Humanities - The 20th Century - Terrorism - Vels Planner

VELS Unit Planner The Twentieth Century Topic 4 – Terrorism and Terrorists

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 What is terrorism? (Generative topic / why? / Why does it happen? big idea) Is it a new part of history? Does it occur because nobody listens anymore? Focus Essential Learning Domain (Including dimensions)

Domain: Humanities - History Dimensions: Historical knowledge and understanding Standards: Students analyse the impact of some key wars and conflicts in the twentieth and twenty-first centuries. These could include the world wars, revolutions, the Cold War and post Cold War conflicts. 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: Humanities - 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.

Supporting Domains (Including dimensions)

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 Why do acts of terrorism take place?

2 Who suffers the most?

3 How does the world deal with terrorism?

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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 Students to gain an understanding of the Movie – Arlington Road – see JB Performances Why do acts of difficulties of monitoring the growth of History (Tuning in) terrorism take terrorism Video - Library – History of Terrorism place? Thinking Processes Guided Inquiry Performances (Finding out / sorting out / going further) Culminating Performances (Making conclusions / taking action)

Research – into events, individuals, world reactions, the War on Terror etc. Mapping activity on places where terrorist attacks have occurred. Students try to explain the reasons for the location of these attacks How does the world deal with terrorism?

Student opinion on how terrorism should be dealt with – discussion/opinion sharing. Is Terrorist Watch a good idea????? How can we do something to prevent attacks?

See Task sheet. Need to use Library.

History Thinking Processes

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 (Units may vary in length. A 6 week timeframe is not prescriptive) Week 1 Introductory activities – movie – Arlington Road. Week 2 History of Terrorism Week 3 Library Research Week 4 Library Research Week 5 Mapping activity – discussion – ideas for the future – Terrorist watch??? Week 6

Resources