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Australian Curriculum Teaching Resources

ACHASSI101

Humanities and Social Sciences > HASS > Year 5 > Inquiry and skills > Evaluating and reflecting > ACHASSI101

Evaluate evidence to draw conclusions

Elaborations

  • drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments) (Skills: Literacy, Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding)
  • analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes) (Skills: Literacy, Information and Communication Technology (ICT) Capability, Critical and Creative Thinking, Ethical Understanding)
  • exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures (Skills: Literacy, Numeracy, Critical and Creative Thinking, Intercultural Understanding)
  • exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders) (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding)
  • acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship of natural places) (Skills: Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding)
  • explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present) (Skills: Literacy, Critical and Creative Thinking)
  • forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue (Skills: Literacy, Critical and Creative Thinking, Ethical Understanding)

(View this topic on www.australiancurriculum.edu.au )

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