Sharing the Earth is an integrated unit which incorporates ...



| Unit Overview |

| | |Cross-Curriculum Priorities: |

| |The unit British Colonisation provides students with the opportunity to study Australia’s original human inhabitants, and the |Cross-curriculum priorities |

|Connection Focus: |arrival and consequences of occupation by the British. The topic also provides students with the opportunity to reflect on the | |

| |European and Aboriginal people who made major contributions to Australian society in the early days of colonisation. |[pic] |

| | |Aboriginal and Torres |

| | |Strait Islander |

| | |histories and cultures |

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| | |Asia and Australia's |

| | |engagement with Asia |

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| | |Sustainability |

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| | |General capabilities |

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| | |Critical and creative thinking |

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| | |Ethical understanding |

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| | |Information and communication |

| | |technology capability |

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| | |Intercultural understanding |

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| | |Literacy* |

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| | |Numeracy |

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| | |Personal and social capability |

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| | |Other learning across the curriculum areas |

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| | |Civics and citizenship |

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| | |Difference and diversity |

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| | |Work and enterprise |

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| |Students will be engaged in: | |

| |• researching key events and people from Australia’s history | |

|Students will be engaged in: |• researching key events and people in developing Australian traditions and heritage | |

| |• recognising the contribution of people and groups from other countries to Australian heritage | |

| |• recognising the changes to people and places in the Sydney region as a result of British colonisation | |

| |• appreciating music and art from that time period. | |

| |• researching the voyage of James Cook in relation to colonisation and world exploration at the time | |

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| |This unit provides opportunities for students to explore issues related to Australia’s original inhabitants, explorers before the| |

| |British and the British arrival and occupation of Australia. The unit focuses on the evaluation of viewpoints about the | |

|HSIE Link: |consequences of British colonisation for people, groups and the environment, and on formulating informed opinions. | |

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| |Throughout this unit students will learn about the history of Aboriginal and Torres Strait Islander people. Students will examine European exploration and colonisation in Australia |

|History Link: |and throughout the world up to the early 1800s. They will examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these |

| |experiences contributed to their cultural diversity. |

| |Students will be given the opportunity to dabble with different media and to experience and build on a broad spectrum of techniques and skills, creating effects that will enhance |

|CAPA Link: |their artistic work. British paintings such as the watercolours of William Bradley may be compared and contrasted with Indigenous art works in terms of purpose, media and techniques |

| |to explore cultural differences. Australian folk songs such as ‘Botany Bay’ will be taught. This can be sung at the grand friend’s day performance. Opportunities for dramatising the |

| |events of the First Fleet voyage and landing in Sydney Cove can also be incorporated to enhance student s knowledge and understanding. |

| |Students will be engaged in lesson content whereby they will be required to use mathematical knowledge and skills to organise and interpret |

|Mathematics Link: |information about historical events. They will analyse numerical data to make meaning of the past, They will use timelines to understand cause |

| |and effect. As well as using calendars and dates to interpret information about significant events from the past. |

| |Historical knowledge and understanding will be discovered via a number of historical fiction titles appropriate for this level. Students will explore how texts on the same topic can |

| |differ according to purpose and audience. Students will read and respond to a variety of imaginative and informative texts on issues related to explorers before the British, |

|English Link: |Australia’s original inhabitants, British exploration and subsequent occupation and colonisation of Australia. Composing and creating a variety of texts, including multimodal texts, |

| |with the purpose of informing their audience. |

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| |An English Unit of work that can be used in conjunction with this program can be sourced at: |

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| |Written |Visual |Multimodal |

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| |Enora and the Black Crane by Arone Raymond Meeks |Aboriginal Languages map: |Aboriginal Languages map: |

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| |Meet Captain Cook by Rae Murdie |-language-map/ | |

| | | |My Place for teachers: |

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| |Other titles (not referred to in unit but could be read during fruit break) | |A convict story: |

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| |What’s your story by Rose Giannone | |87-4734-8e54-d7f91e4561fb/1/13651/13651/index.htm |

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| |My Place by Nadia Wheatley | |First Australians: |

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| |The Rabbits by Shaun Tan | |t/ |

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| |The First Fleet by Alan Boardman | |Victorian crime and Punishment Website |

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| |Novels which can be read include: | | |

| | | |Captain Cooks first voyage : |

| |Stowaway by Karen Hesse | | |

| |Letters of Rosie O’Brien by Kate Walker | | |

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|Additional Resources |Finding Bennelong: |

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| |Indigenous Australians: |

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| |scoop.it/t/primary-history-first-contacts/p/4020429327/2014/04/29/bound-for-botany-bay-year-4-unit |

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|Assessment |Assessment for Learning |Assessment as Learning |Assessment of Learning |

|/Evidence: | |*Self-assessment of writing tasks, including assessment of |* writing tasks graded, based on set criteria’s |

| |*anecdotal records |handwriting style of key letters covered and the use and |* student achievement against selected outcomes |

| |* comments or notations |correct spelling of topic words and high frequency words |* student achievement against set learning goals |

| |* conversations |from texts. Identify skills that need further practise. |* end of unit assessment task |

| |* marks & grades |* Peer assessment |* achievement against Literacy Continuum Markers |

| |* feedback |* Questioning | |

| | |* Skill practise | |

British Colonisation

|Key Concept/s: What was life like for Aboriginal and/or Torres Strait Islander peoples before the arrival of the Europeans? |

|Curriculum Area/s: History & HSIE |

|Outcomes and related Content: |

|HT2-3 describes people, events and actions related to world exploration and its effects. |

|The diversity and longevity of Australia's first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their |

|daily lives (ACHHK077) |

|Students will: |

|identify the original inhabitants of Australia and create a timeline indicating their longevity in Australia of more than 50,000 years [pic][pic] |

|investigate, drawing on Aboriginal and Torres Strait Islander community representatives (where possible) and other sources, the traditional Aboriginal way of life, focusing on people, their beliefs, food, shelter, tools |

|and weapons, customs and ceremonies, art works, dance, music, and relationship to Country [pic][pic][pic] |

