HOW DID BRITISH COLONIZATION AFFECT PEOPLE'S LIVES IN AUSTRALIA?

Essay Instructions:

Cognitive inquiry sequence and reflection report Weight: 60% Length: 2400 words (notional length) Learning Outcomes of EDSS 479 being assessed: 3, 4, 5 UNE Graduate Attributes being addressed: 1, 2, 3, 4, 6, 7 Graduate Teacher Standards being addressed: 1.2, 1.3, 1.5, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 5.2, 6.2, 6.3, Task overview This assignment requires you to design a cognitive inquiry sequence to teach an aspect of history using the model introduced to you in EDSS479 in Module 1 ( find in additional file attached ). You will need to consider which teaching strategies will best suit your purpose for each stage of the inquiry model and the sources of information you will need to teach this history topic in the primary classroom. This assignment also enables you to apply the knowledge that you have gained in other units in your degree program. The components of this assignment would be appropriate inclusions in your portfolio. This planned inquiry sequence will help you to demonstrate Professional Teaching Standards: Element 1: Know students and how they learn; Element 2: Know the content and how to teach it Element 3: Plan for and implement effective teaching and learning; Element 5: Assess, provide feedback and report on student learning and Element 6: Engage in professional learning. Task description Assignment 2 requires you to plan a cognitive inquiry sequence that is based on a history question from one of the units listed in the table that follows. Each unit has a question in bold. You are to select one of these to base your planning on. Presenting the whole unit enables you to see the ‘big picture' in which the question you select fits. You are able to see the preceding questions students will investigate in the unit before investigating the question you select and the questions students will go on to investigate after. The task in detail Part 1: Planning a cognitive inquiry sequence Plan an inquiry sequence based on a question that investigates an aspect of history using the inquiry model introduced to you in EDSS479. This model is outlined in Module 1. Your sequence plan must have the following features: a sequence inquiry question as the heading for the sequence (selected from the list provided in the table below) an answer to the question you are expecting students to develop, written in language that is age appropriate An outcome from your state's History Syllabus or equivalent (e.g. Content description if using the Australia Curriculum: History) that the question will address the six stages of the inquiry model clear links between levels of the sequence through sequentially related activities requiring active student involvement and utilising different types of thinking the use of information sources by students to get started with their investigation, to find out information to answer the sequence inquiry question and to make connections a clear indication of where and how assessment of the outcome (or equivalent e.g. content description) will occur a full list of the information sources used in Level 1 (Get Interested), Level 2 (Find out) and Level 5 (Make Connections) model template MUST be used (note page orientation is portrait ) Part 2: Reflection report (500 words) You are to write a 500-word reflection report answering the following questions: How has your understanding of inquiry methodology further developed as a result of this planning? 2. What have you learned about the topic that your sequence plan is based upon? Bibliography A bibliography is required at the end of this assignment. A bibliography is a wider list of reading that includes both in-text references and other sources which may have informed your thinking on the topic, but may not have been placed as an in-text reference in your assignment. Question list Select one of the questions in bold from the four units listed to develop your cognitive inquiry sequence. Focus Question: How did British colonisation affect people's lives in Australia? 1. How did Aboriginal people meet their needs before colonisation? 2. Why did the Europeans come? 3. What were the early days of the penal colony like? 4. What effects did colonisation have on Aboriginal people, convicts and new settlers? Focus Question: How do people use power to change unjust situations? 1. How did the Freedom Riders assist the campaign for justice for Aboriginal people? 2. What did the Eight-hour Day Movement achieve? 3. What have equal pay campaigners done to reduce discrimination against women in the work force? Focus Question: How has immigration changed Australian society over time? 1. Who migrated to Australia in the twentieth century and why? 2. What issues did migrants face? 3. What contributions have migrants made to our country? 4. How have the immigration policies changed over time? Focus Question: Why did the great journeys of exploration occur? 1. Who were the early explorers and where did they travel? 2. What problems did early explorers face? 3. Why were the journeys of Magellan and Columbus significant? 4. What impact did the voyages of Captain Cook have? Hi, please read the information all carefully as this is an very important assignment worth 60% of my overall mark i need to do very well in this task please. This is for Australian Master of Teaching, if you need additional information please let me know.Please do not rush this work ...

