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Inquiry Unit Rationale Thu Pham 210609497

Grade: 6Term: 3Duration: 10 weeks

History never repeats . . . or does it?

About this class:

In first term, the curriculum focused on “Building Community”. In their inquiry focus, the students negotiated the classroom rules and came to an understanding of school rules. The School leadership groups were established and a regular classroom meeting established. In second term, the class curriculum focused on “What makes us tick?” which investigated systems which are at work in the world, including within our bodies. The students were quite fascinated with the focus on their sexuality as a part of nature’s cycle of renewal. Building upon the understandings of patterns and cycles in the world, the teacher thinks it is a good idea to help students explore patterns throughout history and events, which then shape patterns and ways of thinking in the world.

This class is made up of many 'younger siblings'. Of the 30 students, 14 have had an older sibling complete Primary School. As a result, the teacher describes them as 'worldly'. Most of this class is considered to be "working at level", with 3 children below level in Literacy and 2 working at a level significantly higher in Maths. The teacher of this class likes to organise opportunities for students to work independently, as well as in small groups. Where possible, she tries to mix up the groups as much as possible.

In the budget for this level, there are sufficient funds for one incursion/excursion. The children have access to one computer per five students, in a classroom. There are more computers available in the school ICT lab (35). Each class is timetabled for 1.5 hours per fortnight in one block of time.

Rationale:

Australia is a modern democratic society, built on the energy and contributions of people from over one hundred different countries. They have arrived, those who are not Indigenous, seeking fortune, hoping for survival, fleeing from threats of torture or death, or looking for adventure, for a new start. Each carries the histories of her or his communities of origin, and are actors in the transformation of those communities into the integral components of contemporary Australia (Jakubowicz, 2009, p. 1)

Given that almost 50% of students in this class is from a language background other than English and 5 of them are recent refugee arrivals, it is important to explore and understand the various cultural groups that make up the classroom community and

1Prestonville Primary School

History Never Repeats: Or Does it?EEO310, Tri 2, 2012


how these different histories have impacted on Australian identity. It is also important for students to understand that non-Indigenous Australians all have an immigration story that can be traced back through history and that all cultural groups have contributed to the melting pot that is Australian society today. This unit requires students to engage with their personal immigration story in order to gain the confidence to share and compare their stories with their peers. Hoepper (2011) posits that in recent decades ‘the idea grew that the history of “ordinary” people was worth telling’ and that ‘history curriculum content should counter traditional practices by acknowledging the rich histories of non-Eurocentric peoples, questioning western notions of progress and giving voice to histories “from below” (p.204). With this critical approach in mind, this unit immerses students in personal stories drawn from various sources including their own families, peers, local community and a learning experience at the Immigration museum in order to extend current understandings of immigration.

In developing their historical knowledge and understanding through engaging in immigration stories, students will gain the insight and reasoning skills to recognise patterns in Australian immigration that have occurred before, such as refugeeism resulting from war and displacement. From this insight, it is hoped students will recognise that global migration will continue to exist into the future so long as conflict and natural disasters continue to impact on human lives. As a result of exploring the various issues immigrants face such as discrimination, racism, isolation and homesickness students are asked to critically analyse the various dominant and negative attitudes towards recent immigrants. It is hoped students will engage in proactive discussion of these issues and formulate a constructive and well-informed viewpoint. Students also explore the reasons people choose to leave their homelands and how recent global events shape and influence society’s current world-view. This unit promotes intercultural understanding through students exploring the human aspect of immigration and encourages students to discuss possible alternatives to current immigration policy in a critical and constructive manner. Finally, it culminates in a celebration of all the individual stories in the classroom.

Understandings:

1. Students identify events in history that have occurred at least two times U1

2. Students differentiate between personal, national and global histories U2

3. Students identify and acknowledge primary and secondary sources of information

U3

4. Students make comparisons between histories5. Students make connections to current issues and formulate a viewpoint

U4U5

6. Students forecast events in history that repeat into the future and discuss the ways in which these should be encouraged or an alternative generated

U6

Key Concepts:

o Change/continuities/timeo Sources of informationo Similarities/differences

Skills:

o Ordering eventso Identifying and acknowledging sources of

historical information




o Forecasting/backcasting/incasting

o Representing information on a timeline, in a narrative format

o Critically identifying accuracy of sourceso Identifying and analysing patterns through

events in timeo Speculating/hypothesising/scenario building to

draw inferences from paradigms about futures.