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|HT2-5 applies skills of historical inquiry and communication |

|Sequence historical people and events. |

|Use historical terms. |

|Locates relevant information from sources provided |

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|CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. |

|sequences significant events related to human occupation in Australia |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

| | |Throughout first week, have the students complete their title pages. | |

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| |To find out what knowledge|Lesson Focus: What knowledge do students bring to the unit? | |

| |the students bring to the | |Unit title page |

| |unit. |Introduction: | |

| | |As a class: Complete a KWL. Find out what the students already know about aspects of who were Australia’s first people, Why Europeans | |

| | |settled in Australia, Who are some famous explorers of Australia , etc Ask them what they would like to know more about. | |

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| | |It is also suggested that a word bank and/or glossary is begun in the classroom which students can add to throughout the unit. | |

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| | |List all the words that students predict they may come across during their learning about British Colonisation. Discuss the role of | |

| | |word banks/glossaries in learning e.g. Word banks help us to remember and spell new words. |Card or butchers paper for word |

| | | |wall. |

| | |View the following video: | |

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| | |As a class read the text Aboriginal Australia before Colonisation (page 87, Primary Society and environment, book E- RIC Publication). | |

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| | |Ask students to highlight the words: historian, colonisation, indigenous and multicultural in the text. Encourage students to work out | |

| | |what they mean from the text (dictionaries should be used to complete the activity, to ensure the correct answer is recorded. | |

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| | |Draw a chalk line on the board or floor that is two or four metres long. Explain to students that this is a timeline representing 80 000| |

| | |years of Aboriginal peoples living in Australia. Ask students to indicate by putting marks on the line showing how long Australia has | |

| |For students to know what |been settled by white people. Explain that the last centimetre (for a 4m line or only ½cm for a 2m line) represents the 200 years since | |

| |life was like for |British colonisation. Discuss this representation of the colonisation of Australia compared to students’ perception of the length of | |

| |Aboriginals before |time. | |

| |Colonisation. | | |

| | |Display an Aboriginal language map of Australia. | |

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| | |Explain that before 1788 there were several hundred, (estimated between 250 and 500), Aboriginal language groups or nations. Use the NSW| |

| | |interactive map on the web site to locate the Aboriginal language group or nation of your local area. | |

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| | |Jointly refer to List of Aboriginal nations on the web site, selecting the Nation in which the school is located. Share and explain the | |

| | |information with students. Identify and record local Aboriginal words and their meanings. Undertake additional searches of the | |

| | |Aboriginal people of the local area as required. | |

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| | |Use a local area map (obtained from local council or street directory) to identify places in the area named in the Aboriginal language. | |

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| | |Lesson Focus: Aboriginal life before Colonisation | |

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| | |Ask students if they know how long Aborigines have lived in Australia. Explain that it is thought they have lived in Australia for | |

| | |between 40-80000 years. Add this information to the timeline created in the previous lesson. Ask students if they know anything about | |

| | |what life was like for Aborigines for these 80000 years. *Provide an opportunity for the Koori kids in the class to share their own | |

| | |knowledge and to take the lead in class discussions. | |

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| | |View the powerpoint presentation to enhance students learning of Aboriginal culture: This power point gives information about the | |

| | |culture and lifestyle of Aboriginal people with a focus on Aboriginal art, which can be referred to for future learning activities. | |

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| | |Show clip “Before Time” from My Place website. As a class, discuss the differences between Barangaroo and her friends, and themselves, | |

| | |eg. The differences in the games they play, the food they eat, clothing (No playstations!!) | |

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| | |Optional Activity: Aboriginal food | |

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| | |Read Information Sheet 1.3 – Aboriginal Food. (Source from: ) | |

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| | |Collect two large sheets of paper to create a wall display for your class. On one piece of paper draw or stick pictures of different | |

| | |types of food that the Aboriginal People of Australia ate. You could use the internet to find pictures of the different types of food or| |

| | |draw them in coloured pencil. On the second piece of paper draw pictures of how these people used to catch their food. Use the collage | |

| | |to report back to your class about the foods that the Aboriginal people ate. | |

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| | |Lesson Focus: Dreamtime stories | |

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| |For students to know what | | |

| |life was like for |Explain to students the concept of the Dreamtime. The Dreamtime is the Aboriginal belief system which expresses what the Aborigines |Aborigine PowerPoint presentation |

| |Aboriginals before |believe to be the beginning of life and the creation of the world. The Dreamtime is deeply rooted in the land and its significance must | |

| |Colonisation. |be emphasised. | |

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| | |Read the Dreamtime Story “Enora and the Black Crane“. View: ( if you don’t have a copy of | |

| | |the book) | |

| | | |MyPlace clip 1 Barangaroo |

| | |As a class, discuss the story and the message contained within it. Students write three ‘I remember…’ statements about the text, and | |

| | |then have the students use these statements to aid them in writing a summary of the book. | |

