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First Fleet                        RESOURCES                               TASKS                                      SUPP...
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First Fleet Learning Design Sequence

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First Fleet Learning Design Sequence

  1. 1. First Fleet RESOURCES TASKS SUPPORTS First Fleet website(includes information and scenario) Submit role preferences. Read Discussion within teams and research assigned role (if teams used), online or Role description description face-to-face (private to the student/team) available on website Publish a public role profile on Discussion within teams website. * Read other students’ and assistance from role profiles. moderator 1 day workshop or over period of several weeks Public role profiles for all roles on website React: Kick-off scenario. Begin communication with other roles “Kick-off” who might be useful to assigned scenario role’s strategic goals.* Moderator releases “Kick-start” scenarios depending on direction of discussion Resolve: Convicts negotiate to publish a petition to the Governor.* “Kick-start” Officers negotiate to publish a scenarios resolution.* If any students are in Governor’s role, they publish a decision or arbitrate further.* Moderator declares the role play finished Reflect: Collective online debrief Individual written reflection handed in.*Intended Learning Outcomes:To demonstrate in general:• empathy with an historical figure and with life in another period of time.• collaboration in portrayal of a role that is as historically accurate as possible and imaginatively creative when historical detail is found wanting.• ability to contribute to negotiations with stakeholders who hold conflicting viewpoints.• understanding that “history” is an artefact constructed from incomplete evidence by historians operating from their own viewpoint and context.To demonstrate in particular an understanding of the people, circumstances and issues that define the first Britishcolony in Australia.

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