Name:Unit 1 - HASS Year 4 (V8)



54038576771500OneSchoolUnit PlanName:Unit 1 - HASS Year 4 (V8)Duration:32 WeeksYear Level:Year 4Applicable LearningAreas/Subjects:Humanities and Social SciencesUnit Plan Australia before, during and after European settlementIn this unit, students:draw conclusions about how the identities and sense of belonging for Aboriginal and Torres Strait Islander peoples in the past and present were and continue to be affected by British colonisation and the enactment of terra nullius.analyse the experiences of contact between Australia's First Peoples and others, and the effects these interactions had on people and the environmentmake connections between world history events between the 1400s and the 1800s, and the history of Australia, including the reasons for the colonisation of Australiainvestigate the experiences of European explorers, convicts, settlers and Australia's First Peoples, and the impact colonisation had on the lives of different groups of peopleexamine the purpose of laws and distinguish between rules and lawsexplore the diversity of different groups in their local communityconsider how personal identity is shaped by aspects of culture, and by the groups to which they belong.For further information to support teaching of the unit, view the:Year level planTeacher lesson overviewThroughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:Helpful information - Higher-order thinking skills Years P-9 Task SummaryTypeLearning AreasStatusDateAustralia before, during and after European settlement (Yr 04)Students explain aspects of life before, during and after European settlement of Australia.PortfolioHumanities and Social SciencesUnscheduledDocument Table of ContentsCurriculumAustralian CurriculumConsiderationsTeaching SequenceTeaching Sequence SummaryJames Cook's first journeyHow and why life changed for convicts on the First FleetPoints of viewProfile of a friendResourcesAttachmentsPlan Resource BankAssessmentPortfolio - Australia before, during and after European settlement (Yr 04)Australian CurriculumF-6/7 HASS - Year 4 Year 4 Achievement StandardBy the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.Content DescriptionsInquiry and skillsKnowledge and UnderstandingResearchingLocate and collect information and data from different sources, including observations (ACHASSI074)Sequence information about people's lives and events (ACHASSI076)Evaluating and reflectingDraw simple conclusions based on analysis of information and data (ACHASSI079)Interact with others with respect to share points of view (ACHASSI080)AnalysingExamine information to identify different points of view and distinguish facts from opinions (ACHASSI077)Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)QuestioningPose questions to investigate people, events, places and issues (ACHASSI073)CommunicatingPresent ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)Civics and citizenshipThe differences between 'rules' and 'laws', why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)HistoryStories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)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 (ACHASSK084)The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following:Locate and collect information and data from different sources, including observations (ACHASSI053)Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)Draw simple conclusions based on analysis of information and data (ACHASSI058)Interact with others with respect to share points of view (ACHASSI059)Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)Why people participate within communities and how students can actively participate and contribute (ACHASSK072)Curriculum working towardsThe teaching and learning in this unit work towards the following:Why regulations and laws are enforced and the personnel involved (ACHASSK117)Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)Evaluate evidence to draw conclusions (ACHASSI101)Work in groups to generate responses to issues and challenges (ACHASSI102)Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.LiteracyComprehending texts through listening, reading and viewingComposing texts through speaking, writing and creatingText knowledgeGrammar knowledgeWord knowledgeVisual knowledgeNumeracyRecognising and using patterns and relationshipsUsing spatial reasoningCritical and creative thinkingInquiring - identifying, exploring and organising information and ideasReflecting on thinking and processesAnalysing, synthesising and evaluating reasoning and proceduresPersonal and social capabilitySelf-awarenessSocial awarenessEthical understandingUnderstanding ethical concepts and issuesExploring values, rights and responsibilitiesIntercultural understandingRecognising culture and developing respectInteracting and empathising with othersReflecting on intercultural experiences and taking responsibilityFor further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross-Curriculum Priority support and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.Assessing student learningAssessment name: Australia before, during and after European settlementAssessment description: Students explain aspects of life before, during and after European settlement of Australia. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:Students may think that everyone experienced the past in the same way. Explain to students that each person’s experience is unique and the same event can be experienced in many different ways.Students may think that the past is a story made of fixed facts. Explain to students that because people’s experiences are different, the way they tell the stories of what is happening can be different, too, so the ‘facts’ they record can be different and interpreted in different ways.Students may think that every change in the past was for the good – they see change as progress. Explain to students that sometimes things change for the better, sometimes for the worse and can affect different people in different ways.Students may think that when change happens, it is always quick. Explain that some changes can be immediate and dramatic, while others can occur slowly and be difficult to observe while they are happening.Feedback may also relate to the development of students' knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to:pose questions and use information to answer themidentify and record information from a range of primary and secondary sourceanalyse and interpret sourcesdescribe how and why life changed and stayed the same in the pastsequence events and developments identify cause and effect relationshipsuse information to distinguish facts from opinions use information to identify the points of view of others past and present, and to develop personal points of viewpresent ideas about the differences between the features of rules and laws explain the importance of lawsdescribe diversity of groups in the community using civics and citizenship termsdevelop and present a personal profile that identifies groups they belong to and influences on their identityreflect on their cultural identity and how it might be similar to and different from others.Teaching SequenceCurriculum Plan TopicsDurationTopic11 LessonsJames Cook's first journeyLesson 1: Diversity and longevity of Australia's First PeoplesLesson 2: Connections to Country and PlaceLessons 3-4: Experiences of contact with the Macassar peopleLesson 5: Significance of early European explorationLessons 6-7: Significant journeys of discoveryLesson 8: Impacts of colonisationLesson 9: Great South LandLesson 10: Significant journeys - ContactLesson 11: Assessment checkpoint - Part A9 LessonsHow and why life changed for convicts on the First FleetLessons 12-13: Why the British settled in AustraliaLessons 14-15: The First Fleet comes to New South WalesLessons 16-17: Early European settlementLesson 18: Problems in the colonyLesson 19: The Eora peopleLesson 20: Assessment checkpoint - Part B7 LessonsPoints of viewLessons 21-22: Changes after European settlement - the Awabakal people of Lake MacquarieLessons 23-24: Effects of European settlement on Australia's First PeoplesLessons 25-26: Rule and laws in communitiesLesson 27: Assessment checkpoint - Part C5 LessonsProfile of a friendLesson 28: We belong to diverse groupsLesson 29: Role of groups in the communityLesson 30: Groups shape our identitiesLesson 31: Culture shapes our identitiesLesson 32: Assessment checkpoint - Part D32 LessonsTotal UnitTeaching SequenceTopicJames Cook's first journeyTopic Duration11 LessonsOverviewThroughout this lesson series, students will:locate information from different sources to answer questionsrecognise the significance of events in bringing about changedescribe the experiences of an individual in the pastsequence information about the lives of individuals in chronological order with reference to key dates.LessonsTeaching and Learning SequenceResourcesLesson 1Diversity and longevity of Australia's First PeoplesLesson objectivesStudents will:Understand the diversity and longevity of Australia's First Peoples.Evidence of learningCan the student:Recognise the diversity and longevity of Aboriginal and Torres Strait Islander peoples?Example learning sequenceExplore the unit focus.Explore the meaning of 'diversity' and 'longevity'.Sort and record information from provided sources about aspects of life for selected groups of Aboriginal people.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images and names of persons who may now be deceased.Supporting learning resource - HASS Glossary Year 4 Unit 1Slideshow (with script) - Diversity and longevity of Australia's First PeoplesSheet - Diversity of Australia's First PeoplesSupporting learning resource - Diversity and longevity of Australia's First peoplesAttachmentsLesson planLesson 2Connections to Country and PlaceLesson objectivesStudents will:Understand Aboriginal peoples' connections to Country and Torres Strait Islander peoples' connections to Place and how they care for Country and Place.Evidence of learningCan the student:Recognise Aboriginal peoples' connections to Country and Torres Strait Islander peoples' connections to Place and how they care for Country and Place?Example learning sequenceExamine sources that communicate information about the importance of Country and Place.Locate and record information from provided sources about ways Country and Place are cared for, and how features are used.Draw simple conclusions about the long and continuous connections of Australia's First Peoples to Country and Place.