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| | |Then have students create their own artwork to accompany their book summary. | |

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| | | |Information Sheet 1.3 – Aboriginal |

| | | |Food. |

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| | | |Book: Enora and the Black Crane by |

| | | |Arone Raymond Meeks |

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| | | |Materials for art lesson: paper, |

| | | |water colours, cotton buds and |

| | | |paintbrushes. |

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| |For students to know the | | |

| |significance of Dreamtime | | |

| |stories to Aboriginal | | |

| |people. | | |

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| |For students to be able to| | |

| |give a retell of the | | |

| |Dreamtime story: Enora and| | |

| |the Black crane. | | |

|Key Concept/s: Traditional songs and dances from that era |

|Curriculum Area/s: CAPA |

|Outcomes and related Content: |

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|MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. |

|sings songs demonstrating a greater awareness of beat, pitch, tone colour and structure |

|moves to music maintaining a constant beat, identifying structure, identifying changes in pitch, elements of duration and dynamics |

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|DAS2.1 Performs dances from a range of contexts demonstrating movement skills, expressive qualities and an understanding of the elements of dance. |

|moves with awareness of safe dance practice including movement skill — action in space, control, alignment, use of breath and with sensitivity to the sound accompaniment |

|performs a dance devised from a cultural or historic context (eg discuss the theme and intention from an Australian Bush Dance) and create a dance using key features by varying the rhythmic movement, patterns and |

|expressive qualities to create a personal response. |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

| | |( Throughout the term teach the students the following songs and dance. These will be also | |

| | |consolidated during the CAPA Group time throughout the term. | |

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| | |( Provide the students with a little history about each song: | |

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| | |1. For we are bound for Botany Bay | |

| | |Share a recorded version of the convict song ‘Bound for Botany Bay’. | |

| |For students to learn |Who is singing this song? |Music: |

| |the song ‘Bound for |Why are they singing it? |

| |Botany Bay” so that they|Why are they saying ‘farewell to Old England forever?’ |3ssIlG_I |

| |can perform it at the |Where were they going? Why? | |

| |Grandfriends day |Determine students’ existing knowledge from their answers to the last two questions. | |

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| | |Explain/define some of the words used in the song: | |

| | |rum culls - friends |Words: |

| | |Old Bailey - famous English prison | |

| | |To cut a swell - to make a good impression | |

| | |a swell - well dressed person | |

| | |dookies - not a real word at all but from 'dukes' | |

| | |~ | |

| | |Locate both London and Botany Bay on a map. Track the journey of the First Fleet from Portsmouth to Rio de Janeiro, around the Cape of | |

| | |Good Hope to Table Bay (now Cape Town) and across the Indian Ocean to Botany Bay. Use the map’s scale to estimate the length of the | |

| | |journey. View the animated map from the State Library of New South Wales website. | |

| | |Why did the journey take about 250 days to complete? | |

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| | | Heel n toe Polka | |

| | |Bush dance is a style of dance from Australia, particularly where the music is provided by a bush band. The dances are mainly based on the| |

| | |traditional folk dances of the UK, Ireland and central Europe. | |

| | |Eras of bush dance in Australia | |

| | |Early European 1770–1850 settlers came with their local dance traditions. | |

| | |Gold rush 1850–1860 miners brought dances from Europe some via the American gold rush. | |

| | |Pastoral period 1860–1950 rural woolshed balls and dances in local halls. | |

| | |Revival 1950–1960 collectors and enthusiasts document and perform dances. | |

| | |Recent popularity 1970–1980 most areas and many social clubs have regular Bush Balls | |

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| |For students to know | | |

| |that the Heel n Toe | | |

| |polka is a form of bush | |Video: Heel n toe Polka |

| |dance and know the moves| | |

| |in order to perform at | | |

| |the Open Day and Grand | | |

| |friends day, Community | | |

| |event | | |

|Key Concept/s: What was life like in Britain in the 18th Century? |

|Why did Europeans settle in Australia? |

|Curriculum Area/s: History, HSIE & English |

|Outcomes and related Content: |

|HT2-5 applies skills of historical inquiry and communication |

|Sequence historical people and events. |

|Use historical terms. |

|Locates relevant information from sources provided |

| |

|CCS2.1Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. |

|sequences significant events related to human occupation in Australia |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

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| | |Some of the following lessons were sourced from: | |

| | |Lesson Focus: What was life like in Britain in the 18th Century? | |

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| |For students to know |Focus question: What was life like in England 250 years ago? | |

| |what was like in | | |

| |England 250 years |Show students excerpts from the film Oliver Twist (2005 / Ronald Harwood, screenplay / Roman Polanski, director) to answer the question: What| |

| |ago. |was life like in London at this time in history? (Slide 4- Susan Burke, First fleet IWB) |Slide 4- Susan Burke, First fleet |

| | | |IWB |

| | |Discuss living conditions for the poor in London, as depicted in the film. Why might many people have resorted to crime? How did those in | |

| | |authority deal with misbehaviour? | |

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| | |Image from Roman Polanski's film, Oliver Twist (2005) | |

| | |Source: © Guy Ferrandis/Tristar Pictures/Bureau | |

| | |L.A. Collection/Corbis | |

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| | |Discuss the value of this film as a 'historical source'. Ask students to suggest possible primary sources (drawings, letters, court records | |

| | |etc) that might provide more useful 'evidence' for further investigation of this topic. (Slides 5-7, Susan Burke, First fleet IWB) | |

