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War Stories: How can we tell the story of Queensland s maritime role in World War 2?

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War Stories: How can we tell the story of Queensland s maritime role in World War 2? A Queensland Maritime Museum Education module addressing Level 5 outcomes in SOSE for Lower Secondary students Key Learning
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War Stories: How can we tell the story of Queensland s maritime role in World War 2? A Queensland Maritime Museum Education module addressing Level 5 outcomes in SOSE for Lower Secondary students Key Learning Areas by strands: Key Learning Area Studies of Society and Environment Strands Time, Continuity and Change Table of Contents About the Queensland Maritime Museum... 2 Purpose... 4 Overview of activities... 5 Core learning outcomes... 5 Planning, teaching and assessing with multiple outcomes across a number of key learning areas... 6 Background information... 7 Activities Resource Resource Resource Resource Resource Support material and references... 2 Revision May, 2007 War Stories 1 About the Queensland Maritime Museum Background The Queensland Maritime Museum was founded in 1971 and is run entirely by volunteers. It is situated on the Brisbane River at the southern end of Southbank Parklands and at the end of the Goodwill Bridge. The collection is housed in a two storey building that contains a large range of artefacts in three galleries, a new extension and outside displays. The following themes and displays can be found at the museum: Gallery 1 1. Early Navigators Display 2. Sailor s Lamp Posts (Fresnel lenses) 3. Handcrafted Sailing Ship Models by John McDonald 4. Mutiny on the Bounty Display 5. Queensland Government Vessels Display 6. Model of the Otranto (Orient/ P and O line) 7. Mock-up of a Ship s Bridge Gallery 2 8. South Brisbane Dry Dock Photograph Display 9. Navigation Instruments 10. John Burke Ltd. Queensland Shipping Company Display 11. Pre-SCUBA Diving Display 12. Model of the Orion (Orient/ P and O line) 13. Queensland Shipwreck Map Gallery Mock-up of Ship Cabins 15. Maritime artefacts 16. Old Photographs of Brisbane 17. Sailing Trophies Gallery Oil Tankers Gallery 3 (Lower Deck) War Stories 2 19. Pleasure Boats 20. Rigging and Sail making 21. Half Models Gallery 4 (Lower Deck) 22. Engines and Motors Outside Displays 23. Battle of the Coral Sea (On the HMAS Diamantina) 24. HMAS Diamantina 25. HMAS Forceful 26. Carpentaria Lightship 27. Happy II 28. Small boats, engines and guns Pre-visit organization The Queensland Maritime Museum is open everyday 9.30am 4.30pm (except Christmas Day, Good Friday and Anzac morning). For more information prior to booking a visit make contact with museum staff by: Phoning (07) Faxing (07) ing To book an excursion to the Queensland Maritime Museum please complete the booking form found on the museum s website War Stories 3 Purpose This module provides a complete program of activities that focus on one aspect of the exhibits featured at the Queensland Maritime Museum. It includes activities that can be undertaken before a visit to the museum to provide an orientation to the theme; activities conducted at the museum which make use of the primary and secondary sources available and enhance students understandings of the theme; and post visit activities to help students synthesise their understandings. War Stories is an historical inquiry which allows students to investigate the stories told about Queensland s maritime role in WW2. The module follows the format of the TELSTAR model of social investigation: T Stage of TELSTAR Tune In E Explore Look for Information L Sort the Information S T Test the information A Act R Reflect Focus questions What is the topic? Why should we study this topic? What do we already know about this topic? What do we want to find out? How can we do this? What information have we gathered? How might we sort our information? Is there enough information? How can we get more? What conclusions can we draw? What evidence supports them? How will we present our information? How will we select the most relevant or interesting information? How do we feel about the topic now? The pre- visit work focuses on the Tune in and Explore stages by motivating and setting the parameters of the inquiry. At the Look stage, students work at the Queensland Maritime Museum to gather some information to tell their stories. The museum displays contain a number of primary and secondary sources which are useful e.g.: A map of shipwrecks around the Queensland coast from which students can determine the ships lost during WW2 US submarine presence in Queensland during WW2 Battle of the Coral Sea HMAS Diamantina - a WW2 frigate and its role in the signing of WW2 surrender documents Following the excursion students will be required to supplement the information gathered at the museum with other sources of information that they locate. At the Act stage students will present their war stories by producing a class website. War Stories 4 Overview