Linked VELS Strands/Domains/Dimensions/Standards:

Table 1: VELS Standards and CodesSTRAN

DDOMAI

N DIMENSION STANDARD CODE

DIS

CIPL

INE-

BASE

D L

EARN

ING

HIS

TORY

Historical knowledge

and understandi

ng

Students demonstrate their knowledge and understanding of significant events in Australian history S1Students demonstrate an understanding of the histories of some cultural groups which make up Australia today S2Students make links and appropriate comparisons with contemporary Australia S3Students demonstrate an understanding of key aspects of an Asian country or countries within the Australian region S4Students explain significant events and people in the history of that country or countries S5Students explain the values important to other societies and their own and links between other countries and Australia

S6

Students compare and contrast the values and beliefs of Australians and people of other cultures. S7Students sequence events and describe their significance in bringing about particular developments S8

Historical reasoning

and interpretatio

n

Students use a range of primary and secondary sources to investigate the past S9Students frame research questions and plan their own inquiries S10Students comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented

S11

Students use appropriate historical language and concepts to develop historical explanations S12Students present their understandings in a range of forms S13

GEO

GRA

PHY

Geographical knowledge

and understandi

ng

Students use geographic language to identity and describe the human and physical characteristics of local and global environments depicted by different kinds of maps, diagrams, photographs and satellite images.

S14

Geospatial skills

Students use atlases to accurately describe the distance, direction and location of places. S15

PHYS

ICAL

, PE

RSO

NAL

AN

D

SOCI

AL

CIVI

CS &

CI

TIZE

NSH

IP

Civic knowledge

and understandi

ng

Students explain the concept of multiculturalism and describe the contribution of various cultural groups to Australian identity.

S16

Community engagement

Students present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues

S17




LEAR

NIN

G

Students demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.

S18

INTE

RPER

SON

AL

DEV

ELO

PMEN

T Building social

relationships

Students demonstrate, thorugh their interactions in social situations, respect for a diverse range of people and groups

S19

Students accept and display empathy for the points of view and feelings of their peers and others S20

Working in teams

Students work effective in different teams and take on a variety of roles to complete tasks of varying length and complexity

S21



Inquiry Unit Planner Thu Pham 210609497

Stage of Learning

Planned Learning Experiences Resources Links to VELS & Understandings

Tuning In Object historiesTeacher has a bag of "old artefacts". In pairs, students select an artefact out of the bag, and prepare a 2 min story about the item's history and share it with the class. The story needs to describe what the item is, when and where it came from, and how people might have used it. (Creative storytelling)

Listening to his'stories'Three parents and/or grandparents from different cultural backgrounds come in to classroom and share a story from the past. Students are asked to reflect on things that are similar to their own lives and experiences, as well as differences. (Making comparisons)Teacher has recorded a number of podcasts of individuals recalling their personal histories, or their recount of a historic event. Students listen to these on class iPods, and keep short notes on what they have heard. One of these stories is a refugee story (i.e. a recount of a boat journey to arrive in Australia)

Students create podcasts of their own personal stories to share with the class. (Community sharing)

Reflective journal writingStudents to reflect on the story they found the most interesting and why.

Creating stories of our own livesStudents are asked to collect artefacts and to write their autobiographies. (Narrative writing). Each autobiography

*Old toys*Old utensils*Old devices*Old implements*Old clothing*Old knickknacks

Ed & Michelle Davies, Fran KhanWill & Jean Poulton, Chui-Moon CheongBasic wall chart to note differences and similarities

Class Ipods & MP3s on computers in classroom. One podcast and model notes

Student journal

Letter to parents explaining task (ask for copied and photos of original artefacts, with details of source)Exemplars of autobiographiesTemplate for ‘chapter’ in class

U3: Sources of informationS3: Links to contemporary AustraliaS9: Use of primary sources to investigate the past

U3: Sources of informationU4: Compare historiesS3: Links to contemporary AustraliaS9: Acknowledge primary sources

U2: Developing personal histories, sharing/ publishing personal historiesS9: Primary sources of data




should include references to three primary sources, and include images of the artefacts of the individuals' lives. (Teaching point- primary sources)

book of autobiographies

Preparing to find out Family Trees – Classroom display

Students complete a family tree of where their grandparents and parents are from for a classroom display. The family trees will be displayed around a large map of the world with the various countries marked with a green coloured pin to indicate these are the students. (World view)

Looking at history- using timelinesWhole class watch a 5 minute youtube clip as an example of a video timeline of Australian immigration.

