EEO410 Learners learning about and for their world Human Disciplines

Inquiry Unit on PLACE

Year Level: 5/6
Duration: 10 weeks
PLACE UNIT TITLE:

The Queen Victoria Market

Inquiry Question:
Why is the Queen Victoria Market such a significant
landmark in terms of its people, culture, history and
geographical context?

BIG ideas

The Queen Victoria market has a rich history

that can be observed through people, their
stories and the environment in which the
market resides in.
The market is home to a multicultural
community of stallholders, whose businesses
provide for the wider community.

Teaching proposal
Through this unit it is envisaged that students will learn about:
Multicultural diversity.
The importance of fieldwork in inquiry learning.
How and why places change over time.
The importance of learning through inquiry.
The world in which we live, and how people can
participate as active and informed citizens.
This is important because:
Students need to appreciate that Australia is a diverse
multicultural country.
It develops their observational, personal and research
skills (Gilbert & Hoepper p.237).
Students are able to make sense of their world and
think about how things have become the way they are
(MDEGYA, 2008, p, 8-9). In addition, knowledge of the
past is required for understanding present realities and
future possibilities (Pickford, 2013, p. 38).
Inquiry learning fosters and requires independence in
student learning as well as encouraging them to
navigate their way through the challenges of assessing
appropriate resources, sorting through information they
gain, synthesising, reflecting and acting on their
understanding (Murdoch & Wilson, 2009, p. 68).
Thinking about and responding to issues requires an
understanding of the key historical, geographical,
political, economic and societal factors involved, and how
these different factors interrelate (ACARA, 2012).

Ive read something about this in:

Gilbert & Hoepper (p.237)
MDEGYA (2008, p, 8-9).
Pickford, (2013, p. 38).
Murdoch & Wilson, 2009, p. 68).

Learning intentions

Skills developed:

At the end of this unit, students will understand

that:
1. The Queen Victoria market is rich in history as
well as culture, and has a varied past.
2. Geographic information can be represented to
show the location and features of a given place.
3. We can learn about history by listening to the
stories and accounts of the stallholders and their
lives.
4. Neighbouring countries (such as China) may
influence whats sold at the market and at what
price.
5. Food is a representation of individual culture.

At the conclusion of this unit students will be able to:

Identify local people and explain their significance to

the Queen Victorian Market community.
Analyse photos by comparing, contrasting and
observing historical documents from the past and
present.
Navigate their way around the market, while
interviewing and categorising the stalls and their
occupants.
Understand how the market operates to support the
broader community.
Create, compose and develop a range of informative
material that investigates the people, history and culture
of the Market.

Assessment Evidence
During the sequence of these lessons, students will be assessed in various ways. These include:
Following set criteria to construct a narrative about a chosen stallholder.
The ability to geographically represent the location and features evident in a market place similar to that of the
Queen Victoria Market through mapping.
Infographic poster.
A PowerPoint presentation.
The development of an interview questionnaire kit.

Business stall proposal (in the form of a role-play).

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline
History

Knowledge & Understanding

code

Grade 5
The reasons people migrated to
Australia from Europe and Asia, and
(ACHHK096
the experiences and contributions of a )
particular migrant group within a
colony.

Skills

code

Grade 5
Identify questions to inform an
historical inquiry.

(ACHHS100
)

Develop texts, particularly

narratives and descriptions, which
incorporate source materials.

(ACHHS105
)

The role that a significant individual or

group played in shaping a colony; for
(ACHHK097
example, explorers, farmers,
)
entrepreneurs, artists, writers,
humanitarians, religious and political
leaders, and Aboriginal and/or Torres
Strait Islander peoples.

Grade 6
Stories of groups of people who
migrated to Australia (including from
ONE Asian country) and the reasons
they migrated, such as World War II
and Australian migration since the
war.

Grade 6
Identify points of view in the past
and present
(ACHHS105
)

Use a range of communication

forms (oral, graphic, written) and
digital technologies.

(ACHHS123
)

(ACHHS125
)

The contribution of individuals and

groups, including Aboriginal and
Torres Strait Islander people and
migrants, to the development of
Australian society, for example in
areas such as the economy,
education, science, the arts, sport.

(ACHHK116
)

Geography
Grade 5
The influence people have on the
human characteristics of places and
the management of spaces within
them.

(ACHGK029
)

Grade 5
Develop geographical questions to
investigate and plan an inquiry.
Evaluate sources for their
usefulness and represent data in
different forms, for example,
maps, plans, graphs, tables,
sketches and diagrams.
Represent the location and
features of places and different
types of geographical information
by constructing large-scale and
small-scale maps that conform to
cartographic conventions,
including border, source, scale,
legend, title and north point, using
spatial technologies as
appropriate.
Present findings and ideas in a
range of communication forms, for
example, written, oral, graphic,

(ACHGS033
)

(ACHGS035
)

(ACHGS036
)

(ACHGS038
4

Grade 6
The various connections Australia has
with other countries and how these
connections change people and
places.

(ACHGK035
)

tabular, visual and maps; using

geographical terminology and
digital technologies as
appropriate.

Grade 6
Develop geographical questions to
investigate and plan an inquiry.

(ACHGS040
)

Collect and record relevant

geographical data and
(ACHGS041
information, using ethical
)
protocols, from primary and
secondary sources, for example,
people, maps, plans, photographs,
satellite images, statistical sources
and reports.
Evaluate sources for their
usefulness and represent data in
different forms, for example,
maps, plans, graphs, tables,
sketches and diagrams.
Economics
& Business

Grade 5
Sort data and information into
categories.