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| | |Students use the Chronology (PDF, 104 KB) exercise to sequence events leading to British settlement in Australia, exploring cause and effect.| |

| | |(Slide 8- Susan Burke, First fleet IWB) | |

| | | |Slides 5-7, Susan Burke, First |

| | |Use the events shown in the Chronology (PDF, 104 KB) exercise to create a classroom timeline. |fleet IWB |

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| | | |Slide 8- Susan Burke, First fleet |

| | | |IWB & a copy of the worksheet (see |

| | | |PDF) |

| | |Lesson Focus: Who were convicts and where did they come from? | |

| | |Focus question: How were criminals punished in England in the 1700s and 1800s? | |

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| | |Ask the students to brainstorm what they know about convicts. Lead them to a general understanding that convicts were people found guilty of | |

| | |a crime, who were then sent to Australia 200 years ago, to serve their sentence. | |

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| | |Ask the students “Where do you think these convicts came from?” Allow the students to share any prior knowledge about the origin of convicts.| |

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| | |As a class, students examine the Case Study of John Walker. | |

| | |Share responses. | |

| | |What factors led to John Walker's crime of stealing onions? | |

| | |How do you feel about what John Walker did? | |

| | |What does the evidence tell you about the kind of person he was? | |

| | |What might happen to John Walker if he committed this crime today? ( Slide 9 – Susan Burke, First Fleet IWB) | |

| | |In groups, students look at the list of convicts confined on the hulk, Censor: 1787-1788 . Ask: What interesting evidence do you see? What do| |

| | |you think about the ages of the convicts? What do you notice about their crimes? What questions are raised? How do we get answers or more | |

| | |information? ( Slide 10, Susan Burke- First Fleet IWB) | |

| | |Convicts boarding a prison hulk at Portsmouth, 1828 | |

| | |Prison-ship in Portsmouth Harbour, convicts going aboard. Source: National Library of Australia, nla.pic-an9058453, drawn & etched by Edward | |

| | |William Cooke, 1828. Rex Nan Kivell Collection. |Slides 9 & 10 – Susan Burke, First |

| |For students to know | |Fleet IWB |

| |how criminals were | | |

| |punished in England | | |

| |in 1700 and 1800’s. | | |

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| | |As a class explore more prisoner records at the Victorian Crime and Punishment website. | |

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| | |Have student’s role play - re-create a trial. Appoint a judge, jury, defence, prosecution and of course a person accused. | |

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| | |Optional: | |

| | |Have students explore the convict story website: | |

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| | |Lesson Focus: Convict profile | |

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| | |Begin the session by asking the students to recall what life was like in Britain in the 1700s. (I.e.: The Industrial Revolution meant the end| |

| | |to many traditional ways of life. People had to move to the cities. There were many people without jobs, who were very poor, hungry and | |

| | |without shelter.) See the fact sheet at: | |

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| | |ustralia | |

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| | |Explain to the students that they are going to imagine that they were in England during this time. They were poor English women and men who | |

| | |were without food, clothing or shelter for their families. Ask the students to close their eyes and build this scene in their minds. Ask them| |

| | |to consider their name, how old they are, their usual occupation, their family members etc. | |

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| | |Explain to the students that in order to provide for their family, they committed some sort of a crime. Have the students imagine what this | |

| | |crime was. E.g.: they stole a loaf of bread from a bakery. | |

| | | |Character Profile worksheet |

| | |Now they are to imagine that they were arrested for this crime and put in jail. They find out that their punishment is transportation to | |

| | |Australia. Ask them to imagine how they feel. | |

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| | |Explain to the students that they are going to create a profile of the character they just created in their minds. Show the students the |Slides 11 - 20 – Susan Burke, First|

| | |profile sheet and explain. Have the students complete the convict profile worksheet. |Fleet IWB |

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| | |.Lesson Focus: A flood of prisoners | |

| | |Focus question: how was the problem of England's overflowing prisons addressed? | |

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| | |Using Images of the prison hulks (PDF, 330 KB), ask students in groups to examine one or more images of prison hulks on the Thames. Then, ask| |

| | |them to use Probing the prison hulks (PDF, 164 KB) to record the results of their examination of these sources. Once finished, groups should | |

| | |report their findings to the class. | |

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| | |Students explore the Port Cities web page Prison Hulks on the River Thames . Ask: | |

| | |How does this information add to your understandings from the images? | |

| | |Where might this information have come from? | |

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| | |Show students the handwritten record Report of Convicts under Sentence of Transportation. Record any information that students can gather | |

| | |from this source. What questions do students have about the source? | |

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| | |Using the Six hat thinking (PDF, 142 KB) discussion guide, students explore and evaluate the sentence of 'transportation' as a solution to | |

| | |the prison situation. | |

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| |For students to be | | |

| |able to complete a | | |

| |convict profile | | |

| |sheet. | | |

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| |For students to know | | |

| |how the problem of | | |

| |England’s overflowing| | |

| |prisons were | | |

| |addressed. | | |

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|Key Concept/s: Who were the early European explorers of Australia? |

|Curriculum Area/s: History & HSIE |

|Outcomes and related Content: |

|HT2-3 describes people, events and actions related to world exploration and its effects. |

|The journey(s) of at least ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078) |

|Students: |

|outline the voyages of ONE early explorer, eg Zheng He, Torres, Jansz, Tasman, Captain Cook or La Perouse, and explain the impact of their voyages [pic] |

