Assignment 1- Professional Task Jennifer Seach 18795136

UNIT OUTLINE
Subject: Investigating Modern History- The Nature of Modern History Course: Modern History Number of Weeks: 4
Unit title: The Representation and Commemoration of the Past
Key Concepts/ Big Ideas The importance of this learning
Students explore the public nature of history in a national and global context, with a specific
 Analysis and use of sources emphasis on examples of representation and commemoration at modern historical sites. Utilising
 Historical interpretation sources and inquiry approaches to learning, students engage with the methods and contemporary
 Historical investigation and research issues associated with the study of modern history. Throughout this unit, students analyse the
 Explanation and communication differing ways that the past can be represented and commemorated, engage with key concepts
and historical skills and become active global citizens.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
This unit is intended to be delivered at the A student:
commencement of Year 11, term 1. The focus on › analyses and interprets different types of sources for evidence to support an historical account or
representation and commemoration of history, argument MH11-6
within the unit, functions as a bridge between the › discusses and evaluates differing interpretations and representations of the past MH11-7
concepts and content students encountered in › communicates historical understanding, using historical knowledge, concepts and terms, in
stage 5, and also provides foundational knowledge appropriate and well-structured forms MH11-9
for the year 12 Peace and Conflict module focusing › discusses contemporary methods and issues involved in the investigation of modern history
on Indochina. MH11-10

Literacy Focus Numeracy Focus ICT Focus

 Students participate in extensive
analysis of visual and text based
sources
 Students create a series of written,
visual and spoken, persuasive,
informative, imaginative and
reflective texts
 Students calculate the lives lost at
Tuol Sleng as a percentage of the
total population of Cambodia in
1975
 Mapping software (Google Maps)
used to locate sites
 Google Maps used to locate Cambodia, Phnom Penh
and Tuol Sleng Genocide Museum.
 Opportunity for students to integrate ICT into a
multimodal presentation
 Inquiry task using online sources

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Differentiation
Scaffolding- Each of the responses and pieces of work created by students, individually and in groups, is accompanied by a task scaffold, either attached
as a resource or to be created by the teacher. These scaffolds ensure that students of all abilities are supported to engage with and contribute to the
task, to the best of their abilities. These scaffolds also provide gifted and talented students the opportunity to extend their learning.

Mixed ability groups- For selected tasks students are organised into mixed ability groups. Grouping students creates leadership opportunities for gifted
and talented students and simultaneously supports lower ability students to engage and contribute to group work to the best of their abilities, supported
and guided by their peers.

Demonstration of learning- Students are required to express their understanding through a variety of textual modes throughout the unit, making student
achievement creative, collaborative and incorporating non-traditional literacies. The final written reflection for the unit is differentiated according to
three levels of student mastery of key concepts, skills and knowledge, enabling students to reflect on and demonstrate their learning throughout the unit
to the best of their abilities

Weeks Syllabus Content Teaching and Learning Strategies including assessment for learning. Resources
 Collaborative class mind-mapping of key concepts and ideas which Whiteboard
1-2 relate to the representation and commemoration of history.
● the public nature of  Whole class discussion to define key terms and formulate hypotheses List of key terms and concepts
history and the uses of around key questions. Students’ draw on existing knowledge to
history contribute to discussion around formative questions for the unit.
Questions include; What is commemoration? What are examples of
● how history is representations of the past? How are they connected? How is
represented through commemoration different to personal remembrance? Students
ONE of the following: contemplate the way that commemoration involves a form of
memorials, museums, historical representation.
the media, film, This discussion makes connections to students’ previous knowledge,
documentaries and provides foundational knowledge required for students to engage with
online

