Lesson+5



CCS2.1: Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. || **__ Syllabus: __** __ HSIE: __ CCS2.1: Describes events and actions related to the British colonisation of Australia and assesses changes and consequences.
 * ** Lesson Number: ** 5 |||| ** Lesson Topic: ** Visual Literacy || ** Learning Area(s): ** HSIE, English  ||
 * ** Unit Aim or Outcome: **
 * ** Lesson Outcome: **
 * describes some of the consequences of the British invasion for Aboriginal people, eg displacement, disease, dispossession, genocide, war
 * describes some aspects of ways of life and achievements in the early colony for male and female convicts and ex-convicts, the military and their families, officials and officers, Aboriginal people, free settlers

__ English: __ V8: Understands how language is used to include and exclude others. RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.
 * distinguishes between fact and opinion
 * identifies writer’s intended audience.
 * talks about different interpretations of written and visual texts
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">discusses the ways different groups of people are represented in text
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">identifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">identifies writer’s viewpoint.

<span style="font-family: Arial,Helvetica,sans-serif;">**__ Informal: __** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Students will learn about and distinguish between primary and secondary sources and how they are used to form hostirucal information by: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Split students into groups: Indigenous Australians, Convicts, Settlers. Say:
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Exploring visual elements of primary and secondary sources, identifying their creators, and considering the purpose for which these sources were created (identifying any bias of the perspective of the creator).
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"> Use sources to make inferences about ways of life of Aboriginal and European people, and the consequences of the British invasion for these groups. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Resources:**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Interactive Whiteboard
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Copies of image from “Time machine through Australia 1788-1901: Back to Sydney Cove” **:** “Map of the Town of Sydney, 1836” (source 1, primary) AND “A Native Camp of Australian Savages near Port Stephens” 1826 by Augustus Earle (source 2, primary)- on handouts for students to view and scanned onto computer to view as a whole class on IWB.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Viewfinders (one for each student). These are pieces of A4 paper or cardboard with a rectangle cut out of them which replicates the viewfinder of a camera or video camera.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 3: You Tube clip from the Film “The First Australians”. Retrieved from []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Worksheet for lesson (one per student). See Appendix (sheet downloadable from this page)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Excercise books and pens (for writing and to stick worksheet into) ||
 * ** Lesson Outline ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">__Introduction:__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Imagine each of you is drawing a picture of the settlement. What would you draw?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Would each group feel the same about the settlement?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Would each group draw the same thing?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Explain:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Sometimes sources written by different groups reveal what they think about an event, but leave out what other groups think, or say the wrong thing about what another group thought. (Main message of the lesson) ||
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Teacher will …… ** |||| ** Students will… ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Primary and Secondary Sources** 2 minutes
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ask what primary and secondary sources are – what is the difference between them? Examples?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">NB: For each source used in the following activities follow this procedure before moving on to other learning experiences related to the source: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Show source on IWB. Ask (for each one) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Is the source primary or secondary? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> What is the source (painting, map, drawing, etc.) and what does it depict? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> Who created the source? (what culture) How do you know?.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Map conventions** 15 mintues <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 1
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Give students a copy of source.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ask students what they can see on the map. How do they know what they’re seeing? (prompting for prior knowledge of map conventions)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Assist class in identifying what various symbols on map represent.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ask: what does the map tell you about life in Sydney at the time? (where did people live, how etc.)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Who (what group/s) does the map provide information on? Is anyone left out?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Offer/Demand** 10 minutes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 2:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ask: what does this painting make life look like for Aboriginal people at this time?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Define offer and demand.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Ask: what effect do the number of demands have on where you look in the painting? What does this tell you about the purpose of the painter? Prompt/guide students in understanding that the multiple demands make the picture act like an off

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Social Distance** 10 minutes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 3:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Explain three types of camera shot: close-up, mid-shot and long shot.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Explain effect of social distance. (stronger social relationship with people/participants who appear closer)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Break students into 5 groups, and allocate each group a camera technique to make tallies of while watching source 3.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Play first 3 minutes of source 3. Ask groups for their tallies.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Finding bias in a source (through analysis of visual elements)** 10 minutes <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Structured think-pair-share. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Hold discussion of students’ solutions after students have analysed the sources. |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Primary and Secondary Sources**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Prompt students to form pairs.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Explain Task.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Volunteer definitions and examples of primary and secondary sources, providing reasons for why they fit into one of these categories.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students write the answers to these questions in their exercise books.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Map conventions** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 1:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">State what items they can identify on a map.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Create their own key to record conventions of map e.g. lines/colour to represent water, lines representing streets, symbols for buildings
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">List (write) what the map tells them about aspects of life for people in Australia.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Offer/Demand** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 2:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Write a description of life based only on information gained from the painting.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Count demands, count offers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Analyse the effect of having multiple demands spread throughout the painting.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Social Distance** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Source 3:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students use viewfinders (cardboard with rectangles cut out of them) to experiment with creating close-up, mid-shot and long-shots of their classmates. Students record findings on worksheet. (See appendix for lesson).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Make a tally of how many close-ups, mid-shots, long-shots, demands or offers are observed in the first 3 minutes of source 3. Each group shares with the class.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Finding bias in a source (through analysis of visual elements)** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Volunteer answers. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Teacher says: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Think about the four reader roles. Could you apply them to what we’ve just done? How? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//Code-breaker – visual conventions// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//Text-participant – looking for inferential meanings// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//Text-user – thinking about the purpose of the text// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//Text-analysis – detecting bias by considering purpose, author, and inferred meaning.// ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students select a source in pairs and analyse it based on the questions on the work sheet.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">__Concluding strategy:__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">**Assessment:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">The skills learned in this lesson will contribute to the understanding of visual grammar elements which students may use in their final assessment task at the end of this unit, where these skills will be summatively assessed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;"> In order to gauge students current level of learning in order to plan in later lessons (building up to the final assessment task), teacher should observe students throughout the lesson and check the worksheets students fill out (and work done in books) to check for understanding and application of concepts. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">While students are working individually or in pairs, walk around the class and observe students – checking that students understand the tasks. Provide extra explanation and modeling for individuals who are experiencing difficulty. If a large amount of students have trouble understanding the tasks or content, do the activity with them as a small group. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students with mild sight difficulties will not be given copies of the source from the book, but instead be given the book itself as the prints are clearer and easier to see.
 * ** Any special considerations or contingency plans: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Students who finish tasks quickly can design their own secondary source which uses the techniques covered (and any others students are aware of) to represent the arrival of the first fleet from the perspective of one of the groups (e.g. convicts, Aboriginal People, Settlers) – deliberately creating a biased text. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Did students develop a deeper or wider knowledge of the visual techniques used to construct texts? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Did students recognise the role that these techniques can play in creating bias? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Were the instructions, explanations and modeling clear and understood? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Did the activities scaffold student thought and concept development? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Were students actively engaged in the lesson? || Lesson Planned by Lucy Arcamone
 * ** Self-reflection **