|discuss the question: 'Who discovered Australia?' [pic][pic] |

| |

|Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079) |

|Students: |

|identify reasons for the voyage of the First Fleet and explain why various groups were passengers |

|using a range of sources, investigate the everyday life of ONE of the following who sailed on the First Fleet and lived in the early colony: a soldier, convict, ex-convict, official [pic][pic][pic] |

|HT2-5 applies skills of historical inquiry and communication |

|Use historical terms. |

|Locates relevant information from sources provided |

| |

|CCS2.1Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. |

|sequences significant events related to human occupation in Australia |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

| | | | |

| | |Lesson Focus: Who were the early explorers who came to Australia by sea? | |

| | | | |

| | |Write the words Terra Australis Incognita on the board. Ask students what they think these words mean. Identify the meaning as ‘the | |

| | |unknown south land’. | |

| | | | |

| | |The French called it France Australe. The Dutch called it New Holland. Ptolemy, a Greek scholar, drew a map in 150 AD showing Terra | |

| | |Australis. He reasoned that the world needed a land mass in the southern hemisphere to balance the land mass in the northern hemisphere.| |

| | |Stories of a fabulous land of great cities, wealth, spices and gold began, but there were also other stories of barbarians in a barren | |

| | |land south east of the South Sea. | |

| | | | |

| | |Use a globe or world map to identify the northern hemisphere and the southern hemisphere. Locate the Equator. Identify England, Europe | |

| | |and Indonesia (point out Timor and Sulawesi). Discuss the differences in seasons between the two hemispheres. | |

| | | | |

| | |Have students undertake one of the two following tasks: | |

| | | | |

| | |1. In class research project: | |

| | | | |

| | |Organise group library research tasks on some early explorers and their journeys before the British e.g. Maccassans, Luis Vaez de | |

| | |Torres, Willem Jansz, William Dampier, Abel Janzoon, Abel Tasman and Dirk Hartog. | |

| | | | |

| | |Organise a matrix to display the information collected. Review and discuss the significance of the information displayed. Complete one | |

| |For students to know who |as a modelled text first. Next place students in pairs to complete research on a second explorer. They can choose between completion of |Various books, articles information|

| |the early European |the matrix OR oral report back on the explorer. |on Maccassans, Luis Vaez de Torres,|

| |explorers were | |Willem Jansz, William Dampier, Abel|

| | | |Janzoon, Abel Tasman and Dirk |

| | |Torres |Hartog. |

| | |Jansz | |

| | |Dampier | |

| | |Hartog | |

| | |Tasman | |

| | |Macassans | |

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| | |Nationality | |

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| | |Reason for voyage | |

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| | | |Project Information Sheet |

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| | |Date | |

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| | |Significant discoveries | |

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| | |Other significant facts | |

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| | |or | |

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| | |2. At home research task: Famous Sea Explorer | |

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| | |There were many famous sea explorers who contributed to the discovery of “The Great South Land” (Australia). The history of exploration | |

| | |of Australia began long before Captain Cook. For this project you are required to complete a research assignment on a sea explorer |Worksheet pages 31-35 from History |

| | |(other than Captain Cook). Some famous sea explorers include: Luis Vaez de Torres, Abel Tasman, Dirk Hartog, Matthew Flinders, George |Now 4 , First Contacts by John |

| | |Bass, Captain Arthur Phillip and Willem Jansz. Research one famous sea explorer and find out the following information: |Barwick & Lauren O’Brien |

| | |• Name of the explorer | |

| | |• Birth and death dates | |

| | |• Country of origin | |

| | |• Family details | |

| | |• Employment | |

| | |• Years of exploration | |

| | |• Name of the ship | |

| | |• Reason for exploration | |

| | |• Map of the route taken on the journey | |

| | |• Number of years taken to explore the region | |

| | |• Significant findings / Interesting facts | |

| | | | |

| | |You are free to set out the project how you like (cardboard, project book, diorama, A4 display folder). You may write out your | |

| | |information (remember to write neatly – other people will be reading your work!); or you may type your information. Remember to use | |

| | |your own words. Do not copy the information straight out. | |

| | | | |

| | |You will be required to present your project to the class. You will be judged on how well you know the information. For this reason it | |

| | |is important that you do a lot of reading about your chosen explorer and record the information in your own words. | |

| | | | |

| | |Optional lessons (could be an activity as part of Literacy Group rotations as they are in the form of a comprehension passage) | |

| | | | |

| | |Have students complete Unit 8 worksheets below from History Now 4 , First Contacts by John Barwick & Lauren O’Brien | |

| | | | |

| | |Willem Jansz lands in Australia pages 30 & 31 | |

| | |Abel Tasman pages 32 & 33 | |

| | |Early European Contacts pages 34 & 35 | |

|Key Concept/s: Why did the great journeys of exploration occur? |

|Curriculum Area/s: History, HSIE & Art |

|Outcomes and related Content: |

|HT2-3 describes people, events and actions related to world exploration and its effects. |

|The journey(s) of at least ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078) |

|Students: |

|outline the voyages of ONE early explorer, eg Zheng He, Torres, Jansz, Tasman, Captain Cook or La Perouse, and explain the impact of their voyages [pic] |

|discuss the question: 'Who discovered Australia?' [pic][pic] |

| |

|Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079) |

|Students: |

|identify reasons for the voyage of the First Fleet and explain why various groups were passengers |

|using a range of sources, investigate the everyday life of ONE of the following who sailed on the First Fleet and lived in the early colony: a soldier, convict, ex-convict, official [pic][pic][pic] |

