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What happened to Nafisa?

Humanities Crime & Justice


Unit Outline

School of
Humanties, Health
and Science

Semester 2, 2015

Created by: Dilan


Abeyaratne, Harun
Dahir, Nafisa
Soudagar

Footscray Park

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

Year 9 Semester 2: Humanities Crime & Justice

A welcome student, this unit is a humanities subject and is designed to extend


on the knowledge and skills developed in its year 8 equivalent subject titled
Humanities Law and Citizenship.
Essential Question: What happened to Nafisa?
Time Allocation: 4 weeks (16 x 50 minute sessions)
Level 9 Achievement Standard: This year 9 unit is titled Humanities Crime
and Justice we will be exploring issues related to crime and justice; we will focus
on the areas of the Australian justice system, evidence and the health
implications behind crime. Students will explore the relationships between the
three themes through analyses of evidence, in order to understand the
integration of the justice system and the specifics to which court cases are
determined, students will use the knowledge and skills previously developed
during the term.
Learning Focus:
Civics and Citizenship
Students apply their knowledge about representative democracy and systems of
government by researching and proposing possible action on an issue relevant to
them at the local, state or national level. They explore the potential impact of the
issue on different groups within the community, and the effectiveness of the
democratic process in balancing individual and community rights in resolving the
issue
Health
Students extend their learning about the major tasks in establishing personal
identity. They discuss ways to express independence and the rights and
responsibilities associated with the development of increasing independence.
Students explore assertiveness and resilience strategies that could be used in a
range of situations. Using techniques such as role-play or simulation games,
students are provided with opportunities to practise and reflect on the usefulness
of these strategies
Communication
They know what it means to effectively respond both verbally and non-verbally in
different contexts and are able to demonstrate this. Students elaborate on and
clarify content of presentations, using pertinent questions to explore explicit and
implicit meaning. In discussion with their peers, they evaluate the effectiveness
of these presentations and note how they can apply the findings to their own
presentations.

Harun Dahir

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

Students develop a high level of expertise and fluency in the language, forms
and communication strategies of particular subjects across the curriculum as
well as those associated with a range of occupations and career pathways. They
reflect on why it is important to have this knowledge, how it enables more
precise communication, but also how it can exclude audiences who are not
familiar with the language of particular subjects
Students experiment with communicating complex ideas in a variety of ways.
They increasingly use metaphor and symbol to communicate. They organise
their information, ideas and opinions into a coherent structure, select and adjust
their mode of presentation to suit purpose and audience, and make appropriate
adjustments in response to an audience. They use agreed criteria to reflect on
the effectiveness of their own communications and articulate means by which
they could be improved.
Interpersonal Development
They learn to consider feelings and behaviour in a broader context that is
influenced by social conventions and cultures. They understand individual and
group behaviour in the context of motivating factors when students participate in
activities, including role-plays, which allow them to explore the impact of peers
on relationships. They explore strategies to manage peer influence and to
develop positive relationships with a wide range of peers, gaining confidence in
stating clearly their own views and opinions, and the rationale for these.
They develop their knowledge of local and global values and beliefs and consider
the idea of values as social constructs and principles. They explore barriers to
achieving positive relationships, especially between groups with differing values
and beliefs, and discuss the importance of empathy. They explore strategies that
they and others could use to overcome these barriers, and practise using such
strategies and reflecting on their effectiveness.
Personal Learning
Students initiate and negotiate long-term goals, recognising the constraints of
competing needs and priorities, and acknowledging the need for responsible risktaking in some situations. They work with their teacher or a mentor to develop
measures for evaluating achievement of goals. They select from the range of
planning and organisational skills and processes they have developed, and use
those which best meet the needs of particular tasks. They develop their time
management, resource management and task-completion strategies, by
undertaking learner-directed projects which are related to their areas of interest
and future pathways. They use, evaluate and modify the criteria they use to
check that their work is relevant, accurate and meets task objectives. Students
review and amend, as appropriate, their study and revision strategies
Thinking Processes
Students explore differing perspectives and issues in depth and identify a range
of creative possibilities. They are encouraged to examine and acknowledge a

