VELS Unit Planner The Twentieth Century Team: JB Year Level: 10

Topic 3 – Human Rights

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 are Human Rights?
(Generative topic / why? / How can people treat others so cruelly?
big idea) Is there a person who should be allowed to make decisions regarding Human Rights? Should there be a World Referee who
has to be obeyed?

Focus Essential Learning Domain: Humanities - History

Domain Dimensions: Historical knowledge and understanding
(Including dimensions) 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 Domain: Thinking Processes

(Including dimensions) 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 1 2 3 4
(Written as essential What are Human Rights? How can acts of genocide Acts of ethnic cleansing – Making the world a better
questions or statements) Who protects our rights? occur? how can they be justified? place.

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
Performances What are United Nations History
(Tuning in) Human Rights?
Holocaust Thinking
Who protects Processes
our rights?

Guided Inquiry
Performances How can acts of Research WikiSpace History
(Finding out / genocide occur
sorting out / or ever be Thinking
going further) justified? Processes

Culminating
Performances Making the Contribution/Discussion online History
(Making world a better
conclusions / place. Thinking
taking action) 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
Introduction

Week 2
Research – Wikispace presentation

Week 3
Research

Week 4
Online discussion forum

Week 5
Sharing and feedback to class

Week 6

Resources