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=__Australian Wool Industry __=

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 * This unit has been developed to guide the teaching and learning of the development of the Australian wool industry. This unit aims to introduce students to an important historical, economic and social issue that has strongly influenced the nation we live in today whilst exploring other associated concepts such as trade, agriculture, employment among others.
 * The unit will have students explore wool as an object of trade and a source of income for a vast number of the Australian population. Students will use their academic skills to investigate the many uses of wool whilst exploring answers to their own questions raised throughout their self-directed research. The students may work collaboratively or individually as they undertake this research and present their information in a visual and oral format.
 * The students will be expected to engage in higher order thinking to develop their own questions to formulate their research and must also evaluate their own attitudes and beliefs about the wool industry and how it has impacted on the Australian society.
 * This unit is derived from VELS Level 4 history which suggests that students should develop a critical understanding of a historical issue that has impacted on contemporary society.

__**Objectives **__  The students understand that the wool industry has played a significant role in terms of its generation of wealth in the nation. They understand that the wool industry has withstood various threats and is constantly changing. They understand that wool is a vital product which is used in various applications.  Students will: conduct research based on their own interests to find answers to questions they have formulated. The students will critically evaluate the value of the material and will present the data in an engaging format. Students may work individually or collaboratively as they conduct their inquiry-based task.  The students appreciate the role of the wool industry in Australian society in providing income for a large portion of Australia’s population. They respect that wool has played an integral role in our history and that this history should be preserved.  Students will interact with informed members of the community to assist them with their research. They will demonstrate sincerity when discussing the role the industry has played in the nation’s history bearing in mind the national pride this may evoke.
 * Knowledge objectives – concepts, facts, generalisations **
 * Skills objectives – inquiry, academic skills, social skills **
 * Values attitudes-interest- sensitive objectives **
 * Social action objectives **

__**Factual information on the topic **__
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">McClish, B. (1999) //Sheep and wool.// South Yarra: Macmillan Education.
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Morrissey, D. (1988). //Sheep and wool.// South Melbourne: Macmillan.
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Wilson, B. (1995) //Wool resource kit.// Cloverdale: Kondinin Group.

__**<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">How our Unit Development is integrated with other subjects. **__ <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> The integration of this Unit Development has occurred with our inclusion of a specific artwork for analysis in the first lesson. It is hope that this task will engage the students and stimulate their interest in the topic. <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;"> The Unit Development has been integrated with music. In the final lesson students will explore a lyrical representation of the role of wool in society. The song, entitle “Click go the shears” will provide students with a multimodal look at how great the role of the wool industry has been and ways of expressing this influence.


 * __<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">We have used Marsh's eight steps of inquiry which are: __**
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Tuning in - Lesson 1 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Deciding directions - Lesson 2 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Organising ourselves - Lesson 3 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Finding out - Lesson 4 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Sorting out - Lesson 5 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Drawing conclusions - Lesson 6 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Considering social action - Lesson 7 ||
 * <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">Reflection and evaluation - Lesson 8 ||