Teacher has sourced 5 reliable online resources detailing significant immigration events in Australia’s history as further examples of timelines.

Students to form 5 groups of 6 and each group to review one resource with a focus on obtaining key dates and events in Australian immigration history in order to contribute to a class ‘Immigration Timeline’ created using online tool Dipity.

Additional fact sheets can be perused by students as warranted

The class timeline will be displayed on the IWB for students to add to as they complete their review of the provided resources.

Students learn about using timelines to map a series of

‘Many of us have come from somewhere else’ Worksheet(Appendix 1)Map of the worldGreen pins

A History of ImmigrationVideo(Attachment 1)

1. Immigration Timeline Interactive

2. Victorian Museum Timeline 3. Department of Immigration

Timeline4. Immigration Museum Timeline 5. Migration Heritage Centre

Timeline

Laminated immigration timeline fact sheets (Attachment 2)

U2: Developing shared/global histories

S15: Using atlases

U1: Identity recurrent events

U3: Information sources

U4: Compare histories

S8: Sequence events

S9: Range of sources

S13: Using timelines to represent sequences of events



http://www.migrationheritage.nsw.gov.au/objects-through-time/essays/ott1788/

http://www.migrationheritage.nsw.gov.au/objects-through-time/essays/ott1788/

http://museumvictoria.com.au/immigrationmuseum/discoverycentre/identity/people-like-them/the-white-picket-fence/timeline/

http://www.immi.gov.au/about/anniversary/immigration-timeline.htm

http://www.immi.gov.au/about/anniversary/immigration-timeline.htm

http://museumvictoria.com.au/discoverycentre/websites-mini/immigration-timeline/

http://eplanner.education.tas.gov.au/item/edres/b7b87a46-224d-71b6-1b72-be995f251f7f/1/Timeline.zip/index.html

http://eplanner.education.tas.gov.au/item/edres/b7b87a46-224d-71b6-1b72-be995f251f7f/1/Timeline.zip/index.html

http://www.youtube.com/watch?v=teq__HPNpSI

http://www.youtube.com/watch?v=teq__HPNpSI


immigration events starting with the First Fleet in 1788 to present day boat arrivals.

(Representation on a timeline, considering scale, order and directionality, and parallel events)Whole class brainstorm and question-askingWhole class discussion and brainstorm about immigration to gauge current levels of knowledge and any misconceptions. Focus question: What do we know about immigration? What is it? What does it mean? What is an immigrant? What is a refugee? What is an asylum seeker? What is the difference between these?

Students complete a KWL chart to document existing knowledge

Students generate their own questions arising out of the discussion and document on the KWL chart

Reflective journal writingStudents to answer the question ‘What do I know?’ about these terms, writing definitions and understandings in their own words. Students to reflect on the question: How would it make me feel if I had to move to a new country? (Written representation of understanding)

Students generate further questions to add to the butcher’s paper

Class 'Immigration Timeline' on Dipity

Butcher’s paper to record ideas and student generated questions

KWL Chart (Attachment 3)

Student journals

S2: Understanding of histories of some cultural groups

S4: Understanding of aspects of an Asian country

S10: Generate research questions

U2: Compare histories

U5: Formulate a viewpoint

Finding Out

Interview a community memberIn their groups of 6, students will form 3 pairs and each pair interviews 1 person from the community. This will allow each group access to 3 unique immigration stories. Prior to interviewing, students determine in their groups the appropriate 3 people to interview in order to have different

Class ipods or other accessible device with voice recordingCameras and/or smartphonesInterview pro-forma with the following interview questions:When and why did you come to

S2: Understanding of cultural groups

S4: Key aspects of Asian countries



http://www.dipity.com/thupham2/Immigration-Timeline/?mode=fs



cultural backgrounds represented.It is important to note that people born in Australia can still trace their heritage back to somewhere overseas, thus students consider this when selecting their interviewees. Students may interview a family member, neighbour or another community member. Students may also take a picture of artefacts presented to them during the interview to be used as evidence.

