IB MYP Unit Planner

A clash of cultures Current Unit

TEACHER SUBJECT

Marcia Claringbold Individuals and societies

SHARED GRADES START DATE DURATION COURSE PART

Year 9 Week 2, April 6 weeks

INQUIRY
Key Concepts
Global interaction focuses on the connections among individuals and communities, as well as their relationships with built
and natural environments, from the perspective of the world as a whole.

Related Concepts
Individuals and societies
Causality (cause and consequence)

Conceptual Understanding
Colonisation connects individuals and societies, but had both negative and positive consequences.

Global Context & Explorations

Orientation in space and time

Explorations to develop
• Displacement and exchange
• Turning points and “big history”
• Peoples
• Indigenous understanding

Statement of Inquiry
In the past, humans explored the world, and continue to do so , for a variety of reasons. This exploration often affects the
newcomers, indigenous populations and environments.

Inquiry Questions
Factual Individuals and societies What were the ramifications of foreign invasion for the thriving Aboriginal society?
Conceptual Can two vastly different cultures peacefully exist?
Individuals and societies
Debatable With unequal power, the culture and identity of the marginalised people is always threatened.
Individuals and societies

RESOURCES

https://australianstogether.org.au/education/
Added by Marcia Claringbold on April 14, 2019

Mount Eliza Secondary College

Marcia Claringbold on Sunday, Apr 14, 2019 at 9:56 PM
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 IB MYP Unit Planner
A clash of cultures Current Unit

Jacaranda History Alive 9

http://content.jacplus.com.au/faces/pages/
ebookviewer.xhtml?isbn=0730355748&relatedisbn=073035573X&chptr=18947&sectionNo=1&pageType=1&view=01&cb=6629275
Added by Marcia Claringbold on April 14, 2019

CURRICULUM
MYP Objectives
• B: Investigating
• iii. use research methods to collect and record appropriate, varied and relevant information

• D: Thinking critically
• iii. analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations

Content & Skills

Content

Week 2

4.2.1 How do we know about race relations in colonial Australia?

Week 3

4.3.1 The Europeans arrive 4.3.2 Occupation begins

Week 4

4.3.3 Culture clash 4.3.4 Early encounters

week 5

4.3.5 A landscape and society transformed 4.4.1 Pemulwuy and 4.4.2 Yagan
week 6

4.5.1 A people destroyed 4.6.1 ‘Australia Felix’ — the southern land of happiness- rush to Port Phillip
week 7

4.6.3 Ravaging the environment Violence on the frontier- students research one key violent event
week 8

1. In what ways did Europeans cause a decline of Aboriginal civilisation?

DETERMINING HISTORICAL SIGNIFICANCE

1. Explain what you think is most important for students to know about relations on the frontier in colonial times.
2. Research the community of Coranderrk. Considering both Aboriginal and European points of view, in what ways might it be
considered a success? In what ways might it be considered a failure? Discuss with your class.
3. Find out more about some of the Aboriginal individuals mentioned in this section, such as Barak, Wonga, Bungeelene, or the
Europeans, such as Angus McMillan, Henry Meyrick, William Strutt. What does your research tell you about what has been left
out of this section of the topic?

week 9 and 10

Choose one event/law/person of significance and explain how this has affected the either the indigenous population or the
environment in Australia.

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IB MYP Unit Planner
A clash of cultures Current Unit

Skills

Being able to read and infer from primary and secondary sources
Being able to draw conclusions using primary and secondary resources
Research skills required to find and utilise a range of information related to the event/person/law they choose to explore

ASSESSMENT
Formative assessment
Formative assessment will be taken from the Jacaranda text - this includes a range of key skills including personal reflections,
summarising key dates and information, creative writing from the perspective of an Indigenous person or European coloniser,
showing understanding of historical records.

See Jacaranda Chapter 4 - Check your understanding and putting it all together.