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Slideshow (with script) - Importance of Country to Aboriginal peoplesSlideshow (with script) - Importance of Place to Torres Strait Islander peoplesSheet - Using Country and PlaceSheet - Caring for CountrySupporting learning resource - Connection to Country and PlaceAttachmentsLesson planLessons 3-4Experiences of contact with the Macassar peopleLesson objectivesStudents will:Understand the nature and effects of interactions between Aboriginal peoples and early traders from Macassar.Evidence of learningCan the student:Identify how aspects of life changed or stayed the same for an Aboriginal group after contact with the Macassar traders?Example learning sequenceExplore sources that communicate information about contact between an Aboriginal group and Macassar traders.Identify ways life changed and stayed the same for an Aboriginal group as a result of contact with Macassar traders.Draw simple conclusions about how life changed or stayed the same for an Aboriginal group after contact with Macassar traders.ResourcesNote: Aboriginal and Torres Strait Islander people are warned that these resources may contain images, voices and names of persons who may now be deceased.Sheet - Early contacts - Macassar tradersSheet - Aspects of life for the Yolngu peopleSupporting learning resource - The nature of contact with others (Part 1)Supporting learning resource - Criteria for determining significanceHelpful informationVideo - Twelve canoes: The Macassans (Indigimedia Inc, Christensen Fund, South Australian Film Corporation and Screen Australia) .auAttachmentsLesson planLesson 5Significance of early European explorationLesson objectivesStudents will:Understand that European explorers between the 1400s and 1800s made significant journeys of exploration around the world.Evidence of learningCan the student:Sequence major journeys of European explorers between the 1400s and 1800s on a timeline?Draw simple conclusions about the significance of selected journeys of exploration?Example learning sequenceExamine information about European explorers and their journeys of exploration and/or discovery between the 1400s and 1800s.Sequence important journeys of exploration on a timeline.Draw simple conclusions about the significance of European exploration between 1400 and 1800.ResourcesSlideshow (with script) - European exploration 1492-1800Sheet - Comparing world mapsSheet - World explorers timelineSupporting learning resource - World explorers 1Supporting learning resource - Criteria for determining significanceAttachmentsLesson planLessons 6-7Significant journeys of discoveryLesson objectivesStudents will:Understand the reasons for a significant journey of European maritime explorers, their experiences of contact with other societies, and the significance of the discoveries.Evidence of learningCan the student:Record information from sources about the significant journey of a European maritime explorer and his contact with other societies?Example learning sequenceReview reasons for European maritime exploration between the 1400s and 1800s.Locate information from provided sources about the journey of a European maritime explorer.Sort and record information from sources about the journey of a European maritime explorer.ResourcesSheet - Christopher Columbus sourcesSheet - Historical inquiry into the journeys of Christopher ColumbusSheet - Vasco da Gama sourcesSheet - Explorer researchSheet - European colonisation of the world (1400-1660)Supporting learning resource - Criteria for determining significanceAttachmentsLesson planLesson 8Impacts of colonisationLesson objectivesStudents will:Understand the impacts of European colonisation on other societies.Evidence of learningCan the student:Record information from sources about the impacts of European colonisation on other societies?Example learning sequenceReview colonisation as an outcome of maritime exploration.Examine the impacts of the Spanish colonisation of the Americas.Draw simple conclusions about the significance of Spanish colonisation of the Americas.ResourcesSheet - European colonisation of the world (1400-1660)Sheet - Effects of exploration and colonisation sourcesSheet - Spanish colonisation of the AmericasSupporting learning resource - Colonisation and its impactsSupporting learning resource - Criteria for determining significanceAttachmentsLesson planLesson 9Great South LandLesson objectivesStudents will:Understand what early European navigators and explorers knew about the Great South Land and which explorers mapped the Australian continent.Evidence of learningCan the student:Identify what early European navigators and explorers knew about the Great South Land and which explorers mapped the Australian continent?Example learning sequenceReview information about groups of people with knowledge of the Great South Land before European settlement in Australia.Examine routes taken by European navigators and explorers who mapped the Australian coastline.Draw simple conclusions about the significance of these journeys.