of activities Phases and activities Pre-visit: 1. Tune In: Growler and the Medal of Honour 2. Explore: Think, Wink, Link Chart QMM visit: Look: Graveyard of Ships Look: US Submarines in Queensland Look: The Queensland Shipbuilding Industry in WW2 Look : Battle of the Coral Sea Look Surrender! Post-visit: 1. Sort: Timeline 2. Sort: Battle of the Coral Sea: News Story 3. Test: Extending the Stories 4. Act: Producing a Class Website 5. Reflect: Core learning outcomes by phase of possible demonstration SOSE TCC 5.3 SOSE TCC 5.2 SOSE TCC 5.3 SOSE TCC 5.4 History Learning Outcomes PS 5.3 SOSE TCC 5.2 SOSE TCC 6.2 History Learning Outcomes PS 5.3 Assessment opportunities Developing Research Questions Recording information Timeline News Story Web site design Core learning outcomes The following table outlines the core learning outcomes included in this module. Please note that the outcomes printed in bold are the focus learning outcomes for this module, for which it may be possible to gather sufficient evidence to make judgments about student performance. STUDIES OF SOCIETY AND ENVIRONMENT TCC 5.2 Students represent situations before and after a period of rapid change TCC 5.3 Students collaborate to locate and systematically record information about the contributions of people in diverse past settings. TCC 5.4 Students explain the consequences of Australia s international relations on the development of a cohesive society. TCC 6.2 Students use their own research focus to analyse changes or continuities in the Asia Pacific Region HISTORY LEARNING OUTCOMES PS 5.3 Students communicate knowledge of the location and diversity of varied resources and heritage environments in Australia and the Asia-Pacific region by using maps, symbols, diagrams and statistics. War Stories 5 Planning, teaching and assessing with multiple outcomes across a number of Key Learning Areas Learning outcomes have a dual role - they inform planning and they provide a framework for assessment. Queensland Maritime Museum modules allow planning for multiple outcomes from more than one Key Learning Area. In such modules, there are a number of things that should be kept in mind in relation to planning and assessment. Planning Teachers will choose this module, War Stories, for a variety of reasons, including students interests and the availability of resources. However, a number of factors need to be considered in relation to the implementation of this module. Teachers will need to consider how the outcomes that may be developed and demonstrated in this module relate to the contribution of other modules and activities that form the entire continuum of planning and assessment. Introductory and developmental activities leading to students demonstrations of the listed learning outcomes may differ depending on whether this module is planned for early Year 8 or mid- Year 9. The activities in this module are intended to form an integrative set of learnings that may contribute to the demonstration of the core learning outcomes shown in bold in the table on page 5. This set of learning outcomes has been selected because they are relevant to the contents and contexts of War Stories. Different activities in this module may contribute to the development of, and allow for the demonstration of one, or more than one, of this set of selected learning outcomes. Because learners may need multiple opportunities to develop and demonstrate learning outcomes, teachers may need to plan for the inclusion of other learning activities and assessment tasks before feeling confident of making a final judgment on the demonstration of learning outcomes. Other planning considerations include: maintaining the integrity of each learning outcome (i.e. including the 'knowing and the doing with what is known' parts, the associated key concept/s and/or organizing ideas, and other characterising features of a Key Learning Area such as working scientifically, working technologically or the SOSE values); determining students' prior learnings related to the knowledge, practices and dispositions associated with the core learning outcomes and scaffolding or modifying the learning activities and assessment tasks accordingly being aware of the sequenced continua of all core learning outcomes and how these can support those students developing and demonstrating learning outcomes at the preceding or successive levels using multiple and varied assessment opportunities and the varying length of time that different students need to develop and demonstrate each of the selected learning outcomes, and the placement of this module within the overall sequence of the curriculum program. With these considerations in mind, additional support or extension activities may be required for some students. Assessment In this module, some outcomes have been identified as the focus for demonstration. Activities derived from these outcomes provide opportunities for judgments of their demonstration. Typically it could be expected that most students in Years 8 and 9 will demonstrate these learning outcomes. Continuous assessment allows for the