.

The new unit outcome is centred on students developing their multiliteracy skills
as this is definitely the focus, as seen by the new assessments. Ultimately
students have been provided the opportunity to demonstrate their ability to
conceptually understand information and reproduce it in a collaborative and
creative way. The iPed approach (Mills & Levido, 2011) that also involves the four
resource model (Luke & Freebody, 1999) is pivotal to the success of this unit as
students are required to co-create, whilst also decoding foreign text and
language. Student learning has been scaffold to ensure that they succeed in
clearly understanding the importance of propaganda and how essential it was
during World War II. By allowing students the creative outlet to personally design
and re-create a propaganda film, they truly have the freedom to create a film
that is tailored to their target audience (Rose, 2004). It is evident that students
have been provided the outlet to express themselves in a creative way that also
requires them to think critically analysis and destruct information. This
redesigned unit allows students to clearly demonstrate that they have
understood the examples that have been provided to them by engaging in joint
construct and collaboration.
By altering the summative assessment to create a propaganda poster and finally
a short film, students are able to convert their written ideas into a visual
representation (Gilbert, 2003) and therefore demonstrate a clear understanding
of how to be multi-literate. The clear strength of this redesign is the challenge for
the students to demonstrate their conceptual understanding, whilst also fulfilling
the required curriculum. As they have to derive meaning from the examples
provided and by recreating a film students are applying particular elements of

the film to their own life (Cope & Kalantzis, 2009). By introducing the unit in this
format, the student can truly excel at breaking down text and language and
reapplying it to an activity that highlights clear understanding. This definitely
indicates that students will experience a complete understanding of material as
they are the architects of their own learning.

Appendices
Appendix A1 (Poster Marking Rubric)
To ensure students understanding of Propaganda posters they will receive a
marking guideline for their individual poster. Ive created this marking rubric so
that students can reference it to ensure they are meeting the standards. Also
with Vansledrights source analysis worksheet (Appendix B1). Students should be
able to draw out key propaganda components and emulate concepts taught in
week 2 onto a poster format.

Propaganda poster
Students Name:
Grade:
Needs
Improvem
ent
Does the poster
present the

Satisfactory

Good

Well Done

Excellent

information in a
visually accessible
manner?
Does the poster
represent clear
propaganda of a
nation during
WWII?
Does the poster
indicate a definite
bias or even hatred
towards
themselves or
another nation?
Are there
similarities
between the
students poster
and authentic
WWII propaganda
posters?

Comments:
Appendix B1 (Presentation Marking Rubric)
Student will be allocated in groups of 3-4 students they must decided on a
specific topic that is to be approved by the teacher before further inquiry can
continue. The presentation question is, What is the historical significance
of World War II in regards to cause and consequence or continuity and
change? Groups will have to provide an example of cause and consequence
example a major battle that shifted the war such as Stalingrad. Or continuity and
change such as the Womans land army and how the war created long term
benefits for woman within society.
Students will provide 3-4 slides detailing the importance of a certain event that
changed the landscape of WWII. Or demonstrate something that still remains in
modern day society due to WWII. Student will be given this marking rubric so
they can adhere to the criteria.

TOPIC:
Group:

Date:

Your presentation will be assessed in all of the categories using the following
rating scale: 1 Needs Improvement, 2 = Satisfactory, 3 = Good, 4 = Well Done, 5
= Excellent.

Area

Rating Comments

Preparation
Organization

Design of powerpoint, or
prezi

1
5
1
5

Knowledge of the
program and materials

1
5

Understanding of the
content they are
presenting
Interaction with the
people in the audience

1
5

1
5

Voice, speech,
articulation

1
5

Identifying historical
perspective. In regard to
Cause and Consequence
or Continuity and Change
Do the slides link
together/ Have they used
the appropriate amount
of slides
Is the presentation in the
required time limit
Captions of images

1
5

1
5

1
5
1
5

Have they used primary

resources

1
5

Have the created a

bibliography

1
5

Presentation

Resources

COMMENTS:
Appendix C1 - Source Analysis Worksheet:
This is a worksheet based on Vansledrights (2013) resource analysis. The reason
for this is to aid student understanding of key concepts of historical thinking.
Students will be able to fill out this sheet when they are given documents. Its
primary function is to illustrate how students should break down a document and

analysis it so they can extract the required information from the document.
Students will use the same template so when the historical thinking concept
changes the document breakdown remains the same. Therefore students can
scaffold their learning and cement the concept of how to extract information
from a document.

Source Analysis

Historical Thinking
Concept:

Name:
Date:

Identification:

What type of source is this? Primary or Secondary?