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Slideshow (with script) - The Great South LandSlideshow (with script) - Mapping the Australian coastlineSheet - Mapping the Australian coastlineSupporting learning resource - Great South LandHelpful informationWebsite - Mapping the Australian Coast (Splash ABC) - Captain Cook, Obsession and Discovery (ABC) planLesson 10Significant journeys - ContactLesson objectivesStudents will:Understand the outcomes of James Cook's journey of discovery in the Pacific.Understand the nature of contact between Australia's First Peoples and early European explorers.Evidence of learningCan the student:Recognise the outcomes of James Cook's journey of discovery in the Pacific?Describe the nature of contact between Australia's First Peoples and early European explorers?Example learning sequenceExplore events and developments that took place during James Cook's journey of discovery in the Pacific.Identify effects of change brought about by contact experiences.Draw conclusions about the significance of contact experiences to the lives of a group of Australia's First Peoples.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Assessment task - Australia before, during and after European settlement: SourcesSupporting learning resource - James Cook sourcesSheet - The nature of contact between James Cook and the Dharawal peopleHelpful informationWebsite - Cook's Endeavour journal - Secret instructions to Lieutenant Cook planLesson 11Assessment checkpoint - Part AAssessment purposeTo explain aspects of life before, during and after European settlement of Australia.Example assessment sequenceUnderstand the assessment.Review the Guide to making judgements and understand the standards A-E.Conduct the assessment.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Assessment task - Australia before, during and after European settlementAssessment task - Australia before, during and after European settlement: Model responseAssessment task - Australia before, during and after European settlement: Teaching notesAssessment task - Australia before, during and after European settlement: SourcesAttachmentsLesson planTeaching SequenceTopicHow and why life changed for convicts on the First FleetTopic Duration9 LessonsOverviewThroughout this lesson series, students will:describe the experiences of an individual or group in the pastexplain how and why life changed in the past and identify aspects of the past that have remained the samesequence information about events in chronological order.LessonsTeaching and Learning SequenceResourcesLessons 12-13Why the British settled in AustraliaLesson objectivesStudents will:Understand the reasons why the British settled in New South Wales, Australia.Evidence of learningCan the student:Identify reasons why the British settled in New South Wales, Australia?Example learning sequenceExamine what life was like for people in England leading up to the colonisation of Australia.Sort and record information from sources about reasons why New South Wales was chosen by the British as a location to establish a colony.Draw simple conclusions about cause-and-effect relationships between events and developments.ResourcesSlideshow - Life in England leading up to the British colonisation of AustraliaSheet - Life in England during the Industrial RevolutionSlideshow (with script) - Reasons to settle in AustraliaSheet - Reasons to settle in AustraliaSupporting learning resource - British settlement of AustraliaAttachmentsLesson planLessons 14-15The First Fleet comes to New South WalesLesson objectivesStudents will:Understand the experiences of people who journeyed on the First Fleet to Australia.Evidence of learningCan the student:Identify the experiences of people who journeyed on the First Fleet to Australia?Example learning sequenceExamine information about the journey of the First Fleet.Examine provided sources to investigate who travelled to Australia on the First Fleet and their experiences.Draw simple conclusions about the experiences of people who journeyed to Australia on the First Fleet.ResourcesSlideshow - Travellers on the First FleetSheet - Travellers on the First FleetSheet - The First FleetSheet - Watkins Tench sourcesHelpful informationWebsite - The First Fleet - First Fleet database planLessons 16-17Early European settlementLesson objectivesStudents will:Understand the experiences of the convicts of the First Fleet.Evidence of learningCan the student:Identify the experiences of the convicts of the First Fleet?Example learning sequenceExamine information about the location of the first British settlement in AustraliaExamine provided sources to investigate the experiences of convicts following the arrival of the First Fleet in Australia.Present information about the experiences of a First Fleet convict.ResourcesSheet - Botany Bay or Sydney Cove?Sheet - Experiences of people at Sydney CoveSheet - Life of a convictSupporting learning resource - Early settlementAttachmentsLesson planLesson 18Problems in the colonyLesson objectivesStudents will:Understand the problems faced by the people of the First Fleet after their arrival in Sydney Cove.Evidence of learningCan the student:Identify problems faced by