Extending on the previous activity where students listened to podcasts of personal stories, the focus here is for students to discover and engage with a specific immigration story.

Students are to extend on the interview questions and seek elaboration and clarification during the interview as warranted. (Communicating and comparing stories)

Students will edit their voice recordings and photos taken for later presentation to their group during ICT lab time. A slideshow with audio may be generated by the group if warranted (ICT for communication)

Reflective journal writing on the interview process and what they found out from the interviews. Students to reflect on whether they found the story interesting, extremely interesting or only mildly interesting and to justify why. Students to explore the validity and reliability of the accounts they have heard and make a judgment from the evidence obtained.

Whole class debriefStudents share specifics from their interviewing experiences and debrief about any issues they may have faced during

Australia?Did you come with family or alone?What form of transport did you take to come to Australia?What do you remember about the journey?What were your first impressions when you arrived?What were some of the problems you encountered?What are your strongest memories of your home country?Where do you call home?How do you maintain the traditions of your culture whilst in Australia?

Audio editor AudacitySlideshow creator Animoto

Student journals

S6: Understand values

S7: Compare values

U3: Primary sources

S16: Contribution of cultural groups

S20: Empathy for points of view of others

S21: Work in teams

S13: Present in a range of forms

S11: Making judgmentsU5: Formulate a viewpoint

S18: Different viewpoints

S20: Empathy for feelings of others



http://animoto.com/

http://audacity.sourceforge.net/


the process and give each other advice on how to improve interviewing skills

Pre-excursion discussion and brainstormPrior to an excursion to the Immigration Museum, in their groups, students will discuss specific questions such as:Why do you think people have migrated to Victoria?How have methods of transport changed over time?What difficulties do you think migrants have faced?What things do you think migrants would have brought with them?How have migrants influenced their new home? (food, culture, ways of life)What could immigrants tell us about their experience of immigration?(Taken from the Primary Pathways teacher notes)

Each group to present their brainstorm to the rest of the classAny new questions to be added to the KWL chart on display

Excursion – Immigration MuseumA shared experience where students will gather new information relating to immigration stories using the ‘Objects’ and ‘Stories’ pathways as outlined in the museum’s Primary Pathways document (Attachment 1).

Students explore various primary sources displayed at the museum in order to make connections with the stories they have discovered and heard so far. The focus here is for students to make a personal connection with a specific object and a specific immigration story, which they record on the worksheets. A photo of the object may also be taken.

Immigration Museum Education Program ‘Primary Pathways(Attachment 4)

A piece of butcher’s paper for each group

Digital cameras and video recorders

‘Objects’ and ‘Stories’ Worksheets(Appendix 2)

S10: Plan inquiries

S18: Different understandings

U1: Recurrent eventsU2: Differentiate between personal/national/global historiesU3: Sources of informationU4: Comparing historiesU5: Making connections




Students convene with their group to share the objects and stories they have chosen and to explain the reasons for the choices. It may be that the immigrant they choose is from the same country as a family member.

Reflective journal writing on the excursion experience. Students reflect on the different objects/stories chosen by their group members including the reasons for the choice and how these might differ or be similar to their own.

Whole class debriefStudents debrief on the excursion experience and share high and low points. Students reflect on the process of obtaining their immigrant’s story and the differences to interviewing. Student journals

S19: Social interactions

S20: Empathy for points of view of peers

Sorting Out

At this point, students have accumulated at least two immigration stories from their interviews and excursion.

Individual glog creationStudents create two glogs profiling the two immigration stories they have sourced for inclusion in a class glog presentation of ‘Immigration Profiles’ to be completed across two ICT lab slots. Glogs to be as informative, colourful and creative as possible, ensuring all relevant facts of the story are included and incorporating images, audio and video if relevant.Students to print an A4 copy of their glog for later use.