Attribution:

What is this source about? Identify the historical perspective

that the author is trying to demonstrate?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Perspective judgment:

What information do we have about this

person? Do they have an agenda that could alter their historical perspective?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
____________________________________________
Reliability assessment:

Is this a reliable resource? How can we verify

this resource?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___
Week 1 Appendix D1:
This is an example of individual perspectives that students will look at towards
the end of week 1. As stated in week 1 students have researched and looked at
nations perspective therefore this learning has been scaffolded. This is purely
about individual perspective as students will be writing a poem or song as stated
in the week 1 outline.
YouTube clip: Merle Haggard - A soldier's last letter:
https://www.youtube.com/watch?v=mD8bUX7wZi8

Poem: General. W.S.T. Stacy - The thunder of my gun:

http://www.worldwar2.info/poems/poems_22.php
Poem: Pastor Martin Niemller - Nazi Victim: http://www.world-war2.info/poems/poems_29.php
Week 2 Appendix E1:
This website details a wide variety of Nazi propaganda poster students will
scaffold learning by breaking down different posters using the Vansledright
source analysis sheet (Appendix B1). Following that student will break into
jigsaw focus learning groups to discuss different propaganda poster. This will
help cement this historical thinking concept based on primary source analysis.
Students will also have class time to complete their posters.
Primary Sources:
Nazi Propaganda Website: http://research.calvin.edu/german-propagandaarchive/ww2era.htm
Week 4 Appendix F1:
This is an example of a lesson that would take place during this week. Students
would be given a primary document. Also they would view a video clip so they
could visually see the different demeanour of leaders during WWII.
Primary Source:
Address by Adolf Hitler, Chancellor of the Reich, before the Reichstag,
September 1, 1939 http://avalon.law.yale.edu/wwii/gp2.asp
YouTube clip: Hitler speeches with accurate English subtitles
https://www.youtube.com/watch?v=AnpTWKKWQ1o

Reference:
Cope & Kalantzis (2009), Multiliteracies: new literacies, new learning. Pedagogies: an
international journal, 4, p 186

Ercikan, K., & Sexias, P. (2015).New directions in assessing historical thinking. New York :
Routledge, Taylor & Francis Group. pg.83
Facing History and Ourselves. (2015) Educator Resources, Retrieved from:
https://www.facinghistory.org/for-educators/educator-resources/teachingstrategies
Gee, J. P. (2000). New people in new worlds networks, the new capitalism and
schools. Multiliteracies: Literacy learning and the design of social futures, 43-68. New
York: Routledge.
Gilbert, P. (2003) Gender, talk, and silence: speaking and listening in the classroom. In G.
Bull & M. Anstey (Eds) The Literacy Lexicon (2nd ed). Frenchs Forest, NSW: Pearson
Education Australia.
Husband, C. & Steward, S. (2011). Teaching and Learning 11-18 : Understanding the
past. England, Berkshire: Open University Press
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting
the challenges of participatory culture: Media education for the 21st century. Cambridge.
Mit Press.
Jetnikoff, A. (2009). Digital Storytelling Podcasts, Blogs and Vlogs: Exploring a Range of
New Media Texts and Forms in English. English in Australia, Vol. 44(2), 55-62.
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four
resources model. Practically primary, 4(2), 5-8.
Manuel, J. (2004). Connecting voices-effective pedagogy for effective engagement and
pedagogy for oral English. In W. Sawyer, Reviewing English in the 21st century. Chapter
6, 73-85. Melbourne: Phoenix books
Marsh, C. (2010) Becoming a teacher: Knowledge, skills and issues 5th edition. Australia:
Pearson
McInerney, D & McInerney, V. (2010) Educational psychology constructing learning 5th
edition. Australia: Pearson
Mills, K.A. & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading
Teacher: A Journal of Research-Based Classroom Practice, 65(1), 8091.
Rose, D. (2004). Sequencing and Pacing of the Hidden Curriculum: How Indigenous
learners are left out of the chain. In J. Muller, A. Morais & B. Davies (eds.) Reading
Bernstein, Researching Bernstein. London: Routledge
The Historical Thinking Project. (2015) Educator Resources. Retrieved from:
http://historicalthinking.ca/historical-thinking-concepts
VanSledright, B. A. (2013). Assessing historical thinking and understanding: innovative
designs for new standards. Routledge
Walsh. M. (2011). Literacy in a changing environment. In Multimodel literacy: researching
classroom practise. Pp. 5-14. Sydney: e:lit.
Yilmaz, K. (2008). A Vision of History teaching and learning: Thoughts on History
Education in Secondary Schools, History School Journal, v92 n2 p37-46 Dec 2008Jan 2009