the people of the First Fleet after their arrival in Sydney Cove?Example learning sequenceExamine provided sources to identify problems faced by the early colonists at Sydney Cove.Sort and record information about the problems faced by the early European colonists.Draw simple conclusions about the causes and effects of change in the colony at Sydney Cove.ResourcesSlideshow (with script) - First Fleet problemsSheet - First Fleet problemsSupporting learning resource - Problems in the colonyAttachmentsLesson planLesson 19The Eora peopleLesson objectivesStudents will:Understand different points of view about the experiences of contact between the people of the First Fleet and Aboriginal peoples of the Eora nation.Evidence of learningCan the student:Identify the different points of view and perspectives about the experiences of contact between the people of the First Fleet and Aboriginal peoples of the Eora nation?Example learning sequenceExamine provided sources about the effects of contact between Aboriginal peoples of the Eora nation and the people of the First pare artworks and texts that show different perspectives.Draw simple conclusions about the experiences of contact between Aboriginal peoples of the Eora nation and the first Europeans at Sydney Cove.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Sheet - Experiences of contact: the Eora peoples and the people of the First FleetSheet - Painting comparisonSupporting learning resource - Painting comparisonHelpful informationWebsite - Governor Arthur Phillip and the Eora eoraWebsite - Invasion 1: An Aboriginal perspective (Gordon Syron) planLesson 20Assessment checkpoint - Part BAssessment purposeTo explain aspects of life before, during and after European settlement of Australia.Example assessment sequenceUnderstand the assessment.Review the Guide to making judgments and understand the standards A-E.Conduct the assessment.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.Assessment task - Australia before, during and after European settlementAssessment task - Australia before, during and after European settlement: Model responseAssessment task - Australia before, during and after European settlement: Teaching notesAssessment task - Australia before, during and after European settlement: SourcesAttachmentsLesson planTeaching SequenceTopicPoints of viewTopic Duration7 LessonsOverviewThroughout this lesson series, students will:explain how and why life changed in the past and identify aspects of the past that have remained the samerecognise the importance of laws in societyshare points of view, respecting the views of othersdistinguish between facts and opinions and detect points of view when examining information.LessonsTeaching and Learning SequenceResourcesLessons 21-22Changes after European settlement - the Awabakal people of Lake MacquarieLesson objectivesStudents will:Understand how aspects of life changed or stayed the same for a selected Aboriginal group after European settlement.Understand how to recognise different points of view in sources about continuities and changes in the lives of an Aboriginal group over pile information from sources to show continuities and changes.Evidence of learningCan the student:Recognise how aspects of life changed or stayed the same for a selected Aboriginal group after European settlement?Examine provided sources to identify different points of view about how life changed or stayed the same for a selected group?Sort and record information from provided sources about continuities and changes in aspects of life for a selected group?Example learning sequenceExplore provided sources to locate information about aspects of life for a selected group over time.Examine provided sources to identify different points of view about how life changed or stayed the same for a selected group.Sort and record information from sources to identify examples of continuity and change.Draw simple conclusions about how life changed or stayed the same for a selected group as a result of European settlement. ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that resources may contain images, voices and names of persons who may now be deceased.Slideshow - Types of sourcesSheet - Types of sourcesSheet - Awabakal peoples of Lake Macquarie: SourcesSheet - Points of view in sourcesAttachmentsLesson planLessons 23-24Effects of European settlement on Australia's First PeoplesLesson objectivesStudents will:Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: What were the impacts of European discovery and settlement on Australia's First Peoples, and how have Australian cultures, identities and laws changed since that time?Evidence of learningCan the student:Reflect on learning to draw simple conclusions about the impacts of European discovery and settlement on Australia's First Peoples?Example learning sequenceReflect on learning in response to the unit inquiry question.Share points of view respectfully about the longevity and diversity of Australia's First Peoples and the effects of contact with Europeans.Draw simple conclusions about the short- and long-term effects of European settlement on Australia's First Peoples.