Learning Sequences

For History teachers and students

Developed by HTAA (The History Teachers' Association of Australia)

Unit 3 - Foundation Story - Melbourne

The Learning Sequence

The table below summarises the learning sequence presented in this unit.

Webpage Resources Student Tasks
1 Historical Context SR 1
  • Read, discuss, summarise historical background
  • Options: Research selected individuals and terms
2 Batman's Monument 1 SR 2, SR 3, SR 4
  • Use activity questions as a guide to investigating the Batman monument and two source selections
  • Option: discussion topic
3 Batman's Monument 2 SR 5, SR 6, SR 7, TR 1
  • Use activity questions as a guide to investigating two source selections
  • Options: debates and dicussions
  • Major Task

The main goal of the learning sequence is to equip students to complete either option in the Major Task. While this culminating task, and some of the source work that precedes it, will be challenging, the intention is to gradually consolidate understanding and familiarity with the relevant sources. At the same time, it is hoped that the way in which the sequence develops will contribute to a greater understanding of a number of important concepts, such as perspective, significance and contestability. There will then be scope for students to demonstrate complex understanding in the Major Task.

Alternative approaches

It is expected that teachers will adapt the unit to the needs of their class. The table outlines two less structured and more challenging approaches.

Less Structured Approaches
1. Two groups – two perspectives 2. Random sources
  • Divide the class into two groups.
  • Give each group a different sets of sources:
    Group 1. SR 1, SR 2, SR 3, SR 4
    Group 2. SR 1, SR 5, SR 6
  • Using the relevant source questions, or with minimal guidance, ask the groups to respond to the sources they have been given and present their findings OR questions.
  • Ask each group to respond to the other group’s findings and incorporate them into their own response.
  • Complete the Major Task as group or individual activities.
  • Separate all the sources.
  • Randomly distribute the single sources amongst individuals or groups and ask them to extract useful information AND develop questions about each source.
  • Either keep swapping sources OR ask groups or individuals to collaborate in sharing their information or questions.
  • Continue to build knowledge and understanding through collaboration and class discussion, with individuals taking notes and keeping track of references to individual sources.
  • Complete the Major Task as group or individual activities.
  • While this approach will be challenging, it may come closest to simulating how historians work: confronting a jigsaw of sources, asking questions (as much as giving answers) and collaborating to achieve understanding.