Whole class reviewTeacher will lead students through a review of the ‘Immigration Profiles’ on the IWB. The purpose here is not for individual students to present their glogs, but to review the various types of profiles, answering the question: What different sorts of immigration are there? Students are to

Class Glogster presentation of ‘Immigration Profiles’

Glogster presentation displayed on the IWB

Butcher’s paper with a table of the classifications labelled to record the number of different

S13: Present in a range of forms

U4: Make comparisons

S3: Making comparisons

S20: Empathy for different view points

Cross-disciplinary links



http://edu.glogster.com/


record their results in a table. Students may come up with their own classifications but these should be basedon and include

1. Settler/Convict arrivals2. Voluntary arrivals3. Refugee arrivals4. Asylum seeker arrivals

Group collaboration and presentationStudents present their two individual glogs to their group, summarising their immigrants’ stories including the reasons for moving to Australia. Students ask clarifying questions of each other and work collaboratively to sort their glogs into the above categories, ensuring there is a clear justification for each.As glogs are sorted, they are blue-tacked on to butcher’s paper to be presented by the group to the rest of the class.

sorts of immigration

Time Settler Voluntary

Refugee

Asylum

190019502000

Printed A4 glogsBlue tackButcher’s paper with a table of the immigration classifications labelled

S13: Present understandings

S20: Empathy for peers

S21: Working in teams

Going Further

Individual graphingStudents to work individually to create a graph using the whole class table data collected from the previous activity and currently on display on the wall. Graphs are to be labelled and scaled correctly and two to three interpretive sentences written such as ‘there were more settler arrivals in the 1800s than in the 1900s’. (Cross-discipline links)Two or three students to share their most interesting findings

Immigration story mappingStudents revisit the ‘Family Tree Classroom display’ world map and add to it. The existing green pins represent their personal stories. Using different coloured pins, students locate and mark the various origin countries of all the immigrants they interviewed as well as the immigrants

Student maths books

Original displayed map of the worldBlue and orange pins

Cross-disciplinary links

S15: Students use maps

U3: Sources of information




sourced from the excursion. Blue pins represent a primary source of information and orange pins represent a secondary source. (Revision of sources of information)Students create a visual representation of the sources of immigration to Australia throughout history.

Class immigration timelineStudents revisit the online timeline to add in their two immigrant stories including a brief description and a relevant photo collected during the interview or excursion. This photo may be of an artefact but must be distinct from the others so that it is easily identifiable on the timeline. This activity to be completed during an ICT lab slot.

Whole class reviewTeacher leads the whole class through a review of the Dipity timeline. The focus here is to look for patterns in immigration such as the refugee intakes throughout Australian immigration history and from these patterns develop research questions to add to the KWL chart

Class 'Immigration Timeline' on Dipity

Class timeline displayed on IWBOriginal displayed KWL chart

S8: Sequencing of events

S13: Present understandings in a range of forms

U1: Recurrent events

S1: Knowledge of significant events

Making connections

Group collaboration – putting it togetherIn their groups, students review the data they have collated so far:

individual stories (glogs) statistical data (graphs) locations of countries of origin (world map) timeline representations (Dipity) immigration categories (reasons for immigration)

Drawing on the immigration stories present in their groups, students discuss and determine how best to incorporate varying viewpoints into a holistic video project entitled ‘Our Immigration Stories’, designed to showcase each students’ background and to celebrate the cultural diversity of the

Various displays around the classroom*iPods with mp3s and podcasts*Maths books with individual graphs*Family Tree world map*Dipity timeline displayed on IWB*previous butcher’s paper

U1: Recurrent events

U2: Different histories

U3: Sources of information

U4: Make comparisons

U5: Make connections and formulate a viewpoint

S1: Demonstrate






group.

From their immersion in immigration stories, students connect their video project to a wider immigration issue such as discrimination, racism, religious persecution, displacement, seeking asylum, etc. Students formulate an informed viewpoint and support it with evidence.

Group collaboration - video-makingIn their groups, students assign roles and responsibilities for the creation of a short video to showcase their learning. Roles might include information gatherer, script writer, prop-maker, camera-person, video editor, etc and there may be multiple students in the same role or multiple roles for each student.In writing their scripts, students ask the following questions:What information are we missing? Where can we find further information (revisit websites used in the tuning in stage)Do we see any similarities? Differences? Patterns?What is the main message we are trying to get across?Teacher provides support and ideas such as: a narrative play, music video, short skit, commercial, debate, news article, or character portrayal.Students utilise remaining ICT lab slots to video tape and edit their video project

‘Group Project Plan’ worksheet (Appendix 3)Video recordersVideo editing software Lightworks

understanding

S2: Understanding of some cultural groups history

S3: Make links to contemporary

S6: Values

S8: Sequence events

S11: Making judgments

S12: Develop explanations

S17: Present a viewpoint

S21: Working in teams

Taking Action

Presentation to the classTeacher will upload all videos to a Vimeo album and spend an afternoon showcasing student videos. Students will provide ‘sandwich’ feedback (positive/negative/positive) to their peers so that positive feedback and genuine areas for improvement are voiced.Students celebrate their cultural diversity and

Vimeo



https://vimeo.com/

http://www.lwks.com/


Classroom displays for school open dayUsing all the artefacts the class has created, students will create a museum like display in their classroom to be showcased during the school’s open day. Students will act as curators on the day, providing explanations and sharing their work and understandings with family and community members.