Harun Dahir

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

range of perspectives on an issue and to accommodate diversity. They engage


positively with novelty and difference and are innovative in the ways they define
and work through tasks, and find solutions. They practise creative thinking
behaviours and strategies to find solutions, synthesise information and
understand complex ideas.
Students recognise that different disciplines use different methodologies to
create and verify knowledge. They investigate a variety of discipline-based
methodologies and reflect on their usefulness in different contexts; for example,
the application of the scientific methodology of hypothesis, observation, data
collection and conclusion in contexts other than science. They continue to
evaluate their solutions using appropriate criteria and identify assumptions that
may underpin a particular line of reasoning.
Content Descriptions:
Advances in scientific understanding often rely on developments
in technology and technological advances are often linked to scientific
discoveries
Communicate scientific ideas and information for a particular purpose,
including constructing evidence-based arguments and using appropriate
scientific language, conventions and representations
Formulate questions or hypotheses that can be investigated scientifically
(ACSIS164)
Plan, select and use appropriate investigation methods, including field work
and laboratory experimentation, to collect reliable data; assess risk and
address ethical issues associated with these methods (ACSIS165)
Select and use appropriate equipment, including digital technologies, to
systematically and accurately collect and record data (ACSIS166)
Analyse patterns and trends in data, including describing relationships
between variables and identifying inconsistencies (ACSIS169)
Use knowledge of scientific concepts to draw conclusions that are consistent
with evidence (ACSIS170)
Evaluate conclusions, including identifying sources of uncertainty and
possible alternative explanations, and describe specific ways to improve the
quality of the data (ACSIS171)
Critically analyse the validity of information in secondary sources and
evaluate the approaches used to solve problems (ACSIS172)
The values and needs of contemporary society can influence the focus of
scientific research (ACSHE228)
Explore the potential impact of the issue on different groups within the
community, and the effectiveness of the democratic process in balancing
individual and community rights in resolving the issue
Explore assertiveness and resilience strategies that could be used in a range
of situations.
Explore strategies to manage peer influence and to develop positive
relationships with a wide range of peers, gaining confidence in stating clearly
their own views and opinions, and the rationale for these.
Develop specific skills and a variety of strategies to prevent or resolve
conflict, and explore the nature of conflict resolution in a range of contexts

Harun Dahir

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

Link to Cross Curriculum priorities


Sustainability ACSHE228
Aboriginal and Torres Strait Islander histories and cultures ACSHE228
- Observation of Aboriginal and Indigenous Culture (Culture)
- Recognition of Aboriginal and Indigenous land (Country)
Intercultural Understanding
Students will explore laws and cultures pertaining to other ethnic groups with
Victoria

Use of Information and Communication Technology (ICT)


Students will use ICT for in this unit using the following tools;
-

YouTube video clips


Interactive Online gaming
Online class collaboration (digital classroom)
Use of digital cameras and mobile phones

Assessments
The assessment for this unit, will compromise of summative and formative
assessments;
Formative assessments will be class bases activities, comprising of case
studies, role plays, class discussions and practical tasks throughout the
unit to create a portfolio of evidence
Summative Assessment will take place in week 4, where students will have
to present their evidence to what happened to Nafisa
Lesson sequence: What happened to Nafisa?

Harun Dahir

Session
(50 mins)

What will students know


What are the main learning
Wha
and be able to do?
activities?
assess
Science
Introduce the concept of
Class discus

Communicate
scientific
AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning
1
science in relation to Victoria
criminal cas
ideas and information for
The role of
Police
a particular
purpose,
Humanities
Civics
a YouTube v
Teacher will explain Watchevidence
Week 1
Science in
on
aboriginal
including
and Citizenship
all the relevant
customary law
Period 1
Police
Identify
various ways
science
constructing evidencealternative
cultural
investigation
used
basedReligious
arguments
andand
Cultural can be
(and
religious)
Students will enga
s
usingJustice systems as
justice systems.
a lively discussion
Introduce scientific equipment
appropriate
scientific
alternatives
to the
around the subjec
used
within
Victoria
Police
language,
conventions
Australian
law? an
matter.
Examples of other
d
Students will be
groups could be:
Representations
Hand
out
case
information
of
encouraged to form
Islamic family law
opinion and to just
JillMeagher
Aboriginal
their views using
Recognise the values and
customary law
evidence.
needs of contemporary
Introduce
students
to CSI game
Jewish
Inheritance
society can influence the
http://forensics.rice.edu/
law
focus of scientific research firearms and tool arms case
Students given 10
minutes to research
Brainstorm students preStudents pre
Define the roles and
the topic further
existing knowledge about the
graphical de
responsibilities of the
and present their
court system
jurisdiction t
state and commonwealth
arguments in a 15
Humanities
2
classmates (
courts
minute debate.
Civics and
Watch a YouTube video
Citizenship