monitoring of student progress over time. At appropriate points it may be possible to make judgments about student demonstration of these outcomes. However, for any individual student, judgments can be made at any time when the teacher is satisfied that sufficient evidence has been obtained. War Stories 6 In this module there are other outcomes that have been associated with the focus learning outcomes because of their appropriateness to the context. Assessment derived from these outcomes is insufficient in itself to provide evidence for judgment. However, judgment about the demonstration of these outcomes may be possible if enough evidence has been gathered in previous class work. If not, evidence gathered from this module will contribute to a later judgment about demonstration of these outcomes. Other assessment considerations may include: offering (or negotiating) different assessment tasks for students who have not yet demonstrated one of the selected learning outcomes addressing individual learning styles providing learning support or extension opportunities for particular students, taking into account the related outcomes at the adjacent levels, or discretionary learning outcomes; and adapting the emphasis on certain outcomes, depending on the prior experience of students and the opportunities they have had to demonstrate the focus outcomes and the other outcomes associated with this module. Background information Terminology Students will be able to understand these terms in the context of the activities in this module: Provenance World War 2 International relations Primary source Secondary source Timeline Length of the module This module provides a suggested sequence of pre-visit and post-visit activities that support a set program of activities conducted on an excursion to the Queensland Maritime Museum. In line with the advice regarding the demonstration of outcomes, teachers may decide that students require additional pre and post-visit activities to fully demonstrate the outcomes. It is therefore left to teachers discretion the amount of time to be allocated to the pre-visit and post-visit activities. However, the excursion activities can be completed during a 2 hour visit to the museum. Syllabus and cross curricular links The Studies of Society and Environment Years 1-10 Syllabus Studies of Society and Environment outcomes are central to this module, as is an understanding of social and environmental inquiries. Further information on the TELSTAR model and the Social Investigation strategy from which it is derived can be found in the Queensland School Curriculum Council Occasional Paper Inquiry approaches in Secondary Studies of Society and Environment which can be downloaded from well, teachers should refer to the explanation of the Key Values on page 2 of the syllabus. This module incorporates core content from the Time, Continuity and Change strand of The Studies of Society and Environment Years 1 10 syllabus: Appropriate use of primary and secondary sources Contributions of people from diverse settings Consequences of Australia s international relations. Literacy Literacy has been identified as a cross-curricular priority by the Queensland Studies Authority. All teachers have a responsibility to develop literacy outcomes. This module assists teachers War Stories 7 towards this end by incorporating literacy outcomes at Level 5 within the learning experiences of the module. For example: Code Breaker Spelling the terminology used in the module Recognising language from a particular period of time e.g. WW2 Text Participant Retrieving information from primary and secondary sources Text User Using narratives Text Analyst Analysing the provenance of historical sources Completing a Data Chart For further elaboration of literacy outcomes teachers are referred to the Literacy position paper developed by the QSA which may be downloaded from the website at Numeracy Numeracy has been identified as a cross-curricular priority by the Queensland Studies Authority. All teachers have a responsibility to develop numeracy outcomes. This module assists teachers towards this end by incorporating numeracy outcomes at Level 5 within the learning experiences of the module. For example: Measurement and data Interpreting and constructing timelines For greater elaboration of numeracy outcomes teachers are referred to the Numeracy position paper developed by the QSA which may be downloaded from the website at Multiple intelligences The theory of Multiple Intelligences was developed by Howard Gardner in the 1980s. It was based on considerable research into how parts of the brain process information differently. Gardner theorised that there were eight different ways of knowing or Multiple Intelligences. The implication for education was that different ways of teaching or different types of activity could switch on the different ways of knowing and therefore knowledge of the theory could help teachers to teach and students to learn. Further information about Multiple Intelligences can be found at This module aims to incorporate a range of activities