Various stations will be set up including computer stations to show the Glogster presentation, aural stations to showcase the audio stories, and the IWB showcasing both the Dipity timeline and student videos all uploaded to Vimeo

Various ICT stations set up around the classroom including IWBClass autobiographies bookFamily Tree display including world map

References

Department of Immigration and Citizenship ‘Immigration – Federation to Century’s End’ Publication http://www.immi.gov.au/media/publications/statistics/federation/



http://www.immi.gov.au/media/publications/statistics/federation/


Hoepper, B 2011, ‘Teaching history: inquiry principles’ in R. Gilbert & B. Hoepper (eds.) Teaching society and environment, 4th edition, pp. 198-233.

Immigration Museum website http://museumvictoria.com.au/immigrationmuseum/

Jakubowicz, A 2009, ‘Cultural diversity, cosmopolitan citizenship & education: issues, options and implications for Australia’, University of Technology, Sydney, retrieved 1 September 2012, Education Research Complete database.

Melbourne Museum Origins website http://museumvictoria.com.au/origins/history.aspx?pid=97

Migration Heritage Centre website http://www.migrationheritage.nsw.gov.au/homepage/

Queensland Museum 2012, Refugee Unit Plan http://www.qm.qld.gov.au/microsites/jou/pdf/Refugee%20Curriculum%20Plans%20and%20Activities.pdf

VCAA VELS Website http://vels.vcaa.vic.edu.au/



http://vels.vcaa.vic.edu.au/

http://www.qm.qld.gov.au/microsites/jou/pdf/Refugee%20Curriculum%20Plans%20and%20Activities.pdf

http://www.qm.qld.gov.au/microsites/jou/pdf/Refugee%20Curriculum%20Plans%20and%20Activities.pdf

http://www.migrationheritage.nsw.gov.au/homepage/

http://museumvictoria.com.au/origins/history.aspx?pid=97

http://museumvictoria.com.au/immigrationmuseum/

Inquiry Unit Appendices Thu Pham 210609497

Appendix 1 'Many of us have come from somewhere else' Worksheet



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Appendix 2 ‘Objects’ and ‘Stories’ Excursion Worksheets

ObjectsStudent Name

One object can tell a really big story.

There are many objects on display at the Immigration Museum. These objects were brought to Australia for a number of reasons, by people from different countries.

After touring the galleries, choose an object that interests you.• Draw and label the object in the space below.

http://museumvictoria.com.au/education 10



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StoriesStudent Name

Immigration is a vital feature of Australia’s history and national identity. The Immigration Museum tells us many stories of men, women and children who left the country where they were born to make a new life in Australia. Many of these people eventually settled in Victoria.Find a story about a person in the galleries.Look carefully at the objects and photographs that help us to understand more about the personal story of this person.Record answers to the following questions.

I found this story in the________________gallery.

This story is about .

This person came to Australia in the year from .

The reason he/she came to Australia was .

.

.




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Humanities Inquiry Planner - Appendices Thu Pham 210609497

The most interesting thing I found about this story was .

If I could meet this person, I would like to ask them about .

The object or photograph on display that I found most interesting was .

Draw the object or photograph in the frame below.


Humanities Inquiry Planner - Appendices Thu Pham 210609497

Appendix 3 ‘Group Project Plan’ Worksheet

GROUP PROJECT PLAN

GROUP MEMBERS:

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

OUR TOPIC:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

OUR ROLES: WHO:

__________________________________________ ___________________________

__________________________________________ ___________________________

__________________________________________ ___________________________

__________________________________________ ___________________________

__________________________________________ ___________________________

__________________________________________ ___________________________

BRAINSTORM OF KEY IDEAS

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