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the unit and allows the teacher to formatively assess individual students’
● the need for critical knowledge and confidence levels.
analysis of
representations of the Teacher introduces the Tuol Sleng Genocide Museum as a site of historical
past and historical representation and commemoration. Teacher provides contextual
methods that can be information of the site which addresses notions of continuity and change,
used for this purpose including its origins as Tuol Svay Pray High school, its conversion to S-21
political prison from 1975- 1979 under the Pol Pot dictatorship, and its current
● the various ways the role as Tuol Sleng Genocide Museum. Contextual information should focus on
past is the site and not discuss specifics relating to Pol Pot or the Khmer Rouge
commemorated, regime as this information is incorporated into the Year 12 topic on Peace and
including the role of Conflict in Indochina.
key influences, eg
national identity  Using Google Maps on their personal devices, students locate
Cambodia on the world map. Students use the program to search for
and zoom in on the city of Phnom Penh before focusing further on the
location of Tuol Sleng Genocide Museum. After locating the site of the Student electronic devices
museum, students utilise the satellite function to view an aerial image Google Maps
of the surrounding area. By using the street view function, students
can position themselves on the streets of Cambodia outside the
museum.

 Whole class investigates the significance of the impact of S-21 on the Population statistics for Cambodia
Cambodian population. Students utilise population records of and Phnom Penh
Cambodia and Phnom Penh in 1975, to create comparisons with the
recorded loss of life at S-21. This data is used to calculate this death Victim statistics from Tuol Sleng
toll as a percentage of the overall population in this period. Genocide Museum

Students are divided into three mixed ability groups, each with a combination
of gifted and talented students who have demonstrated a level of mastery of
key historical concepts and skills, students who are working towards mastery
of historical concepts and skills, and students who require greater scaffolding

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and support in order to engage with and build their understanding of

historical concepts and skills.

 Based on previous classroom discussion, each group collaboratively

creates their own definition of historical representation and
commemoration.

● how history is Student groups progressively work through three classroom work stations,
represented through engaging with a range of sources and utilising teacher created scaffolds.
ONE of the following: Groups spend up to a single lesson on each station, structured as follows;
memorials, museums,
the media, film,
documentaries and  Station A; Primary source analysis. Students complete scaffolded Resource 1 (attached)- Interrogating
online source analysis to generate evidence to explain what took place at S- Sources Scaffold
21. Primary sources include images of the interior of S-21, materials
found at the site, mugshots, administrative documents, blood stains Images of primary sources from Tuol
and torture equipment. Students analyse the overall museum as a Sleng Genocide Museum, including;
● the need for critical historical source, evaluating how the primary sources they have Mugshots, administrative documents,
analysis of encountered are represented within the museum itself. Students torture equipment, features of the
representations of the create a collage structured around the primary source images, which building and blood stains
past and historical highlights evidence students identified within the sources and
methods that can be incorporates any student questions the sources did not answer.
used for this purpose
 Station B; Secondary source analysis. Students are provided with a Teacher created source analysis
range of secondary sources, intended to explore the way scaffold
● the need for critical representation is shaped by perspective. Tourist information for the
analysis of Museum, extracts from Voices from S-21: Terror and history in Pol Access to the Tuol Sleng Genocide
representations of the Pot’s secret prison (Chandler, 1999), and artworks by Vann Nath, Museum website
past and historical survivor of S-21. Using newspapers and magazines, groups construct a
methods that can be word collage which reflects how these sources combine to create a Voices from S-21: Terror and history
used for this purpose particular representation of the history of S-21. in Pol Pot’s secret prison (Chandler,
1999)- teacher selected extracts

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 Station C; Discussion of extract from Voices from S-21: Terror and
● the need for critical
analysis of
representations of the
past and historical
methods that can be
used for this purpose
Resource 2 (attached)- Secondary
history in Pol Pot’s secret prison (Chandler, 1999, p. 8), which provides source analysis and perspective-
commentary on the exclusion of Cambodian visitors to the Museum Vann Nath paintings.
during its first year of operation. Students discuss contestability issues
around who controls and has access to the past. Discussion can Voices from S-21: Terror and history
include the importance of public access to history, and speculate in Pol Pot’s secret prison (Chandler,
around the possible motivations for the restriction of access. Each 1999, p. 8)- teacher selected extracts
group collaboratively composes a short argument, which advocates
for access of the Cambodian people to the site. Students justify their Teacher created scaffold to guide
argument with reference to their developing understanding of students’ discussion and argument
historical representation and commemoration. composition