|HT2-5 applies skills of historical inquiry and communication |

|Use historical terms. |

|Locates relevant information from sources provided |

| |

|CCS2.1Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. |

|sequences significant events related to human occupation in Australia |

| |

|VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter |

|explores botanical drawing as a tradition in art. |

| |

|VAS 2.2 Uses the forms to suggest the qualities of subject matter |

|experiments with techniques in drawing to make a botanical drawing. |

| |

|VAS 2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible |

|discusses reasons why artists make botanical drawings. |

| |

|VAS 2.4 Identifies connections between subject matter in artworks and they refer to, and appreciates the use of particular techniques |

|identifies resemblances between subject matter in artworks and the features of things as they exist in the world. |

| |

| |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

| | |Some of the following lessons were sourced from: | |

| | | | |

| | |Optional lessons and resources on the European discovery of Australia by Captain James Cook can be sourced from: | |

| | | | |

| |For students to know |Lesson Focus: Captain Cook discovers Australia | |

| |and recall | | |

| |information about |View the book: “Meet Captain Cook” by Rae Murdie . Ask: | |

| |Captain Cook |What does the front cover of Meet Captain Cook tell you about the book? |Book: “Meet Captain Cook” by Rae |

| | |Who is the subject of the book? |Murdie |

| | |Who is the author? | |

| | |Who is the illustrator? | |

| | | | |

| | |Does the back cover give you more clues about the book? | |

| | |Does the blurb explain why Captain Cook is holding a telescope on the front cover? | |

| | |In what time period do you think the book is set? | |

| | |What does the blurb tell you about why Captain Cook is an important figure in Australian | |

| | |history? |Word Document: Captain Cook’s Life |

| | | |story |

| | |What do you already know about Captain Cook and the great explorers of the Eighteenth Century? Make a list and add to it as you read the |or |

| | |book. |

| | |Read the book: “Meet Captain Cook” by Rae Murdie |explorers/captain_james_cook.php |

| | | | |

| | |View Captain Cooks Life story ( a word document) or alternative view: | |

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| | |Have students answer the following comprehension questions in their workbooks, to assist in their understanding of the information: |Work books and questions on IWB |

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| | |Captain Cook Comprehension | |

| | | | |

| | |When and where was Captain Cook born? | |

| | |At what age did Captain Cook join the Royal Navy? | |

| | |What was the name of the ship that Captain Cook commanded? | |

| | |Why did Captain Cook sail the Endeavour to the Pacific? | |

| | |When and where did Captain Cook arrive in Australia? | |

| | |How many voyages did Cook embark on? | |

| | |When did Captain Cook die? | |

| | |The final sentence in the passage states that Cook was one of the world’s greatest navigators and explorers – do you think everyone felt that| |

| | |way about him? Who might have felt differently? Write a short paragraph about Captain Cook from the perspective on one of these people. | |

| | | | |

| | |Lesson Focus: Captain Cook discovers Australia | |

| | | | |

| | |View the youtube clip on Captain Cooks first voyage : | |

| | | | |

| | |Discuss the information given in the clip and explain to students that they will be mapping Captain Cook and the Endeavour’s journey. | |

| | | |

| | |Give each student a copy of a world map. Discuss the features of a map, recalling knowledge of keys or legends, compass directions and |ueGy0IMQ |

| | |co-ordinates. Ask them to locate England, where Captain Cook was from and where he departed to go on his journey. Ask students to locate | |

| | |Sydney, Australia, where Cook landed upon discovering Australia. Using the information given in previous activities such as the comprehension| |

| | |passage, the text and the YouTube clip, students then proceed to plot the Endeavour’s journey from England to Australia. |World Maps |

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| | | | |

| | |Lesson Focus: The First Fleet & The voyage | |

| | | | |

| | |Have students recall knowledge from incursion about the conditions of life in England during the late 1700’s and early 1800’s. Remind | |

| | |students of the rising crime rates, but explain that their idea of heavy crime was a lot different to that of today (stealing a loaf of bread| |

| | |resulted in imprisonment). Show students the images of convicts and gaols from that time: | |

| | |[pic][pic][pic][pic][pic][pic][pic] | |

| | | | |

| | |Discuss students’ responses to the images. |Convict Images |

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| | |Explain to students that after Captain Cook charted Australia and claimed it terra nullius, the British government decided to use this new | |

| | |land to establish a penal colony – a land to send their convicts to work to establish a new town/city. The convicts were transported to | |

| | |Australia on a fleet of ships which became collectively known as The First Fleet. Inform students that they will be learning more about the | |

| | |First Fleet in coming lessons. | |

| | | | |

| | |Focus question: what would it have been like to travel on one of the ships of the First Fleet? | |

| |For students to be |Using Reconstructing the voyage (PDF, 89 KB), students investigate how the First Fleet travelled to Australia from England and how long the | |

| |able to map out |journey took. | |

| |captain Cooks |Marcus Clarke's classic novel about | |

| |voyages. |convict life, For the Term of His Natural Life. | |

| | |This copyright material may not be modified. |Slides 24 - 28 – Susan Burke, First|

| | |Front cover of For the Term of His Natural Life by Marcus Clarke, Penguin Group (Australia), 2000 reproduced with permission of Penguin |Fleet IWB |

| | |Group. | |

| | | | |

| | |Students reconstruct the size of some First Fleet passenger ships using information from Ships of the First Fleet. Students mark the ships' | |