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Sheet - Tassel Bradshaw paintingSheet - Effects of contact - Positive or negativeAttachmentsLesson planLessons 25-26Rule and laws in communitiesLesson objectivesStudents will:Understand that groups and communities have rules and laws.Understand differences between rules and laws and why rules and laws are important.Identify differences between fact and opinion.Identify different people's points of view on an issue.Evidence of learningCan the student:Identify community rules and laws and explain their purpose?Present ideas about the differences between the features and purposes of rules and laws?Distinguish between facts and opinions?Detect points of view when examining information?Example learning sequenceExplore the differences between the features and purposes of rules and laws.Locate information in provided sources to identify aspects of difference between rules and laws.Draw simple conclusions about the importance of laws.Use information to distinguish facts from opinions when discussing examples of laws.ResourcesSheet - Rules and laws flap bookSlideshow - Rule or law?Sheet - Rule or law?Sheet - Is this law important?Sheet - Rules and laws: fact or opinion?Helpful informationWebsite - What is a rule and what is a law? (Civics and Citizenship Education) - The law (Parliamentary Education Office) planLesson 27Assessment checkpoint - Part CAssessment purposeTo explain aspects of life before, during and after European settlement of Australia.Example assessment sequenceUnderstand the assessment.Review the Guide to making judgments and understand the standards A-E.Conduct the assessment.ResourcesAssessment task - Australia before, during and after European settlementAssessment task - Australia before, during and after European settlement: Model responseAssessment task - Australia before, during and after European settlement: Teaching notesAttachmentsLesson planTeaching SequenceTopicProfile of a friendTopic Duration5 LessonsOverviewThroughout this lesson series, students will describe factors that shape a person's identity and sense of belonging.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.LessonsTeaching and Learning SequenceResourcesLesson 28We belong to diverse groupsLesson objectivesStudents will:Understand the nature of diversity and how it may be reflected in the cultural, religious and/or social groups in the local community.Understand how to use evidence to form a point of view about the role of groups in the community.Evidence of learningCan the student:Describe diversity of groups in the community?Develop a point of view about the role of groups in the community?Example learning sequenceExplore factors that shape personal identity.Locate information in provided sources about the diversity of groups in the local community.Interact with others respectfully to develop points of view about the role of groups in the local community.ResourcesSupporting learning resource - Diversity in groupsSheet - Diversity in groupsSheet - Developing a point of view about groups in the communityLearning object - Group membership: belonging (TLF L1023)AttachmentsLesson planLesson 29Role of groups in the communityLesson objectivesStudents will:Understand the nature of diversity and how it may be reflected in the cultural, religious and/or social groups in the local community.Evidence of learningCan the student:Describe roles and features of diverse groups in the community?Example learning sequenceReview information located in sources about the diversity of groups in the local community.Interact with others with respect to show how groups can work together to identify a possible solution to an issue.Present ideas and findings about the diversity of groups in the local community and the role of groups.ResourcesSlideshow - Role-play: community groupsSheet - Role-play: community groupsSupporting learning resource - Role-play: community groupsAttachmentsLesson planLesson 30Groups shape our identitiesLesson objectivesStudents will:Pose questions about how identity is shaped by belonging to groupsUse information to develop an identity profile.Evidence of learningCan the student:Pose questions to find out information?Develop and present a personal profile that identifies groups they belong to and influences on their identity?Example learning sequenceExamine the nature of identity and what shapes personal identity.Pose questions to investigate the identity of individuals and groups in the local community.Locate information to develop a profile that records aspects of and influences on identity.Reflect on identity and diversity by comparing profiles.ResourcesSlideshow - My identity: who am I?Sheet - My identity: who am I?Supporting learning resource - Pose questions about the identity of individuals and groups (Games)Helpful informationLearning object - Discovering democracy: Joining in (TLF L9512) - We are Australian: Activity 1: Setting the scene: 'What is Australian identity?' (Education Services Australia) civicsandcitizenship.edu.au/cce/default.asp?id=9210AttachmentsLesson planLesson 31Culture shapes our identitiesLesson objectivesStudents will:Pose questions to seek information about culture and identityUnderstand aspects of identity are shaped by