Choeung Ek- The Killing Fields

Students explore Choeung Ek (The Killing Fields) as a sight of commemoration
associated with the Tuol Sleng Genocide Museum. Students examine Choeung
Ek as the location of mass executions of Cambodian People between 1975-
1979.
 Whole class collaborative source analysis, exploring the historical
● the public nature of evidence from the site. Gifted and talented students have the option
history and the uses of to work independently or in small groups to analyse a more extensive
history range of source images. Images from the Choeung Ek site to
 Students read article, “Skeletons from Killing Fields Remind Visitors be used for source analysis, including;
● the need for critical that Violence is not Easily Erased” (Kilgrove, 2018). This article mass graves, human remains, ‘killing
analysis of explores the historical evidence discovered at the Choeung Ek site and trees’, memorials.
representations of the outlines a critical perspective on the display of human remains in
past and historical connection with the nature of commemoration at Choeung Ek. Article: “Skeletons from Killing Fields
methods that can be  In small groups, students share their perspectives on the nature of Remind Visitors that Violence is not
used for this purpose representation and commemoration at Choeung Ek, including the Easily Erased” (Kilgrove, 2018)
display of human remains. Students discuss how victims are https://goo.gl/kLfGvu
● the various ways the commemorated at the site, speculate as to why, and consider the
past is

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commemorated, effect of this representation on diverse visitors to the site, including

including the role of Cambodian People, families of victims and foreign tourists.
key influences, eg
national identity  Students separate themselves into two groups, according to their
interests, selecting to focus on either Choeung Ek or Tuol Sleng
Genocide Museum. Each group is divided again as students choose to Choeung Ek and Tuol Sleng Genocide
either support or oppose the current nature of representation and Museum sources and images
commemoration at their chosen site. These groups are used to analysed previously in the unit.
structure a series of two classroom debates, one debate dedicated to
each site. In their groups, students refer to the site-specific sources
analysed as evidence to support and justify their chosen perspective.

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● the public nature of  Whole class discussion of modern historical research methods and
3-4 history and the uses of associated issues. With teacher guidance, students collaboratively White board
history create a set of guidelines for conducting online research. These
guidelines should include;
● how history is o Use of online databases
represented through o Reputable websites
ONE of the following: o Specific word searches
memorials, museums, o Considerations for the provenance and reliability of sources
the media, film, o Corroboration of evidence through multiple sources
documentaries and
online
 Think, pair, share to produce whole class brainstorm/mind map of
● the need for critical student provided examples of commemoration that they have
analysis of personally encountered, including commemorative symbols and
representations of the traditions. These could include ANZAC Day, Remembrance Day,
past and historical poppies, rosemary, the Ode, minutes silence etc.
methods that can be
used for this purpose Independent inquiry task (2-3 lessons): How is Australia’s military history Teacher created inquiry task and
represented and commemorated publicly and at significant sites in Australia? scaffold
● the various ways the  Students utilise teacher created scaffold intended to support, guide
past is and extend students throughout their independent inquiry. Students personal electronic devices
commemorated,  Students conduct online research, guided by previous discussion of
including the role of modern historical research methods and considerations.
key influences, eg  The first stage of inquiry should be guided by existing student
national identity knowledge and interests, and require students to investigate the
public nature of commemoration in Australia, including
commemorative traditions and symbols.
 Teacher created inquiry scaffold should lead students to an
examination of the Australian War Memorial as Australia’s
preeminent site of military commemoration. Students should
investigate; The purpose of the Australian War Memorial, how
Australia’s military history is represented at the site, who the
Australian War Memorial commemorates and how.