| | |dimensions outdoors to visualise the scale. Ask: | |

| | |1. How much space would have been available to each person on board? | |

| | |2. What do we need to know to work this out? | |

| | |3. Students reflect on what this suggests about conditions on board. | |

| | |Using For the term of his natural life (PDF, 175 KB), students investigate a literary description of conditions on board a convict transport.| |

| | |(The language in the extract is demanding and this activity may need to be teacher-led or used as an extension activity.) | |

| | | | |

| | |Using Convict voyages (PDF, 132 KB) and Daily routine (PDF, 156 KB), students examine two more sources about conditions on board ship for | |

| | |transported convicts. | |

| | |Students may also like to explore Google Earth's animation of the weather conditions for the First Fleet voyage  | |

| | | | |

| | |Lesson Focus: The First Fleeters | |

| | |Focus question: who were the people of the First Fleet? |Slides 29 - 31 – Susan Burke, First|

| | |Students sketch 'a typical convict' of the First Fleet. Encourage students to explain their thinking as they share their sketches. |Fleet IWB |

| | |Landing of Convicts at Botany Bay from Captain Watkin Tench's A Narrative of the Expedition to Botany Bay. First published in 1789. | |

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| |For students know |Students explore the First Fleet database. Ask students to perform 'Simple Searches' based on name or gender. Share any notable findings. | |

| |what the First Fleet |Ask: What does this database tell us about the 'typical' convict of the First Fleet? | |

| |is | | |

| | |Brainstorm questions, such as 'Who was the youngest First Fleet convict?' or 'How many First Fleet convicts were women?' Students use the | |

| | |database to answer as many questions as they can. | |

| | | | |

| | |Students revisit their sketch of a 'typical' convict. Discuss this in the light of their findings from the database. | |

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| | |Using the three resources First Fleeters 1 (PDF, 167 KB), First Fleeters 2 (PDF, 219 KB) and First Fleeters 3 (PDF, 144 KB) along with First | |

| | |Fleeters discussion points (PDF, 100 KB), students examine and discuss three sources about the people of the First Fleet. | |

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| | |Students could be provided with chart paper or sticky notes for recording questions and findings. | |

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| | |Lesson Focus: Wildlife that was discovered on Cooks voyages | |

| | |Botanical drawings | |

| | |On one of Cook’s voyages to the Pacific, a team of botanists led by Joseph Banks made sketches, notes and watercolours of plants collected | |

| | |from wherever the ship struck land. One of the artists was Sydney Parkinson, who worked on the botanical illustrations. He made numerous | |

| | |field drawings, watercolours and gouache paintings, completing 264 complete paintings and more than 900 drawings. | |

| | |• Look at some examples of botanical drawings and paintings: | |

| | | | |

| | |• Discuss the examples of botanical drawings: | |

| | |- why do you think artists make botanical drawings? (purpose and audience) | |

| | |- why do the drawings look so realistic? | |

| | |- is there anything similar about the works? | |

| | |- why are details (e.g. flowers and seeds, often included in the drawings or paintings?) | |

| | |- what media and techniques are used? (e.g. were the brushes thick or thin? what type of pens?) | |

| | |• Botanical artists usually paint and draw from actual examples of flora rather than photographs. Why do you think they do this? | |

| | |• Each student brings a flower, leaf, or part of a plant and makes a detailed realistic drawing from observation. Experiment using a variety | |

| | |of media and techniques e.g. pencils, coloured pencils, fine point pens. | |

| | |• The drawing should be approximately the same size as the subject, or to scale. Concentrate on trying to make the drawing as accurate as | |

| | |possible, recording fine details. | |

| | |• Make annotations on the drawing, referring to aspects such as colour, texture, aroma and where the plant was growing. Add colour if | |

| | |necessary. | |

| | |• Combine the drawings into a class botanical drawing book. | |

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| |able to sketch a | | |

| |typical convict. | | |

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| |For students to know | | |

| |why artists sketched | | |

| |botanical drawings | | |

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|Key Concept/s: What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander peoples and early traders, explorers and settlers? |

|Curriculum Area/s: History , HSIE & Creative Arts |

|Outcomes and related Content: |

|HT2-4 describes and explains effects of British colonisation in Australia. |

|The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, families and the environment|

|(ACHHK080) |

|Students: |

|describe the nature of contact between Aboriginal people and/or Torres Strait Islander peoples and others, including Aboriginal resistance [pic][pic] |

|explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander peoples [pic][pic] |

|use sources to identify different perspectives on the arrival of the British to Australia [pic] |

|outline the impact of early British colonisation on Aboriginal and Torres Strait Islander peoples' country [pic] |

| |

|HT2-5 applies skills of historical inquiry and communication |

|Use historical terms. |

|Locates relevant information from sources provided |

| |

|CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. |

|sequences significant events related to human occupation in Australia |

| |

|VAS 2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible |

|discusses reasons why artists make artworks. |

| |

|VAS 2.4 Identifies connections between subject matter in artworks and they refer to, and appreciates the use of particular techniques |

|identifies resemblances between subject matter in artworks and the features of things as they exist in the world. |

| |

|Completion Date |Learning Intention |Teaching and Learning Activities |Resources |

| | | | |

| | |Lesson Focus: The impact of British Colonisation on Aboriginal people | |

| | | |Slides 32 - 39 – Susan Burke, First|

| | |Focus question: what was the nature of contact between First Fleet settlers and Aboriginal people in the early days of colonisation? |Fleet IWB |