culture, especially that of Aboriginal peoples and Torres Strait Islander peoples in Australia.Evidence of learningCan the student:Pose questions and use information to answer them?Reflect on their cultural identity and how it might be similar to and different from others?Example learning sequencePose questions to a representative of the local Aboriginal or Torres Strait Islander community.Examine information to identify different points of view about the connections between the local Aboriginal or Torres Strait Islander community and Country/Place.Interact with others respectfully to develop a point of view about the identity of the local Aboriginal or Torres Strait Islander community.Reflect on cultural identity and how it might be similar to or different from Aboriginal peoples or Torres Strait Islander peoples.ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Video - Interview: Descendant of Bidjara people Carnarvon Gorge region (Note: students may have previously seen this video in Year 3 HASS.)Helpful informationWebsite - Yulunga - Traditional Indigenous games (Australian Sports Commission) .au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource_K-3.pdfWebsite - From little things big things grow - Song lyrics, Kev Carmody and Paul Kelly (National Museum of Australia) .au/exhibitions/from_little_things_big_things_grow/song_lyricsAttachmentsLesson planLesson 32Assessment checkpoint - Part DAssessment purposeTo explain aspects of life before, during and after European settlement of Australia.Example assessment sequenceUnderstand the assessment.Review the Guide to making judgments and understand the standards A-E.Conduct the assessmentResourcesAssessment task - Australia before, during and after European settlementAssessment task - Australia before, during and after European settlement: Model responseAssessment task - Australia before, during and after European settlement: Teaching notesAttachmentsLesson planResources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.Unit Plan Section ResourceAttachments*Sequence - James Cook's first journeyLesson plan - HASS_Y04_U1_LP01.docx?Lesson plan - HASS_Y04_U1_LP02.docx?Lesson plan - HASS_Y04_U1_LP03-04.docx?Lesson plan - HASS_Y04_U1_LP05.docx?Lesson plan - HASS_Y04_U1_LP06-07.docx?Lesson plan - HASS_Y04_U1_LP08.docx?Lesson plan - HASS_Y04_U1_LP09.docx?Lesson plan - HASS_Y04_U1_LP10.docx?Lesson plan - HASS_Y04_U1_LP11.docx?Sequence - How and why life changed for convicts on the First FleetLesson plan - HASS_Y04_U1_LP12-13.docx?Lesson plan - HASS_Y04_U1_LP14-15.docx?Lesson plan - HASS_Y04_U1_LP16-17.docx?Lesson plan - HASS_Y04_U1_LP18.docx?Lesson plan - HASS_Y04_U1_LP19.docx?Lesson plan - HASS_Y04_U1_LP20.docx?Sequence - Points of viewLesson plan - HASS_Y04_U1_LP21-22.docx?Lesson plan - HASS_Y04_U1_LP23-24.docx?Lesson plan - HASS_Y04_U1_LP25-26.docx?Lesson plan - HASS_Y04_U1_LP27.docx?Sequence - Profile of a friendLesson plan - HASS_Y04_U1_LP28.docx?Lesson plan - HASS_Y04_U1_LP29.docx?Lesson plan - HASS_Y04_U1_LP30.docx?Lesson plan - HASS_Y04_U1_LP31.docx?Lesson plan - HASS_Y04_U1_LP32.docx?SequenceLearning object - Discovering democracy: Joining in (TLF L9512) Learning object - Group membership: belonging (TLF L1023)?Sheet - Aspects of life for the Yolngu people?Sheet - Awabakal peoples of Lake Macquarie: Sources?Sheet - Botany Bay or Sydney Cove??Sheet - Caring for Country?Sheet - Christopher Columbus sources?Sheet - Comparing world maps?Sheet - Developing a point of view about groups in the community?Sheet - Diversity in groups?Sheet - Diversity of Australia's First Peoples?Sheet - Early contacts - Macassar traders?Sheet - Effects of contact - Positive or negative?Sheet - Effects of exploration and colonisation sources?Sheet - European colonisation of the world (1400-1660)?Sheet - Experiences of contact: the Eora peoples and the people of the First Fleet?Sheet - Experiences of people at Sydney Cove?Sheet - Explorer research?Sheet - First Fleet problems?Sheet - Historical inquiry into the journeys of Christopher Columbus?Sheet - Is this law important??Sheet - Life in England during the Industrial Revolution?Sheet - Life of a convict?Sheet - Mapping the Australian coastline?Sheet - My identity: who am I??Sheet - Painting comparison?Sheet - Points of view in sources?Sheet - Reasons to settle in Australia?Sheet - Role-play: community groups?Sheet - Rule or law??Sheet - Rules and laws flap book?Sheet - Rules and laws: fact or opinion??Sheet - Spanish colonisation of the Americas?Sheet - Tassel Bradshaw painting?Sheet - The First Fleet?Sheet - The nature of contact between James Cook and the Dharawal people?Sheet - Travellers on the First Fleet?Sheet - Types of sources?Sheet - Using Country and Place?Sheet - Vasco da Gama sources?Sheet - Watkins Tench sources?Sheet - World explorers timeline?Slideshow - Life in England leading up to the British colonisation of Australia?Slideshow - My identity: who am I??Slideshow - Role-play: community groups?Slideshow - Rule or law??Slideshow - Travellers on the First Fleet?Slideshow - Types of sources?Slideshow (with script) - Diversity and longevity of Australia's First Peoples?Slideshow (with script) - European exploration 1492-1800?Slideshow (with