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 Half way through their independent inquiry, students think, pair,

share aspects of their inquiry, including difficulties, surprises and
observations. Teacher utilises this opportunity to gauge student
progress and identify individuals who require further support or
extension.

 Whole class discussion on how the Australian War Memorial

contributes to Australia’s sense of National identity.

 Students commence the second stage of their independent inquiry

task. Students investigate the Tomb of the Unknown Australian
Soldier as an example of commemoration at the Australian War
Memorial. In their inquiry students address the significance of the
Tomb of the Unknown Soldier, along with the significance of the
Soldier being ‘Unknown’. How does the Soldier’s lack of identity
reflect how Australia’s military history is represented and
commemorated?

 Gifted and talented students have the option to extend their

investigation to incorporate additional examples of Tombs of
Unknown Soldiers around the world. Options include but are not
limited to Arlington and Westminster Abbey.

 Students present a 1-2-minute multimodal presentation to the class in Students personal electronic devices
which students respond to the focus question of the inquiry task.

Eulogy for the Unknown Soldier

● the public nature of
history and the uses of
history
 Teacher to contextualise the Remembrance Day 1993
commemorative address, at the Australian War Memorial, delivered Remembrance Day 1993
by Prime Minister Paul Keating. commemorative address transcript
 Class discussion of the relationship between the purpose of a eulogy https://goo.gl/WFBp4t
and students’ understanding of commemoration in Australia.
 Class reads Eulogy

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 Students think, pair, share their thoughts and feelings about the
● the various ways the eulogy for the Unknown Soldier, and answer a series of questions.
past is Students consider, who is commemorated by the eulogy? What is the
commemorated, purpose of the eulogy? How is Australia’s military history represented
including the role of by the eulogy? What perspective does the eulogy represent of
key influences, eg Australia’s military history? How does this eulogy align with or
national identity challenge your perspective of Australia’s national identity? Audio of the 1993 Remembrance Day
commemorative address
 Teacher plays audio of the 1993 Remembrance Day commemorative https://goo.gl/3ewCnw
address.

 Students separate themselves into small groups, and create their own Remembrance Day 1993
adaptation of the 1993 Remembrance Day commemorative address. commemorative address transcript
https://goo.gl/WFBp4t
 Students reread the transcript of the eulogy for the Unknown Soldier
and discuss rewrite options.
Stationary
 Groups draft, redraft and compose their own eulogy for the Unknown
Students personal electronic devices
Soldier.
 Teacher conferences with groups throughout the rewrite process,
offering support and guidance where necessary.
 Students present their adaptation of the eulogy for the Unknown
Solider to the class. Students have the option to share their work
verbally or to create and share an audio recording.

Student Reflection
 To conclude the unit, students compose a written reflection which
represents their learning throughout the unit. This reflection focuses Resource 3- Reflection Scaffold
on the historical concepts of representation and commemoration, (attached)
incorporating references to the sites explored throughout the unit.
 The attached reflection scaffold provides students with multiple
question options, differentiated according to student ability, on which
to base their response.
 Teacher to provide feedback on student responses.

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Outcomes

A student:
› analyses and interprets different types of sources for evidence to support an historical account or argument MH11-6
› discusses and evaluates differing interpretations and representations of the past MH11-7
› communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms MH11-9
› discusses contemporary methods and issues involved in the investigation of modern history MH11-10