| | |Students examine the Aboriginal languages map. According to this source, which language group would have observed the landing of the | |

| |For students to know what |First Fleet? | |

| |the nature of contact |Using First Australians 1 (PDF, 115 KB) and First Australians 2 (PDF, 134 KB), students explore the impact of the First Fleet's arrival | |

| |between the First Fleet |on the local Aboriginal people. | |

| |and the Aboriginal people | | |

| |was in the early days of |First Australians 1 Wandjina rock art paintings from Black Fellow Creek, Western Australia. Source: © Mowanjum Artists Spirit of the | |

| |colonisation. |Wandjina Aboriginal Corporation | |

| | | | |

| | |Using Reading historical images (PDF, 182 KB), students examine images depicting contact between early settlers and local Aboriginal | |

| | |people: | |

| | | | |

| | |William Bradley's paintings 1 (PDF, 535 KB) | |

| | |William Bradley's paintings 2 (PDF, 527 KB) | |

| | |William Bradley's paintings 3 (PDF, 495 KB) | |

| | | | |

| | |The images could be printed and displayed around the classroom. Groups could use sticky notes to record their findings. Students read | |

| | |notes from other groups and add their own observations and questions. (The State Library of New South Wales' Discover | |

| | |Collections website may provide students with useful background information on William Bradley.) | |

| | | | |

| | |As a class, students read Excerpt from the diary of Lieutenant Bradley . Model the deconstruction and analysis of this historical | |

| | |document. Ask: | |

| | |Who wrote this account and for what purpose? | |

| | |What events are described here? | |

| | |Why might another person describe the events differently? | |

| | |What does this account reveal about contacts between settlers and Aboriginal people? | |

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| | |Lesson Focus: Aboriginal resistance | |

| | | | |

| | |Ask students to recall previous lessons on Aborigines and imagine now what it would have been like for them seeing the British people | |

| | |for the first time. Show clip “The Encounter” from My Place website: | |

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| | | | |

| | |Students brainstorm the feelings and thoughts of Aboriginal people as they encounter British people for the first time. Students share |Video clip “The Encounter” from My |

| | |and record answers in work books. Question students as to what they believe the British explorers would have felt seeing Aboriginal |Place website: |

| | |people for the first time. Students brain storm, share and record answers in their books. |

| | | |activities/1878_-_before_time/1788/|

| | |Read the text on page 106 Primary Society and Environment Book E- Aboriginal resistance to colonisation. Ask students to create a |1/the_encounter.html |

| | |picture story of the events listed. Discuss the events and ask students to provide alternative solutions that may have prevented the | |

| | |situation from worsening. Have students’ complete worksheet on page 107 of Primary Society and Environment Book E. | |

| | |Lesson Focus: Consequences of Colonisation for Aboriginal people | |

| | | |Worksheet: page 107 of Primary |

| | |Background information: |Society and Environment Book E. |

| | |The Eora people lived in the area around Sydney Harbour. To the west between the coast and the mountains were the Dharug people. Not a | |

| | |lot happened until the Aboriginal people realised that the invaders were not going to leave. | |

| | |The colonists stole tools and weapons from the Aboriginal people to trade for food with other colonists. They accessed local food | |

| | |supplies, particularly fish, to feed the people of the First Fleet. There was not enough food for both groups to survive. | |

| | |Governor Phillip was keen to establish good relationships with the Aboriginal people. He intervened when problems occurred and | |

| | |endeavoured to meet with the Eora. He had no way of communicating with them, so he had the marines capture some Aboriginal men at | |

| | |different times. These include Arabanoo (first known as Manly), Bennelong, Yemmerrawannie and Colby. Later, Governor Phillip was not as | |

| | |supportive of the Aboriginal people as they continued to plunder food supplies of the colonists, on Aboriginal land, in order to | |

| | |survive. | |

| | | | |

| | |Small pox and other white mans’ diseases: Aboriginal people did not have any resistance to the diseases that the people on the First | |

| | |Fleet carried. Small pox, influenza and measles were some of the diseases that killed many Aboriginal people. At times half (others | |

| | |estimate up to two thirds) of the people in the Aboriginal communities died. A large proportion of these were women and children. | |

| | | | |

| | |Ask students and discuss : | |

| | |What are consequences? | |

| | |What do you think would have been some of the effects on Aboriginal people? | |

| | |How do you think the effects of colonisation on Aboriginal people could have been minimized? | |

| | |Work through as a class the worksheets on pages 109-11 of Primary Society and Environment Book E. | |

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| | | |Worksheets: page 109 -111 of |

| | | |Primary Society and Environment |

| | | |Book E. |

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| |For students to know the | | |

| |consequences of | | |

| |colonisation for | | |

| |Aboriginal people. | | |

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|Evaluation |Assessment: |

|What would I change in this unit? |Which students needed to be encouraged to contribute to group discussions? |

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|Overall were the students engaged? YES/NO | |

|What activities did the students enjoy? | |

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| |Which students, if any have presented with a deep knowledge of the subject content? |

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|Were the supporting worksheets & videos useful? YES/NO | |

|Were the assessment tasks purposeful? YES/NO | |

|Was the unit presentation easy to follow? YES/NO |Which students, if any requiring extra scaffolding or assistance in completing set tasks |

|What needs to change in the unit presentation? |individually? |

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|What other learning experiences did I include in the unit? | |

| |Which students, if any performed exceptionally well in the assessment task? |

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|Additional Comments: |Additional Observations: |

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Stage Two, Integrated Unit-

British Colonisation

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