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Cognitive inquiry sequence: EDSS479 in Module 1

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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 ...
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Cognitive Inquiry Sequence and Reflection Report
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Institution
How did British Colonization affect people’s lives in Australia?
Get interested
Prior to becoming a European colony, Aboriginals were the main occupants of modern day Australia. Historians believe that Aboriginals originated from Maritime South East Asia. They are believed to have arrived to Australia using boats approximately 60,000 years ago (Brown, 1974). The aborigines have a rich culture, which survived during and after colonialism. Spiritual, musical and artistic traditions of aborigines have had a significant impact on the wider Australian culture. It is believed that the first British colonialists arrived at Botany Bay in 1978 in an attempt to test the potential of Australia as a colony (Brown, 1974). Upon realizing that the continent had great potential, the British moved in swiftly and established a solid colony.
The colonists had a significant impact on the lives of the indigenous people of Australia. The number of those indigenous people reduced significantly following the emergence of unique diseases that had not been experienced in the land before (Australia. Dept. of Aboriginal Affairs, 2008). There were constant conflicts between the locals and the colonial masters. Agricultural industries and gold rushes brought propensity in the land. Thereafter, Australia became a solid ally of the British and even backed up the British in the two world wars. Initially, aborigines were hunters and gatherers, and by the time the colonists arrived, it is estimated that they had a population of close to 350,000 (Brown, 1974).
The indigenous Australian people suffered from unique diseases that resulted from the arrival of Europeans. The most notable diseases include measles, influenza, chicken pox and small pox. The most affected communities were those which lived in populous locations. The second major consequence of European settlement was the water and land resources appropriation (Cousins, 1984). The British were for the opinion that since the indigenous people were nomads, they had no understanding of land concepts and therefore they need no land. The loss of traditional lands, food as well as natural resources weakened further the communities which had already been struck by foreign diseases (Australian Bureau of Statistics, 2007).
Find out
On top of that, the indigenous people had a solid spiritual connection to their land; they were used to living together as one community (Fox, 1978). This helped that work communally and share their joy or troubles. However, following the displacements engineered by the Europeans, the indigenous people lost their communal lifestyle, and connection to their sacred lands or places (Fox, 1978). This had a significant psychological effect on the original Australians. In addition to the other diseases, the British brought venereal diseases. The indigenous people had poor immune system and those venereal diseases had a significant impact on their fertility. The British also brought alcohol, bang and other substances which have since been abused by the locals. Collectively, the loss of land and resources, diseases, and substance abuse that were brought by the British led to the reduction of the population of the indigenous people by 90 percent between 1790 and 1900 (Mains, 2002). In fact, some communities in the southern part of the continent have simply vanished without a trace.
Sort Information
The latest census conducted in 2006 indicated that there are 77,900 aborigines in Western Australia and this is an increase of 18 percent if the latest statistics are compared to those of 2001 (Austrtalian Government Report, 1976). Queensland, South Wales and Western Australia were found to have highest number of Aborigines. Of the three regions, Western Australia led in terms of the rate of increase in Aborigines in the country/continent. In the recent statistics, it was shown that the median age of West Australians is 36 years. On the other hand, the median age of West Aboriginals was documented as 21 years.
Moreover, that of non-aboriginals was 15 years. Another important statistic of the 2006 census showed that most Aboriginals of West Australia live in the Perth metropolitan area. In addition, the research indicated that on the average, each aboriginal household has 3.5 people (Australian Bureau of Statistics, 2007). In Western Australia, most aboriginals (62%) live in rental houses; only 26% of non-aboriginals living in Western Australia live in rented houses (Aboriginal Affairs Department, 2000). In terms of median weekly income, aboriginals aged around 15 years earn $254 compared to $504 of non-aboriginals (Aboriginal Affairs Department, 2000). With respect to education, aboriginals of Western Australia aged 15-17 years comprised of a percentage of 53 percent while non-aboriginals of the same age had an average of 78 percent. Only three percent aboriginals had enrolled in institutions of higher learning and third of them were females. There is a significant difference in terms of gender when education is taken into account. Males are more reluctant than females to join school, particularly tertiary institutions.
In terms of criminal statistics, it has been documented that in 2005, a total of 273, 275 different offences were reported in Western Australia. Amazingly, robbery and assault statistics in western Australian surpassed the national statistics. However, sexual related offences had declined, but burglary had increased markedly. 2000 is the year in which West Australia experienced the highest levels of criminal activity. Most of the incidences occurred in the Perth metropolitan area. Robberies and sexual offences were the most reported incidences.
With respect to crime rates, another significant statistic is the rate at which female aboriginals are being arrested. Latest statistics indicate that aboriginals were seven times more likely to be arrested than no-aboriginals. The number of aboriginal females arrested rose from 1381 per 100000 persons to 2744 per 100000 in 2005. The arrested females were found with light offences such as driving related offences and good order offences. In addition, the statistics indicated that aboriginal women had a higher than of being arrested than their non-aboriginal counterparts.
Furthermore, statistics have indicated that the rates of aboriginal victimization are still high in Australia. By 2000, of all victimization cases reported to the police, 4 out of five had been directed towards people of aboriginal decent. In 2005, another report indicated that 26 percent of aboriginals reported being threatened or victimization incidences. In addition, the statistics indicated that 69 percent of the female offenders are domestic (spouse or husbands) and that 53 percent of all offenders are known by those offended.
Answer the Questions
Other reports have shown that there are high rates of recidivism and juvenile offending among aboriginals. It has been reported that aboriginals had a 20-times-chance than their non-aboriginal counterparts to be taken into custody. The royal commissioner termed this statistics as disproportionate. In addition, the percentage of adult aboriginals who were taken to custody rose to 43 percent in 2007. The rural commissioner is concerned with the rate at which adult aboriginals that are taken into custody.
In terms of languages, there are five aboriginal regions in West Australia. They include Fitzmaurice, the desert region, Kimberley region, North West region and South West regi...
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