Assessment Details Evaluation of the Learning and Teaching

Students create a series of written, visual and spoken, persuasive,
informative and imaginative texts to demonstrate their learning and
engagement throughout the unit. These include;
Visual and textual collages, word collages, arguments supporting a
specified perspective, classroom debates, inquiry tasks and multimodal
presentations.
Each of these pieces of work represent formative assessment throughout
the unit to monitor student learning.
The concluding task for the unit is students written reflections on their
learning throughout the unit. This task is not intended to carry a formal
grade however, it provides evidence of the development of student
knowledge and skills. This task is differentiated for three levels of student
abilities, ensuring students of all abilities are able to achieve success and to
demonstrate their understanding to the best of their abilities.
Each of the teaching and learning activities throughout the unit, which
require students to produce something, either individually or
collaboratively, to discuss or to argue, are intended as opportunities for the
teacher to monitor student progress and learning throughout the unit.
This monitoring, which is only possible during the practical application of
this unit of work will facilitate alterations and improvements to the
teaching and learning processes as they unfold within the classroom,
allowing the teacher to identify and support students who are not
successfully grasping content or concepts and to extend students where
applicable.

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Resource 1

Interrogating Sources Scaffold- Primary Sources

You have been provided with a series of images which depict the primary sources and artefacts from the site of S-21. Keeping in mind the fact that S-21 was
a former High school, converted to political prison between 1975-1979, in your group you are to collaboratively interrogate the provided source images to
produce evidence and create a hypothesis of what happened at the site.

Step 1: Critically Analysis

For each of the source images, discuss and answer the following questions with your group.

1. What is the origin of the source? 7. What questions can we ask about this source?
2. What is its purpose? 8. What information is missing from this source?
3. Describe the source using as many words as possible. 9. Where could we find more information about this source?
4. What does the image depict? How do you know? 10. Why is this source important to our understanding of S-21?
5. Is this source reliable? Why/Why not? 11. How can this source be used as evidence of what took place at S-
6. What can this source tell us? 21?

Step 2: Evaluation

Each of these sources remains on display at Tuol Sleng Genocide Museum (formerly S-21). As a group share your thoughts on the importance of
representing the history of S-21. Why is this site historically significant? How are the sources at S-21 used to create a representation of history? What is the
purpose of this type of representation? Could this site and its history be represented differently?

Step 3: Creation

As a group, create a collage which incorporates both visuals and text. Your groups should integrate images of the source you have analysed, along with
words, phrases and questions relating to these sources. The collage should demonstrate your groups ability to analyse sources, to critically question and to
creatively express knowledge and understanding.

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Resource 2

Secondary Source Analysis and Perspective- Vann Nath Paintings

Vann Nath is a Cambodian artist and one of only seven prisoners to have survived imprisonment in S-21. Today Vann Nath is an activist for peace and uses
his art to share insight into the atrocities that were endured by the thousands of prisoners who spent time inside S-21.

Each of the below artworks, created by Vann Nath is a representation of the history of S-21 and presents the audience with a perspective of the conditions
inside the prison during its operation.

Artist in His Cell, acrylic on canvas, ca. 1980 Classroom Turned Prison, acrylic on canvas, ca. 1980

Artist in his cell [Image] (1980). Retrieved March 25, 2018, Classroom turned prison [Image] (1980). Retrieved March 25,
from https://goo.gl/Ryfgi2 2018, from https://goo.gl/Ryfgi2

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For each of the artworks, use the following questions to interrogate each
source to generate historical evidence.

1. What is the origin of the source?

2. What is the medium of the source?
3. What is the setting of the source?
4. What is the title of the source? Does the title add to our
understanding of the source?
5. When was the source produced? What does the date tell us
about the source?
6. What does the source depict? What is happening? How do you
know? Is it unclear?
7. Describe the figures within the source. How are they
represented?
8. What do you notice about the source?
9. Does the source illustrate the direct experience of the painter or
is the painter’s position uncertain?
Mother and Child, acrylic on canvas, ca. 1980 10. Is the audience positioned to accept or challenge a biased
perspective?
Mother and child [Image] (1980). Retrieved March 25, 2018, 11. Is the source reliable? Why/ why not?
from https://goo.gl/Ryfgi2 12. How do these sources combine to inform our understanding of
Vann Nath’s experiences at S-21?
13. What questions do these sources leave unanswered?

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Resource 3

Reflection Scaffold

You are to compose a written reflection which demonstrates your learning throughout the unit.