Describe
the
jurisdiction
Week 1
explaining
Jurisdiction, then
Debate Question:
Period 2
of each these courts and
draw
a
graph
depicting
Should other
cultural the
Understandin
show a hierarchy
avenues
of appeal
for each
and religious
groups
g Australian
court
within Australia be
court system
Define the word
permitted to apply
hierarchy
activity
- Compose
a
jurisdiction and detail the Group
aspects
of their
own
wordle
jurisdiction of each court
law? of the main terms that
will be placed in the classroom
By the end of this lesson
After the
student should be able to
completion of this
know the hierarchy of all
teacher led
state and commonwealth
discussion, students
courts
should be able to
have an
Session
What will students know
What are the main learning
Wha
Focus
appreciation for the
(50 mins)
and be able to do?
activities?
assess
beliefs
and
cultures
5&6
Guest
speaker
Constable
Role
play
Identify basic safety skills
Health
from of
theother
police station talking Activities tha
and strategies at home,
communities,
while their
Week 2
about issues concerning
(each with d
school and in the
Health and
tying
the
topic
back
Period 1 &
age
group
and guide s
community
Wellbeing
to
inter-cultural
2
the safest w
understanding.
Describe methods for
Why is safety an issue?
Focus

recognising and avoiding


harmful situations.

7&8
Week 2
Period 3 &

Harun Dahir
Science

Identify advances in
scientific understanding
often rely on
developments
in technology and
technological advances
are often linked to
scientific discoveries

What can they do to respond to


such situations?
What is their role in society?
Introduction of evidence
Understand the role and use of
evidence in crime
Discuss the various types of
evidence
Discuss the ways evidence can

Practical S
mystery usin
and other fo
using differe
including dig
mobile phon

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

13
Week 4
Period 1

14

Science

Week 4
Period 2

Evidence
and proof

15 & 16

Assessment

Week 4
Period 3 &
4

Summative
assessment

Harun Dahir

Evaluate conclusions,
including identifying
sources of uncertainty and
possible alternative
explanations, and
describe specific ways to
improve the quality of
the data

To understand types of
evidence, first hand and
second hand and the
usefulness of both

F
P
g
e

Understand the burden of


proof, in respect to
evidence

S
m

Students will appreciate


different viewpoints on
evidence gathering and
crime and punishment
Reflect on other peoples
though processes and
accept differences from self

Critically analyse the valid


ity of information in
secondary sources
and evaluate the
approaches used to solve
problems

Formulate questions or
hypotheses that can be
investigated scientifically

Scientific understanding,
including models and

S
t
N

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

theories, are contestable


and are refined over time
through a process of
review by the scientific
community

E5 Model Lesson plan #1


Grade 9

Date: 29/10/2015

Learning Intention:
Students are to examine the purpose and function of laws
Students are to examine the relationship between societies moral views and the affect that has
on the societies laws?

ENGAGE: As a warm-up brainstorm activity, as a class students are to explore:


What are Laws? What is the purpose of the law in society?
Teacher to create a mind-map of all the ideas of students, as to what is the purpose of
laws

Students to describe a society with no laws. How would it look? (10 minutes)

EXPLORE:

explore questions, construct explanations, hands on activities, designs and plan


experiments, seeks possibilities.
Learning experiences

Commentary

Using their laptops, students to work in pairs


and create a PowerPoint presentation
explaining how the laws of a society are
affected by the values of that society.
Students to explore the following three
questions:

Differentiated learning

Harun Dahir

In this formative assessment tas


are to be paired up in mixed-abil
Small, mixed-ability groups allow
achievers to take advantage of p
whilst higher achievers are given
opportunity to provide guidance

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

Do these values change over time?


How does the law change with it changing
values of a society?
Give 3 examples and describe the change
in societies views and the change in the
laws.
(Stem cell research, mobile phone laws
when driving, gay marriage etc.)
(30 minutes)

EXPLAIN:

their thoughts. Furthermore, the


in this task are developed in orde
increase in complexity from 1 to
students are given the opportuni
continue this assessment task as
if more time is needed, with the
that lower achieving students wh
additional time will use that time

compare ideas, construct explanations, introduction of new concepts and ideas, c

Learning experiences

Commentary

Students are to select a law that they believe


Intercultural understanding
that is out-dated, and to role-play a session
Highlight for students the examp
of parliament in which they amend that law.
marriage, which is current debat
(20 minutes)
Use that example to stimulate st
interest in the lives of others incl
Handout: Parliamentary Education Office mini
and cultivate (within students) va
role-play
dispositions of empathy, care, re
responsibility.