(ACHES005
)

(ACHGS042
)

Grade 6
The reasons businesses exist and
the different ways they provide
goods and services.

(ACHEK011
)

The effect that consumer and

financial decisions can have on
the individual, the broader
community and the environment.

(ACHEK010
)

Sort data and information into

categories.
Economics and business
knowledge and skills in familiar
situations.
Civics &
Citizenship

Grade 5
Develop questions and gather a range
of information to investigate the
society in which they live.

Use and evaluate a range of

information to develop a point of view.

(ACHCS028
)

(ACHCS030
)

Grade 6
Who can be an Australian citizen,
the formal rights and
responsibilities, and shared values
of Australian citizenship.
Develop questions and gather a
range of information to investigate
the society in which they live.
Interact with others with respect,
identify different points of view
and share personal perspectives
and opinions.

(ACHES013
)

(ACHES015
)

(ACHCK038
)

(ACHCS040
)

(ACHCS043
)

CROSS CURRICULUM PRIORITIES

Organising ideas

Asia

The peoples and countries of Asia are

diverse in ethnic background,
traditions, cultures, belief systems
and religions.

code

Organising ideas

code

OI.
1

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and
planning inquiry
Learnin
g
Intenti
on:
1, 5
1, 2

3, 5

1, 2, 3,
4, 5

Activity & Resource

AC links

Local historian comes in and speaks about the market. In pairs students come up with
three things they found fascinating about the talk.
Compare market with before and after photos (geography). Things discussed will include:
- What the market is used for today and what it was used for in the past?
- How the market has changed over time by looking at photos.
Students are to choose a culture they wish to investigate whilst they are at the market.
They must develop their own interview kit with questions they wish to ask their chosen
stall holder. They will be assessed on the appropriateness of their interview questions.

ACHCS040

Field trip to the Queen Victoria Market

- Interview questionnaire
- Make observations about the types of stalls, foods, goods that are sold at the market.

ACHCS030

ACHHK096,
ACHHK116,
ACHHS125,
ACHGK035,
ACHCS028
ACHHK096,
ACHHS100,
ACHHS105,
ACHHS123,
ACHHK116,
ACHHS125,
ACHEK011

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Learnin

Activity & Resource

AC links

g
intenti
on:
3

Using the findings from their interviews and questions, students must compose a narrative
about their chosen stallholder (this forms part of an assessment piece).

A list of the stalls, what they sell, what culture the store owner is from (pictograph) Where
they come from, what they sell, target consumer?

In pairs create a map of the market. Students are given a budget and create a shopping
list and one partner directs the other person to find food/clothes/goods (peer assessment)

Make a PowerPoint presentation about a stallholder who is of Asian decent.

ACHHK096,
ACHHS105,
ACHEK010,
ACHCS028,
ACHC043
ACHES013,
ACHES005,
ACHGS042
ACHGS036,
ACHHS125,
ACHGS035,
ACHGS038,
ACHGS042.
ACHGK035,
ACHGS041

Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?

Concluding, reflecting on and responding to the inquiry
Learnin
g
intenti
on:

Activity & Resource

AC links

1, 3

Who are the types of citizens who work at the market? (civic & citizenship)
- Comparing the different people and cultures of the market (infographic) (assessment
piece)
- What would it be like to be a small business owner in such a large market place?

ACHHK096,
ACHHS125,
ACHCS030.

Business plan proposal to become a stallholder at the market. Students will work in groups
and then present to the class. Criteria they must follow (summative assessment piece).

ACHEK011

Bibliography:
Include references AND images if appropriate here:
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2012, Humanities and Social Sciences
Overview, retrieved 1 May 2015, <http://www.australiancurriculum.edu.au/humanities-and-socialsciences/introduction>
Gilbert, R & Hoepper, B 2014, Teaching Humanities and Social Sciences: History, Geography, Economics &
Citizenship in the Australian Curriculum, 5th ed., Cengage Learning Australia, Melbourne, pp. 223-247.
Melbourne Declaration on Educational Goals for Young Australians, 2008, Ministerial Council on Education,
Employment, Training and Youth Affairs, retrieved 4 May, 2015,
<<http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australi
ans.pdf>
Murdoch, K & Wilson, J 2009, Learning for themselves: pathways to independence in the classroom, Routledge,
retrieved 11 May 2015, <http://eds.b.ebscohost.com/eds/detail/detail?vid=5&sid=00e82915-7bc3-40cb-b81a575df9acf840%40sessionmgr112&hid=127&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d
%3d#db=cat00097a&AN=deakin.b2687512
Pickford T, Garner W & Jackson E, 2013, Inquiry outside the classroom in T Pickford, W Garner & E Jackson, Primary
Humanities: learning through inquiry, Sage Publications Ltd, London, pp. 38-57.

Appendix 1: Fieldtrip images

The People/Culture:

Students will be able to see the different cultures that make up the Queen Victoria Market. They will be able to speak with
stallholders and ask questions as to why they reside in Australia and what they bring to the market.

The Food:

10

Whilst on their excursion, students will be able to see the different food that is sold at the market. They will be able to
investigate if the food is locally made or imported products.

The History

The local historian brought in photos of the market. Students were able to see how the market has changed over time. They
can draw on these images for when they are on their excursion to pin point significant landmarks.

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