In your reflection you should discuss how your understanding of representation and commemoration has developed or changed, as a result of your
analyses of representation and commemoration at specific historical sites.

In your reflection you have the option to focus on the sites and their features based on your own understanding and interest. These sites include, Tuol Sleng
Genocide Museum, Choeung Ek (The Killing Fields), and military commemoration in Australia, focusing on The Australian War Memorial and the Tomb of
the Unknown Soldier.

You have the option of three reflection questions, of varying complexity. Select the option which best aligns with your depth of understanding of the unit.
This reflection will not receive a formal grade, however, it is an opportunity for you to challenge yourself and to express your knowledge, understanding
and perspectives as a demonstration of learning.

Option A- Explain how history is represented and/or commemorated at ONE of the sites studied in this unit. Include references to the sources analysed
from your chosen site to support your explanation.

Option B- Analyse how history is represented and/or commemorated at TWO of the sites studied in this unit. Incorporate references to the sources
analysed from your chosen sites to compare and contrast the nature of representation and/or commemoration at these sites and to support your analysis.

Option C- Evaluate how history is represented and/or commemorated at THREE of the sites studied in this unit. Integrate references to the sources
analysed from your chosen sites to critique the nature of representation and/or commemoration at these sites and to support your evaluation.

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Unit of Work Stage 6- The Representation and Commemoration of the Past

The preceding unit of work is inclusive of four weeks of teaching and learning activities designed to guide, support and extend students as they explore the
nature of representation and commemoration as they relate to selected modern historical sites. The rationale developed by the NSW Education and
Standards Authority (NESA) (2017), outlining the intentions and importance of Stage 6 Modern History, refers to the possibilities for students to develop a
historical consciousness, through rigorous “analysis and interpretation of sources” (p.9), examination of “historical evidence and argument” (p.9), and
through authentic historical inquiry guided by students’ own interests and curiosities (Taylor, 2012a). The unit program adheres to this rationale and its
mandated principles of student learning and engagement, with the objective of guiding students to be active and informed citizens in both local and global
contexts (NESA, 2017).

This unit represents a comparative approach to the study of Modern History, and is divided into a sequence of inter-related two-week blocks of teaching
and learning activities. The first two weeks of study explore the representation and commemoration of history at two significant sights located in Cambodia,
including Tuol Sleng Genocide Museum, formerly S-21 political prison, and Choeung Ek also known as the Killing Fields. Students examine how these two
sites provide public representations of history and act as sights of public commemoration. The learning activities structured around these two sites involve
students interrogating an extensive range of both primary and secondary sources, to draw their own conclusions based on historical evidence and to
investigate how sources can be used to inform and influence historical understanding, (Kiem, 2013; Taylor, 2012b; Fahey, 2012). Students also interrogate
the causes and effects of specific representations of history, including the effect of representations on a range of visitors to the sites, and how this
representation influences the nature of commemoration at the sites (Ashton, 2013; Taylor, 2012b).

The unit exposes students to a diverse range of historical representations, through sites which may have been previously unknown to students, and
ultimately frames the representation and commemoration of Australia’s military history as contributing to perceptions of Australia’s national identity (Lake,
2013; Ashton & Clark, 2013). The second half of the unit plan is dedicated to the investigation of representation and commemoration within a familiar
Australian context. This shift to a local context allows students to draw connections between unfamiliar concepts and their established knowledge, to
facilitate understanding that is deep and relevant to students’ own lives (Lake, 2013; Ashton, 2013). The public nature of Australia’s military

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commemoration and representation is positioned as the focus of students’ independent inquiry tasks, through which students incorporate their own
interests and experiences to guide their investigation into the Australian War Memorial as the pre-eminent site of military representation and
commemoration in Australia (Taylor & Boon, 2012). Through investigations into representation and commemoration in both a national and a global
context, this unit of work promotes a deeper and more nuanced understanding of the nature of historical representation and commemoration around the
world (Lake, 2013).

