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Ethnicity, Race, Racism Stage 2/Year 3 - Coggle Diagram
Ethnicity, Race, Racism Stage 2/Year 3
Rationale:
Throughout this stage two unit, the students will be introduced to the ‘big idea’ of ethnicity, race and racism in todays society. Throughout lesson one and two students will focus on the HSIE key learning area to explore a timeline and the serious issue of racism. This will be achieved through the class creating a timeline using the reconciliation timeline and exploring their prior knowledge through creating a definition of racism. Lessons three and four have been created to teach a year 4 class about the process of writing a combating the serious issue of racism in Australia. “A letter (format) may be written for the purpose of persuading the audience (e.g. parliament) to take suggested action (mend a pavement). Even though the purpose is to persuade, the traditional text structure of an exposition isn’t necessarily the structure required” (Wing Jan, 2015, p. 27).
KLA 1: Outcomes
HSIE
Students explore varied subjects in human society and its environment (HSIE) to learn about history, geography, people, societies and culture.
Lesson 1: Timeline
- Start a timeline as a class using resource 1 as a source of information.
- Separate class into groups of 4 and initiate a think pair share activity.
- Hand out one piece of poster paper to each student with a particular date written on top
- Hand out one iPad to each student and direct students to navigate to the website
- Students will not write down (as a group) the event that occurred on the specific date evident on their sheet of poster paper.
- Direct each group to hang their sheet of paper on the white bored and place them in ascending order.
- Hand out timeline worksheet and request students to fill in each box as displayed on the white bored.
- Initiate a student ked conversation about the timeline
- Hand out and complete student reflection worksheets
HT2-2 “describe and explains how significant individuals, groups and events contributed to changes in the local community over time”
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History syllabus “participate in the recording of their personal history, e.g. sequencing significant events, constructing a timeline of stages in their lives” (NESA, 2012, p. 108)
Lesson 2: Racism definition
- Brainstorm as a class a definition of racism.
- Separate class into groups of 4 an initiate the think pair share activity.
- Ask students to come up with a sentence as a group of what they think racism is.
- Share answers as a group and initiate a class led discussion.
- Create a paragraph defining racism
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KLA 2: Outcomes
English
Students learn about the English language through written, spoken and visual texts of increasing complexity as they progress through their schooling.
Lesson 3: Letter Introduction
Introduce the letter to students the teacher will read aloud. Provide letter writing checklist students will create a word wall on persuasive words identified in letter.
EN2-1A “communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts”
EN2-2A through “planning, composing and reviewing a range of texts that are more demanding in terms of topic, audience and language”
Lesson 4: Composing letter
Students begin to plan their letter to parliament. Creating a mind map or graphic organiser of their main ideas.
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Assessment
This is achieved through “diagnostic assessment to identify students’ learning needs” (Kivunja, 2015, p. 221) attained through the responses given to open-ended questioning throughout the lessons. Formative assessment will also be drawn upon “to support and encourage learning” (Kivunja, 2015, p. 221) through the student's written letter and student reflection worksheets completed at the end of each lesson.
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