Essay Sample Content Preview:

HOW DID BRITISH COLONIZATION AFFECT PEOPLE`S LIVES IN AUSTRALIA?
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Date of Submission
How did colonization affect people`s lives in Australia?
The topic of study in this history session is the effect of colonization to the People of Australia, which is written in the form of a question in the title of the paper. In order to tackle this question, the students must engage and think about the question from various perspectives. They must then carry out research to find out what happened during the colonial period and after the colonial period that they did not know already. They can only do this after formulating guiding questions that are not personal or very restrictive in nature. They will then sort out the information that they gather so as to be able to answer the questions for which they carried out the research (Collins, 2003).
Get interest
This refers to initiating the discussion and attempting to get the interest of the students to the topic of discussion in history class (Collins, 2003). They must feel sensitized and motivated to ask different questions which will add to their knowledge of the topic, and which will make them interested in the research that is necessary to answer this question. The four pre-identified questions, which the students must answer, are: How did Aboriginal people meet their needs before colonization? Why did the Europeans come? What were the early days of the penal colony like? What effects did colonization have on Aboriginal people, convicts and new settlers?
The understanding and answering of these questions correctly is proof that the students have correctly understood the topic question in any forum. Furthermore, the students can ask as many questions as possible if such questions increase their knowledge of the topic in any way, thus making this inquiry sequence very flexible. This topic will make students understand how colonization affected Australia and the relevance of colonization to the political, cultural and economic development of Australia. The students examine the short term and long term consequences of European settlement in Australia.
An important way of making the students grasp m most of the subject content is using several teaching concepts such as significance and empathy, analysis of perspectives, change and continuity as well as sources. These concepts will be analyzed strictly under specific contexts so as to maximize student internalization of the Australian colonial history and give them an opportunity to execute a holistic inquiry. The two major objectives for this level are to sharpen students` historical skills and to increase their historical understanding.
Find out
In this section, the students have to carry out the actual research in order for them to answer a number of questions, including the four questions listed in the preceding paragraphs. Here, the students must be aware that their research is narrowed down to the significance of British colonization to the lives of people in Australia (Collins, 2009). This not only helps them in focusing on the topic of discussion, but also makes them use their time to cover what the instructor expects of them for better performance.
For them to accomplish this task, the students may focus on the sources that may have the rights answers to their questions, and not the answer itself. They must know the valid and invalid sources of information, and how to use such information ion their final paper without misquoting it. The students may find some of the most relevant information in history websites, history text books, print and online journals with historical information, group discussions and knowledgeable people (Collins, 2009).
The learner will learn how to collect pieces of information from various valid sources and use them to form a coherent and assessable discussion. Moreover, the learner must learn the process of evaluation, which is necessary in research as most authors normally take a biased stance while producing any information for publication. Students will identify and pick an inquiry question and research about it exhaustively. Working either in small groups or as individuals, they will note down the sources of information for future referencing and presentation.
For emphasis, it is necessary to acknowledge that information from the Internet needs a high level of scrutiny, especially if it comes from personal websites or other untrusted sources. However, these sites may sometimes contain relevant information, which is why it is necessary for the student to have the ability to evaluate.
Sort information
In this section, students learn to filter the information they gathered during the research so as to remain with relevant information. The criteria used for filtering involves reading the content of the collected works and finding out if the content answers the student`s questions (Collins, 2009). If it does, the student should keep it and use it, whereas if it does not the student should discard it and look for another source. There are two fundamental steps that students must achieve in while sorting out the information needed.
Firstly, the students must locate the information they need from a number of sources in order to prove that the information is not bias. Secondly, the students ought to compare information retrieved from one source to information retrieved from another source to see how they compare and contrast. This increases the students` ability to analyze and use information from various sources reliably, rather than just copy and paste work from one source to the next. The information used in this case may be either primary or secondary, but it has to answer the inquiry question; otherwise the student will be irrelevant and out of context (Mulvaney and Kamminga, 1999).
Answer the question
This is one of the most significant sections of the students` operations as it is the written proof that they have understood the research process and mastered skills of research. The students must provide valid answers to the questions and reference them accordingly in order to justify their engagement in research. However, it is necessary to note that the major objective of this section is to teach students how report the way they arrived at the right answer. This is in contrast to the traditional technique of reporting facts and figures without documenting how one arrived at the answer.
When this is done, the students learn to overcome the challenges of research and may, in the process of this learning, make some simple grammatical and spelling mistakes. As such, the focus of the instructor should be in the students` ability to record their learning journey rather than in their ability to write perfect grammar. The following are the answers to the four questions, though it may only be used as a guide to analyze students` response and as an example of what the students ought to achieve in this section.
How did Aboriginal people meet their needs before colonization?
The aboriginal Australians had efficient laws, which governed them and guided their daily interaction with each other and the local authorities. They had a form of leadership through which they could receive justice in case of dispute between two [people or two groups. The people who occupied the Torres Strait practiced agriculture; thus they met their need for food by cultivation of crops and collection of wild fruits to supplement their diet. Moreover, other Indigenous Australians were hunter gatherers whereas t...

Updated on January 26, 2024

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