102510543 Tara Abercrombie EDU40011 Assignment 2B Folio-DESKTOP-9OJNJ2J.docx

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Swinburne University of Technology EDU40011: Teaching the Humanities Word Count: 2127 P a g e 1 | 13
3. Teaching within the humanities Year 3: How and why do people choose to remember significant events of the past? The inquiry question is addresses students historical understanding of ANZAC day. Within Year 3 History, students are given opportunities to identify and discuss the historical origins of ANZAC day and its celebration the troops who fought in Gallipoli in 1915. Students learn that ANZAC day not only remembers those who landed on the Gallipoli Peninsula, but all Australian and New Zealanders who have fought in any war (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018a, ACHASSK064, Version 8.4). This is explored through a series of inquiry questions such as: ‘what is ANZAC day and why do we celebrate it?’ and ‘who are the fallen, how and why do we remember them?’ (ACARA, 2018a, ACHASSK063, v 8.4). The unit draws upon the 5E model, an inquiry-based approach which facilitates the learning of students to build a strong foundation of knowledge by exploring and investigating concepts to apply to their learning journal (Bybee et al., 2006). Civics and citizenship enable students to interact and interview war veterans and current servers of the Australian Defence Force from the local Returned & Services League [RSL] (ACARA, 2018a ACHASSI052, v 8.4). Students participate in a variety of activities and are given opportunity to interact with members of the community to share and listen to their personal experiences and first-hand knowledge to gain a deep understanding of why we celebrate and remember those who fought for our country (ACARA, 2018a, ACHASSI059, v 8.4). Furthermore, students participate in a whole class project to support and ‘give back’ to the men and woman who have protected Australia by formulating a fundraising event to raise funds for the RSL DefenceCare (ACARA, 2018a, ACHASSI053, v 8.4). Engage Students are introduced to a bear, Ernest Harvey (Appendix A). They participate in a class discussion about what the bear is wearing and what he might be doing in the classroom. The discussion leads into the mentioning of ANZAC day where the teacher proposes questions to inquire whether any students have knowledge of the occasion. Students are given KWL charts to ignite any knowledge they have about Australia’s most important national occasion and participate in further discussions about what they would like to learn (Churchill et al., 2019). As a class, students P a g e 2 | 13
watch a YouTube video ‘What is ANZAC day?’ to gain understanding about the courage and sacrifices the Australian and New Zealand troops made to protect the British Empire and bring Australia peace and Human Rights ( Australian Human Rights Commission, 2015). Students finalise the lesson by adding to their KWL chart and complete a word search based around ANZAC day vocabulary (Appendix B).

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