This unit is structured for a hypothetical co-educational, mixed ability class group, which is comprised of gifted and talented students who have
demonstrated a level of mastery of historical concepts and skills, students who are working towards a mastery of historical concepts and skills, and lower
ability students who require greater scaffolding and support to engage with and build understanding of historical concepts and skills. This classroom
dynamic is used as the basis for differentiation for student learning throughout the unit. The approaches to differentiation taken throughout the unit, are
largely representative of a socio-cultural perspective on student learning, which suggests that the full range of student abilities can be effectively supported
through structured activities which are collaborative, cooperative and are open to a diversity of student perspectives (Exley, 2015). Therefore, learning
activities include opportunities for group work through which students practice and refine their existing skills of source analysis, in combination with knew
content and ideas, to create responses which are imaginative, persuasive and informative, and include a diverse range of textual forms (Exley, 2015).
Furthermore, each task completed by students is intended to be accompanied by a teacher created scaffold which guides, supports and extends students’
learning and ensures that all students are empowered to engage with and contribute to classroom learning and activities. This emphasis on group work is
intended to position students within the zone of proximal development, as a community of learners within which students’ knowledge and skills are
enhanced and strengthened, supported by their peers (Exley, 2015; Taylor & Kriewaldt, 2012).

Gifted and talented learners are also explicitly differentiated for within the unit, with students encouraged adopt a leadership role during group work
activities, guided to investigate a more extensive range of historical sources in comparison with their peers, and to pursue their inquiry task to incorporate
international comparisons between the Australian Unknown Soldier and those that are commemorated overseas (VanTassel-Baska & Stambaugh, 2005).
This extension of gifted and talented students facilitates a deeper and more complex understanding of the curriculum focus on historical representation

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and commemoration (VanTassel-Baska & Stambaugh, 2005). Furthermore, the unit’s final reflective response, is differentiated according to Bloom’s
Taxonomy (Adams, 2015) to cater to the learning needs of students according to three tiers of students’ mastery of historical concepts and skills.

According to Nayir (2017), students’ intrinsic motivation decreases in correlation with increasing grade level, and for this reason, student activities
throughout the unit are varied and designed to promote authentic student engagement through both familiar and unfamiliar historical sites, to create new
knowledge and establish connections to students’ own experiences. Furthermore, with the intention of promoting students’ intrinsic motivation, teaching
and learning activities are imaginative, creative and largely collaborative, encouraging students to value their learning through the process of creation as a
demonstration of learning, which deviates from the often repetitive and disengaging task of essay writing (Nayir, 2017; Taylor & Kriewaldt, 2012).
Throughout the unit of work, each of the teaching and learning activities which require students to create a response or express a perspective, are intended
to be used as formative assessment strategies to monitor and provide feedback on student progress (Taylor & Kriewaldt, 2012). By imbedding formative
assessment throughout the unit of work, students of all levels of abilities are empowered to demonstrate their knowledge and understanding. Furthermore,
these formative assessments involve a variety of forms and modes of expression, which enable students to express understanding in non-traditional and
creative ways, which include collages, debates, multimodal presentations, compositions of eulogies and a culminating reflection (Taylor & Kriewaldt, 2012).

Overall this unit of work has been created with the intention of authentically engaging students in a study of the nature of representation and
commemoration of the past, that is diverse, captivating and relevant to students’ own experiences. Therefore, through a sequence of teaching and learning
activities designed to facilitate the engagement of students across all levels of academic abilities, students are supported to address the intentions of the
Modern History Stage 6 Syllabus (NESA,2017), in ways that are deep and meaningful.

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References

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153. Retrieved from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1705546386?accountid=36155&rfr_id=info%3Axri%2Fsid%3Aprimo

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Ashton, P., & Clark, A. (2013). Introduction: Rethinking Australian history. In A. Clark & P. Ashton (Eds.), Australian history now (pp. 13-23). Sydney NSW,
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