Create a Publicity Brochure for the Lucas Clothing Factory in 1919

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Description

Year Level This program has been designed for use with the Australian Curriculum (History) at Year 9 level.

Time up to 12 lessons


Contents

Kit contents

Lesson Plans

Build a Bibliography Lesson Plan

...and the Build a Bibliography Teacher Resource

Create a Publicity Brochure Lesson Plan

...and the Create a Publicity Brochure Teacher Resource

Identifying Key Facts Lesson Plan

...and the Identifying Key Facts Teacher Resource

Identifying Key Terms Lesson Plan

...and the Identifying Key Terms Teacher Resource

Identifying the Source Lesson Plan

...and the Identifying the Source Teacher Resource

Templates

Overview

Prerequisites

Before undertaking this program students will have:

  • demonstrated the ability to search, comprehend and use information from news articles and editorials
  • demonstrated the ability to search, comprehend and use information from maps, photographs and advertising material
  • demonstrated the ability to connect pieces of information
  • demonstrated a beginning understanding of the terms - citation, index, and source list

Curriculum Connections

Theme/Overview The Making of the Modern World

Key Inquiry Questions What was the significance of World War I?

Content The emergence and nature of significant economic, social and political ideas in the period, including nationalism.

Depth Studies This program creates an adaptive learning environment in which student-lead learning can occur. Through investigation of a common topic - the Lucas Clothing Factory - students have the opportunity to explore 1 of 2 possible depth studies. Students may choose to investigate the impact of World War One (1914-1918), with particular emphasis on Australia (through examining the use of propaganda to influence the civilian population or examining the changing role of women in the workplace). Students may choose instead to investigate the commemoration of World War One, including debates about the nature and significance of the ANZAC legend (through a case study examination of the Lucas Girls involvement with the Ballarat Avenue of Honour and the Ballarat Arch of Victory, with comparison with other memorials and monuments).

Historical Knowledge and Understanding The Australian Curriculum (History) identifies 4 study areas for Year 9 level: societies; events; movements and developments. It also identifies 7 key concepts for developing historical understanding: evidence; continuity and change; cause and effect; significance; perspectives; empathy; and contestability. This program is designed to assist students to develop their knowledge of what was occurring on the homefront during World War One (societies and events) and scaffold their abilities to develop their own understandings (evidence, significance and perspectives).

Historical Skills The Australian Curriculum (History) identifies Year 9 level students as developing skills in: chronology, terms and concepts; historical questions and research; analysis and use of sources; perspective and interpretations; and explanation and communication. Chronology is the only skill not explicitly practised within this program.

Achievement Standard Students will demonstrate their achievement of standards set out in the Australian Curriculum (History) through development of texts incorporating their own historical interpretations about the past. These texts will include: historical terms and concepts (identifying key events and individuals and groups within society); evidence identified in sources (including development and modification of their own inquiry questions and analysis of a range of primary and secondary sources); and references for these sources (including evaluation of the depth, breadth and usefulness of sources used).

Program Scaffolding

In order for students to develop their understanding of the usefulness of key terms they need to develop their understanding of the conventions used in written texts. The Identifying Key Terms Lesson Plan utilises wiki pages as online source material being examined for the conventional use of key terms. According to the Australian Curriculum (History) at Year 8 level students develop their understanding of the different meanings of particular terms and concepts when viewed in their historical context. At Year 9 level students then engage with these terms and discuss their contestability in the context of Australia's history. At Year 10 level they continue to build on their understanding of the concept of 'contestability' through using their Year 8 and Year 9 experiences to help create their own definition of 'contestability'. This program allows students to build their knowledge and understanding of the contestability of the concepts of 'nationalism' and 'evidence'.

In order for students to develop their understanding of the usefulness of key facts they need to develop their understanding of the conventions used in written texts. The Identifying Key Facts Lesson Plan utilises wiki pages as online source material being examined for the conventional use of key facts. According to the Australian Curriculum (History) at Year 8 level students pose a key question and identify related question to inform an inquiry. At Year 9 level students then develop questions about aspects of the past that require historical argument and the refine these as further factors are introduced into the research process. At Year 10 level they continue to build on their understandings and skills regarding questions and historical argument by changing a key question or related questions in an inquiry depending on the suitability of the sources available.

In order for students to develop their understanding of the usefulness of source material they need to develop their understanding of key details used in identifying source material. The Identifying the Source Lesson Plan utilises wiki pages as online source material being examined for the conventional use of key facts. According to the Australian Curriculum (History) at Year 8 level students create categories to organise the information obtained from sources and distinguishing between fact and opinion or interpretation. At Year 9 level students then explain the contextual significance of a source and develop their understanding that the reliability and usefulness of a source depends on the questions asked of it. At Year 10 level they continue to build on their understandings and skills regarding the usefulness of source material by explaining the context of a source and the significance of that context in understanding responses to the source and by developing their understanding that the reliability and usefulness of a source depends on the quesions asked of it.

In order for students to develop their understanding of the value of using references in a professional manner they need to develop their understanding of key details used in constructing references. The Build a Bibliography Lesson Plan utilises wiki pages as online source material being examined for the non-conventional use of references as xomparative material against a (classroom teacher) chosen referencing style. According to the Australian Curriculum (History) at Year 8 level students design a table to list sources and the aspects of the past about which they provide information. At Year 9 level students then develop a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available. At Year 10 level they continue to build on their understandings and skills regarding developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available.