that reflect the different intelligences: Verbal/ Linguistic e.g. interpreting written sources Logical/ Mathematical e.g. problem solving Visual/ spatial e.g. producing a visually stimulating website Interpersonal e.g. group research task Intrapersonal e.g. reflection KWL activity. School authority policies Teachers need to observe the guidelines of school authority policies that may be relevant to this module. Safety policies are of particular relevance to some activities. It is essential that demonstrations and student activities are conducted according to procedures developed through appropriate risk assessment at the school. Teachers need to consider safety issues related to: Excursions Evaluation of program After completion of the activities in this module teachers will be able to collect information and make judgments about: Teaching strategies and activities used to progress student learning towards demonstrations of core learning outcomes Opportunities provided to gather evidence about students demonstrations of core learning outcomes War Stories 8 Future learning opportunities for students who have not yet demonstrated the core learning outcomes The extent to which activities matched needs of particular groups of students and reflected equity considerations The appropriateness of time allocations for particular activities The appropriateness of resources. War Stories 9 War Stories Activities Phase 1 Pre- excursion Activities Tune In Growler and the Medal of Honour Focus This is a motivational activity to introduce the theme of the module and the use of primary and secondary sources. Students are provided with an example of a Queensland maritime war story through the use of primary and secondary sources. Materials Resource 1: US Navy Base Brisbane War Diary (Extracts) Resource 2: List of Vessels Docked Teaching considerations It is best for students to be able to access the websites as a number of primary sources are embedded within the sites. Teaching sequence: For each of the sources provided ask students to establish the Provenance of the sources by asking the following questions: o Is this a primary or secondary source? o Who created the original document? What is the evidence for this? o When was it created? What is the evidence for this? o Where was the source created? o Who was the original intended audience? o What was the original intended purpose? After looking at all the sources ask the students the following questions: o What is the war story told by these sources? o What makes this story interesting? o What do these sources tell us about Queensland s role in WW2? o What other questions do the sources pose? o What other evidence could we search for? Gathering evidence about student learning Some evidence may now have been gathered which may assist in making a judgement on the students demonstration of SOSE outcome TCC 5.3. Teachers may gather evidence by focussing on: Students analysis of the provenance of historical sources Students interpretation of evidence. War Stories 10 Explore Think, Wink, Link Focus In this activity students begin to explore what they already know about the topic of inquiry and to frame questions and methods for their inquiry. Materials Resource 3: Think, Wink Link Chart Resource 4: Excursion Booklet Teaching considerations The Think, Wink, Link Strategy is a strategy for establishing prior knowledge and ways of extending it: Think = Things I Now Know Wink = What I Need to Know Link = Linking In New Knowledge By completing the first two columns of the chart students focus on what they already know and what they want to find out. The final column is used after the museum excursion (at the Test stage) to find out what knowledge they have added. Teaching sequence: Explain to students that their task for the module is to produce a class website documenting aspects of Queensland s maritime role in World War 2 through the use of stories (War Stories). The activity at the Tune in stage is one example of a war story. In pairs students complete the first two columns of the chart and share lists with the rest of the class. From this generate a list of research focus questions for the class. As a class brainstorm how they might look for information (e.g. books, internet, interviews, specialist libraries). If students do not suggest museums add this to the list and explain that as part of their information gathering students will be visiting the Queensland Maritime Museum which houses some displays relating to the maritime role of Queensland during WW2. Distribute permission forms and discuss necessary rules/ behaviour for excursion. Read through Resource 4: Excursion booklet so that students are familiar with the activities they will be doing at the QMM. Gathering evidence about student learning Some evidence may now have been gathered which may assist in making a judgement on the students demonstration of SOSE outcome TCC 6.2. Teachers may gather evidence by focussing on: Students ability to frame research questions. Phase 2 QMM Excursion
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