Summative assessment
MYP Curriculum HB 2015 - Draft July 2015.docx

9GL CAT – Collision of cultures

Individuals in Society: Inquiry Project

Goal: You have been asked to review the effect of European colonisation on Indigenous Australians or on the physical
environment in Australia. You will do this by reviewing a key event/ figure or law.

Role: You are a budding historian who wants to outline how a key event/ figure or law had a life changing effect on either the
Australian Indigenous population or the physical environment of Australia.

Audience: The young Australians who want to know what life was like for Aboriginals and how the Europeans changed their lives
and/ or the physical environment.

Situation: You will create a written report outlining the key event/ figure or law and an explanation of how this changed the life of
Aboriginals or the landscape in Australia.

Product:

Your presentation must include a visual and written component and a timeline as well as an appropriately referenced bibliography.

Peer and self assessment

Students will share reports in draft stage to both give and receive feedback.

I will ask Students to self assess using rubric before the task is handed in for teacher assessment.

Standardization and moderation

Cross marking will occur betweent he 4 classes.

MYP Assessment criteria

Individuals and societies

N/A A: Knowing and understanding N/A B: Investigating

N/A C: Communicating N/A D: Thinking critically

* - Class mean of Assessed Criteria

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IB MYP Unit Planner
A clash of cultures Current Unit

LEARNING EXPERIENCES
Prior learning experiences
1. Students have had experience using primary and secondary resources.

2. Students have used the Jacaranda text as a resource.

3. Students have done an inquiry into the effect of industrialisation in Britain so have had experience in inferring the effect of
change on a society and environment.

Students have had a basic lesson on using bibliography so this will be a test of their ability to utilise this correctly.

Learning experiences
- use of primary and secondary resources

- watching archival film and listening to voice recordings of historical events

Student expectations
I will show students the Unit plan at the beginning of the inquiry

Students will see the Inquiry question, the key concept and related concepts and ATL's we will focus on displayed in classroom.

I will discuss the formative and summative assessment with students prior to beginning the unit and again as we work through
the tasks.

Daily lesson plans will outline the learning intentions, the students role for the lesson and the expected outcomes.

Teaching strategies
1. Explicit teaching of primary and secondary sources and how to infer and draw conclusions from them.

2. Providing a range of resources to allow students to gather an understanding of the key events, people and consequences.

3. Prompting inquiry every lesson- what do you know now- what is there to still find out?

Feedback
Ongoing verbal feedback during discussions.

Written feedback on work requiring students to show their understanding.

Differentiation
I will give scaffolding of the inquiry for the students who need help to work through the inquiry process.

I will provide a range of reading levels when providing research material for the class.

I will ensure there are visual, oral and written sources for students to use for research.

CONNECTIONS
IB Learner Profile
• Open minded: No description provided.
• Reflective: No description provided.

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IB MYP Unit Planner
A clash of cultures Current Unit

International Mindedness
This unit will allow students to reflect on colonisation from both sides and the ongoing effects both now and into the future of this
event. I will expose them to primary and secondary sources from both Indigenous and European settlers and they will draw their
own conclusions about the effect on the people and the landscape.

Academic honesty
I will ensure students understand our academic honesty policy and they comply with this in all aspects of their work.

I will show again how to document an investigation with references and develop an accurate bibliography, and remind them this
is required when acting with academic honesty.

For those who are struggling will provide the students with additional opportunities to practise paraphrasing skills
when documenting sources.

Information communication technology

I will expect students to use their devices to research information on key figures and events.

I will allow students to word process their final inquiry report.

Language development
I will expose students to a range of new language including Indigenous words. They will also read and use terminology with
historical contexts.

REFLECTIONS
2018 - 2019

Prior to studying the unit

• Why do we think that the unit or the selection of topics will be interesting?
• What attributes of the learner profile does this unit offer students opportunities to develop?

During the unit

• What skills need more practice?
• What is happening in the world right now with which we could connect teaching and learning in this unit?

Mount Eliza Secondary College

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