In order for students to develop their

Create a Publicity Brochure Lesson Plan

According to the Asutralian Curriculum (History) at Year 8 level students use scaffolds illustrating the structural and language features of particular text types in order to create a text that communicates specific findings about the past. At Year 9 level students create a travel brochure (incorporating written text and graphics). At Year 10 level they continue to build their understandings and skills regarding structural and language features of particular text types by designing a poster that outlines the main arguments against a particular historical action and explaining the nature and reliability of the sources used to construct the poster.

Theme

World War One

Women's Rights

Learning Outcomes

By the end of this program students will:

Activity Types

Building knowledge

Data-based inquiry

Group discussions

Reading texts

Expressing convergent knowledge

Answering questions

Expressing divergent knowledge

Producing an artefact

Thinking Skills Developed

Lower order thinking

Observation

Observing teacher-lead explanations

Collection and organisation of data

Identifying and listing

Higher order thinking

Analysis

Comparing and classifying terms and facts

Evaluation

Decision making

Contributing to critical discussion

Applying standards

Synthesis

Imagining

Designing within given parameters

Assessment Types

Information processing skills

Find relevant information

Sort information

Classify information

Compare information

Evaluation skills

Develop evaluation criteria

Apply evaluation criteria

Express judgment of the value of information and ideas

Reasoning Skills

Make informed decisions

Give reasons for their actions

Creativity

Program Sections

Design Brief

Skill Builders

Identifying Key Terms Lesson Plan

Identifying Key Facts Lesson Plan

Task Description Students are to complete a design brief for the project, including: determining their own questions for inquiry; identifying sources of information; compiling facts, quotes and images that may be used to complete the project; and explaining the rationale for their design choices.

Time-Scale 3 - 5 lessons

Company Profile

(Building a “list of terms”.)

What the organisation does

  • Describe the work undertaken in the factory
  • Describe the products of the business

How long it has been established and how many staff are employed

  • Identify the key figures in the business
  • Identify workers at the factory

What the niche market is (who buys the products)

How the business fits in to the industry sector

Materials

(Content – fact base.)

From the basics identified in the company profile, students are to determine questions about what details they need to research to complete the brochure.

(Literature review.)

Students to identify possible sources of information and locate facts/images they might include in the brochure.

Design Choice

(Context and purpose of project.)

(States research questions and hypothesis.)

From a selection of templates choose the design you will use and explain why.

Aims

General sales?

Encourage enquiries?

Target Audience

Detail primary, secondary and tertiary audiences. Explain if you are looking to consolidate your existing client-base or appeal to new markets.

Detail demographics of audience: age; sex; income; occupation; location

Design

Students to give a statement of choices of the following—colour; imagery; quantity and quality of text; typography—and how they reflect the Lucas Clothing Factory image they are attempting to portray

Assessment

Draft

Skill Builders

Identifying the Source Lesson Plan

Build a Bibliography Lesson Plan

Task Description Using a provided template students are to complete a draft for the brochure, including: text which reflects the questions they determined for the design brief; full citations for sources of information; images, etc. to be used and their relevant captions; and explanation of their rationale for any changes in design choices.

Time-Scale 3 - 4 lessons

Company Profile

(Building a “list of terms”.)

What the organisation does

  • Describe the work undertaken in the factory
  • Describe the products of the business

How long it has been established and how many staff are employed

  • Identify the key figures in the business
  • Identify workers at the factory

What the niche market is (who buys the products)

How the business fits in to the industry sector

Materials

(Content – fact base.)

From the basics identified in the company profile, students are to determine questions about what details they need to research to complete the brochure.

(Literature review.)

Students to identify possible sources of information and locate facts/images they might include in the brochure.

Design Choice

(Context and purpose of project.)

(States research questions and hypothesis.)

From a selection of templates choose the design you will use and explain why.

Aims

General sales?

Encourage enquiries?

Target Audience

Detail primary, secondary and tertiary audiences. Explain if you are looking to consolidate your existing client-base or appeal to new markets.

Detail demographics of audience: age; sex; income; occupation; location

Design

Students to give a statement of choices of the following—colour; imagery; quantity and quality of text; typography—and how they reflect the Lucas Clothing Factory image they are attempting to portray

Assessment

Final copy

Skill Builders

Create a Publicity Brochure Lesson Plan

Task Description Using a provided template students are to complete the final copy of the brochure.

Time-Scale 2 - 3 lessons

Company Profile

(Building a “list of terms”.)

What the organisation does

  • Describe the work undertaken in the factory
  • Describe the products of the business

How long it has been established and how many staff are employed

  • Identify the key figures in the business
  • Identify workers at the factory

What the niche market is (who buys the products)

How the business fits in to the industry sector

Materials

(Content – fact base.)

From the basics identified in the company profile, students are to determine questions about what details they need to research to complete the brochure.

(Literature review.)

Students to identify possible sources of information and locate facts/images they might include in the brochure.

Design Choice

(Context and purpose of project.)

(States research questions and hypothesis.)

From a selection of templates choose the design you will use and explain why.

Aims

General sales?

Encourage enquiries?

Target Audience

Detail primary, secondary and tertiary audiences. Explain if you are looking to consolidate your existing client-base or appeal to new markets.

Detail demographics of audience: age; sex; income; occupation; location

Design

Students to give a statement of choices of the following—colour; imagery; quantity and quality of text; typography—and how they reflect the Lucas Clothing Factory image they are attempting to portray

Assessment

Notes to teachers

Notes to parents

Further learning opportunities

See also

Understanding the Activity Types

Understanding the Assessment Types

Recommended Reading

References


Further Reading

External Links

Digitised newspapers and more (National Library of Australia) - Trove

Victorian Collections - Main page



--Beth Kicinski 14:04, 12 June 2012 (EST)

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