This role-play is also a formative


Resources and materials: Multiple sources of information
Student laptops
Parliamentary Education Office: role-playing activity http://www.peo.gov.au/uploads/peo/docs/role-playlesson-plans/PEO_role-play-lesson-plans_amending-law_house.pdf
Handout: The purpose of the law handout (.PDF)

ELABORATE:

apply concepts and new explanations, expand on knowledge, connect to sim


perform tasks, make meaning, make decisions, plans and carries out projects, asks new questi
Learning experiences

Commentary

Students to return to their mixed-ability


groups and to answer this fourth question
alongside the first three questions.

This formative assessment is not


ended task, but rather is an open
with which students have multipl
opportunities to add to it and to
submitting it.

Is there a delay between the views of


society changing on a given issue and
the amendment of any relevant laws? If
Harun Dahir

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

so why is that the case?


(15 minutes)

EVALUATE:

evidence of changes in ideas, assess their knowledge, check understanding, ru


assessment, portfolios,
Learning experiences

Commentary

Students groups are to peer assess the work


of their fellow students, critically evaluating
the work of their peers against the 4
questions of this formative assessment task.
(25 minutes)

E5 Model Lesson plan #2


Grade 9

Date: 07/11/2015

Learning Intention:
Students are to examine alternative sources of law and evaluate if there is space within
Australias legal system to incorporate them in any capacity.

ENGAGE:
Australia is a pluralistic society but its legal system is not. Is there room to incorporate alternative
cultural laws in Australias legal system?
A brainstorming activity in which the entire class lists alternative cultural laws and systems of justice:
Examples include, Aboriginal customary law, Jewish inheritance law & Islamic family law. (10

EXPLORE:

explore questions, construct explanations, hands on activities, designs and plan


experiments, seeks possibilities.
Learning experiences

Watch a YouTube video on aboriginal customary


law: https://www.youtube.com/watch?
v=sEWFKE59JFw
(20 minutes)

Harun Dahir

Commentary

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

EXPLAIN:

compare ideas, construct explanations, introduction of new concepts and ideas, c

Learning experiences

Students are to be paired up into small mixed


ability groups of 3, and they are to research
aboriginal customary law and recommend any
strategies (if at all) on how it can be recognised
and in what capacity, alongside Australias legal
system.
(30 minutes)
A list of online resources and articles for students
to begin their research:
Northern Territory Government:
http://www.nt.gov.au/justice/docs/lawmake/ntlrc_
final_bckgrd_paper_03.pdf
Australian Human Rights Commission
https://www.humanrights.gov.au/news/speeches/i
ntegration-customary-law-australian-legal-systemcalma
Aboriginal website Creative Spirits
http://www.creativespirits.info/aboriginalculture/la
w/tribal-punishment-customary-lawpayback#axzz3ppLguVko

Commentary

Cross-cultural priority
and Torres strait Islan
histories and culture.

This activity is an opportun


students to deepen their un
of Indigenous culture. This
and understanding will cont
enriching their ability to par
positively in the ongoing de
Australia.
Differentiated learning

In this formative assessmen


students are to be paired u
ability pairs. Small, mixed-a
allow lower achievers to tak
of peer support whilst highe
are given the opportunity to
guidance and to voice their
students are given the oppo
continue this assessment ta
homework if more time is n
the presumption that lower
students who require additi
use that time.

Resources and materials: Multiple sources of information


Student laptops
Aboriginal customary laws video: https://www.youtube.com/watch?v=sEWFKE59JFw
The online rich resources for the research are listed above in the Explain section due to space
constraints.

Harun Dahir

AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning

ELABORATE:

apply concepts and new explanations, expand on knowledge, connect to sim


perform tasks, make meaning, make decisions, plans and carries out projects, asks new questi
Learning experiences

Commentary

Case study: One tribal member stole the


animals of another tribe, and they are
seeking retribution.
Retribution: compensation and public
shaming.
As an activity, students are to form remove
the tables and chairs, and role-play a nonviolent example of aboriginal customary law
in practice.
(20 minutes)

EVALUATE:

evidence of changes in ideas, assess their knowledge, check understanding, ru


assessment, portfolios,
Learning experiences

Students are to present their findings, their


thoughts and recommendations back to the
class as collaborative activity.
(20 minutes)

Harun Dahir

Commentary