E-assessment task
Teacher planning proforma
Subject: Libraries and
Information Technology
Stage 5
Topic: : Stage 5 History – Topic 2: Australia and World War 1 – Gallipoli and the
War Memorial website
http://www.curriculumsupport.education.nsw.gov.au/digital_rev/hsie/activities/stage5_hist
ory.htm
Overview: lesson ideas for teacher librarians working with teachers to support the
teaching of website evaluation, navigation skills and note making and rewording skills for
students as they learn about Gallipoli (through the Australian War Memorial website).
Focus: Locating phase of Information Skills Process: Some of the activities also relate
to Selecting and Organising phases.
Quality Teaching elements:
Deep Knowledge
The students provide information, reasoning or arguments that address the centrality or
complexity of a key concept or idea.
Higher order thinking
Students combine facts and ideas in order to synthesise, generalise, explain, hypothesise
or arrive at some conclusion or interpretation. Manipulating information and ideas allows
students to solve problems and create new (for them) meanings and understandings
Task:
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The focus question for research is How and why was the Anzac legend created?
Context: Learning activities which have preceded this Locating phase: Students
have learned about the causes of World War One. They have learned about the
conditions in the trenches. They have undertaken source analysis of several primary
sources, such as photographs, from World War One. The focus question for research is
How and why was the Anzac legend created?
Syllabus Outcomes:
5.5 Identifies, comprehends and evaluates historical sources
5.6 Uses sources appropriately in an historical inquiry
5.10 Selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences
Related computer competencies focus:
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students continue to develop their skills in critically analysing a website and a range
of historical texts, including consideration of layout and design features
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students continue to develop skills in the collection and interpretation of electronic
information for the purpose of historical inquiry (navigating an educational
website/database)
Laptop Use
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Students bookmark favourite sites and capture sections of a favourite webpage in
OneNote
Related information skills focus area:
Locating: At the Locating phase of the Information Skills process, students identify
possible sources (people, organisations,
places, print, electronic materials, objects), recognise the relative worth of sources,
select the best of these sources to use, locate sources and utilise appropriate software or
digital tools. Students at this stage, record the resources they have found, for referencing
purposes.
Software application used: Microsoft Word
Resources
Resources: * For a complete list, see the Resources column in the matrix for
this topic.
Australian War Memorial http://www.awm.gov.au/
Gallipoli and the ANZACS http://www.anzacsite.gov.au/
Suggested teaching and learning activities/strategies
Class brainstorms and records: What do we know about Gallipoli? What do we know
about the meaning of ANZAC?
Teacher models how to search the internet effectively, using appropriate search
engines to locate information, with appropriate search words [including how to
generate synonyms]
Using the Australian War Memorial site as a model, teacher shows students how to
evaluate websites for expertise, purpose, funding and bias, using the ABOUT
section. Also teacher discusses elements such as bias, neutrality, reliability, and
informative/persuasive aspects of material on the website. See Worksheets 1-3.
Teacher and students discuss further criteria used to evaluate resources, to find out
if the website/book is an effective information resource:
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Publication - is it up to date?
Contents/menu - are the ideas clearly organised?
Index - is the resource searchable?
Glossary – are topic specific terms defined?
Layout features – are illustrations captioned clearly, are there subheadings,
diagrams, and graphs? Is such information illustrated clearly and are all
statistics attributed to a credible source?
Ideas and information – is the information suitable for the research task?
In the same site, teacher demonstrates how to analyse the home page for navigation
layout
Later, within a specific webpage, teacher shows students how to scan the page for
title, headings, menu items, images, & captions in order to pick up the main ideas
before reading in detail [Selecting skills]
Teacher shows students how to use this website, as a historical source and part of a
historical inquiry, and teaches the skills of evaluating primary sources such as
photographs of soldiers in the trenches, and Record A02022 on the AWM site:
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Who wrote or made the source (author/photographer)?
When and where was it made or published (timing/origin)?
Why was it made (purpose/motive)?
Who was it made for (audience)?
What is the content of the source?
What is the author or creator’s point of view or perspective?
Teacher demonstrates how to create a note making scaffold using key words from a
task or assignment question, and how to make relevant notes and build these into
individualised sentences, so that information is transformed into knowledge
[Organising]. Teacher shows 3 rewording methods (paraphrasing, key word note
making, synonym substitution). Students use the method which suits them, and
share their different versions, so that they can see that there can be varied
responses when information is reworded by different individuals.
Students locate and evaluate 5 websites about the Anzacs at Gallipoli. Teacher
shows students how to work in OneNote, to collect citation information from websites
as they go so that referencing at the end will be easier. Teacher shows students how
to use BibMe as a tool for easy referencing. See Website evaluation and citation
table.
Post lesson assessment to determine progress towards selected outcomes:
Students are learning about World War One and developing historical inquiry skills in
preparation for a short answer exam.
:
Rewording and sentence building and the use of comment balloons for
feedback
Below is a student example based on the topic Gallipoli and information obtained
from the Australian War Memorial site ‘Encyclopedia’
(http://www.awm.gov.au/encyclopedia/gallipoli/index.asp )
Context
Sandrine was asked to complete a rewording and sentence building task after
learning about three methods of sentence building: paraphrasing, key word note
making and synonym substitution. Sandrine used a different method for each
paragraph. In the first paragraph she built her sentences using key words, in the
second she used synonym substitution and in the third she paraphrased.
After the task, Sandrine was asked to reflect on which method she found suited her
best.
Comment balloons have been included as a model of how teachers can provide
feedback (assessment for learning) to students. In this case, feedback is provided to
a student who is demonstrating newly learned skills of processing information in
order to communicate it in her own words.
Rewording and sentence building example: Sandrine (Year 9 Chifley College
Bidwill Campus)
The Australian Imperial Force went to Egypt at the outbreak of World War 1, during
August 1914. The Australians finally departed from Egypt by ship to the Gallipoli
Peninsula, after 4 months of training. The aim of their mission was to help the British
navy to capture Constantinople.
On 25 April 1915, the Australians came to what we call now Anzac Cove and they
achieved a fragile foothold on the slopes above the beach. At first, the allies tried to
break through the Turkish lines and the Turks aimed to drive the allied troops off the
peninsula. Giving it everything they had, the allies’ attempts to break through in
August saw the Australian attacks at the Nek and Lone Pine. Each attempt failed for
both sides, and the stalemate which followed lasted throughout 1915.
Even though the Australians were unsuccessful at Gallipoli, during December 1915
they managed to escape while the deception operation had them under cover and
well hidden from the Turks. Despite the lost and wounded soldiers, the battle was
successful in Australia’s eyes.
Sandrine’s reflection (Which method do I prefer? Do I use a combination?)
I usually read over information and jot down in my own words what I understand from
it. When I read a paragraph, I summarise it in my own words using a few sentences,
not trying to write it all down. Sometimes I can’t change things into my own words,
so I use the ‘synonym using method’ to change words, chunks and list orders. I use
the Microsoft Word thesaurus to find synonyms if I need to.
Sandrine, You have done a great job of rewording these ideas to make them your own. You have included in
comments which show insight and understanding, such as ‘Giving it everything they had’ and ‘Despite the los
soldiers, the battle was successful in Australia’s eyes.’ Your reflection indicates that you really value underst
and information and your strong understanding DOES come across in your writing!