Humanities - The 20th Century - People Who Changed History - Vels

VELS Unit Planner The Twentieth Century Topic 1 – People who changed the course of history

Team: JB

Year Level: 10

Step 1 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Key Concept Who makes history? (Generative topic / why? / Who has the power to change the world? big idea) Is it in the person or is it just luck? The right place at the right time????? Focus Essential Learning Domain (Including dimensions)

Domain: History Dimensions: Historical knowledge and understanding Standards: Students analyse the impact of some key wars and conflicts in the twentieth and twenty-first centuries. They explain aspects of increasing global interconnections in the twentieth and twenty-first centuries. They demonstrate understanding of key ideologies and explain their influence on people’s lives, national events and international relations. They explain why significant social and cultural movements have developed and evaluate their influence on societies. They analyse changes in technology, medicine and communication.

Domain: History Dimensions: Historical reasoning and interpretation Standards: Students frame research questions and locate relevant resources, including contemporary media and online resources. They identify, comprehend and evaluate a range of primary and secondary sources, including visual sources and use historical conventions such as footnotes and bibliographies to document sources. They critically evaluate sources of evidence for context, information, reliability, completeness, objectivity and bias. They recognise that in history there are multiple perspectives and partial explanations. They use appropriate historical language and concepts in historical explanations. They use evidence to support arguments and select and use appropriate written and oral forms to communicate develop historical explanations in a variety of oral, written and electronic forms.

Domain: Thinking Processes Dimensions: Reasoning, processing and enquiry Standards: They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information. Domain: Thinking Processes Dimensions: Creativity Standards: Students experiment with innovative possibilities within the parameters of a task.

Understanding Goals (Written as essential questions or statements)

1 People who changed the course of history

2 How and why did people change the course of history?

3 How can one person change the course of history?

4 What impacts on us the most?

Step 2 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Sequence Understanding Performances of Understanding Ongoing Assessment Reference to Goals (Criteria, feedback & reflection) specific VELS standards Introductory Performances People who Twentieth Century Quiz Student participate in activities to gauge History (Tuning in) changed the knowledge and interest areas. course of history Living timeline

Guided Inquiry Performances (Finding out / sorting out / going further)

How and why did people change the course of history?

Introduce the concept of Time’s 100 most influential people of the 20th century

Research – selection of appropriate material

History Thinking Processes

Students select one person to research and present – Speak Out activity. Students present in the ‘first person’ – dress as the person etc.

Culminating Performances (Making conclusions / taking action)

How can one person change the course of history?

Class presentations Written requirements

Choose and justify choice of most influential person of the 20th century.

History Thinking Processes

Step 3 1. What is worthy and desiring of understanding? (Identify desired results) 2. What is evidence of understanding? (Determine acceptable evidences) 3. What learning experiences and teaching promote understanding, interest and excellence? (Plan learning experiences and instructions) Weekly Overview Week 1 Introductory Activities Selection of person to research Week 2 Research Preparation of Speak Out Week 3 Speak Out Speak Out Week 4 Written requirements LA activity Week 5 A spare week to catch up if College activities overlap. Week 6

Resources