script) - First Fleet problems?Slideshow (with script) - Importance of Country to Aboriginal peoples?Slideshow (with script) - Importance of Place to Torres Strait Islander peoples?Slideshow (with script) - Mapping the Australian coastline?Slideshow (with script) - Reasons to settle in Australia?Slideshow (with script) - The Great South Land?Supporting learning resource - British settlement of Australia?Supporting learning resource - Colonisation and its impacts?Supporting learning resource - Connection to Country and Place?Supporting learning resource - Criteria for determining significance?Supporting learning resource - Diversity and longevity of Australia's First Peoples?Supporting learning resource - Diversity in groups?Supporting learning resource - Early settlement?Supporting learning resource - Great South Land?Supporting learning resource - HASS Glossary Year 4 Unit 1?Supporting learning resource - James Cook sources?Supporting learning resource - Painting comparison?Supporting learning resource - Pose questions about the identity of individuals and groups (Games)?Supporting learning resource - Problems in the colony?Supporting learning resource - Role-play: community groups?Supporting learning resource - The nature of contact with others (Part 1)?Supporting learning resource - World explorers 1?Video - Interview: Descendant of Bidjara people Carnarvon Gorge region (Note: students may have previously seen this video in Year 3 HASS.)?Video - Twelve canoes: The Macassans (Indigimedia Inc, Christensen Fund, South Australian Film Corporation and Screen Australia) .auWebsite - Captain Cook, Obsession and Discovery (ABC) - Cook's Endeavour journal - First Fleet database - From little things big things grow - Song lyrics, Kev Carmody and Paul Kelly (National Museum of Australia) .au/exhibitions/from_little_things_big_things_grow/song_lyricsWebsite - Governor Arthur Phillip and the Eora - Invasion 1: An Aboriginal perspective (Gordon Syron) - Mapping the Australian Coast (Splash ABC) - Secret instructions to Lieutenant Cook - The First Fleet - The law (Parliamentary Education Office) - We are Australian: Activity 1: Setting the scene: 'What is Australian identity?' (Education Services Australia) civicsandcitizenship.edu.au/cce/default.asp?id=9210Website - What is a rule and what is a law? (Civics and Citizenship Education) - Yulunga - Traditional Indigenous games (Australian Sports Commission) .au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource_K-3.pdf’Assessment Planner - Australia before, during and after European settlementAssessment task - HASS_Y04_U1_AT_AustEuroSettle.docx?Assessment task - HASS_Y04_U1_AT_MR_AustEuroSettle.docx?Assessment task - HASS_Y04_U1_AT_SH_AustEuroSettleSources.docx?Assessment task - HASS_Y04_U1_AT_TN_AustEuroSettle.docx?AssessmentAssessment task - Australia before, during and after European settlement: Model responseAssessment task - Australia before, during and after European settlementAssessment task - Australia before, during and after European settlement: SourcesAssessment task - Australia before, during and after European settlement: Teaching notesAssessmentAssessment Task - Marking guideAssessmentTask NameAustralia before, during and after European settlement (Yr 04)TypePortfolioDateDescriptionStudents explain aspects of life in Australia before, during and after European settlement.Learning AreaHumanities and Social SciencesKnowledge and understandingQuestioning and researchingAnalysing, evaluating and reflectingCommunicatingRecognise the significance of events in creating change.Explain how and why life changed or remained the same in the past.Describe the experiences of people in the past.Recognise the importance of laws in society.Describe factors that shape a person's identity and sense of belonging.Develop questions to investigate.Locate information from different sources to answer questions.Sequence information about events and the lives of individuals in chronological order with reference to key dates.Distinguish between facts and opinions and detect points of view when examining information.Share points of view, respecting the views of others.Present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.A?Explains significance of Cook's journey in bringing about change.Explains cause-and-effect relationships between events in the settlement of Australia. Explains how groups have shaped a person's identity.?Uses findings to compile concise profile of identity.Creates logical sequences in cause- and-effect chart.?Analyses a source to identify point of view and supporting fact.Explains friend's profile with effective analysis of collected information.?Explains ideas clearly, using relevant information and terminology.B?Identifies significance of key event in Australia's history.Identifies relevant events in cause- and-effects sequences.Explains why a statement is a rule or law.?Develops appropriate questions and extracts relevant information from sources.Sequences events in chronological order with key dates.?Describes reasons for different points of view about a law.?Supports ideas and opinions with information.C?Recognises the significance of a key event.Identifies ways life changed in the past.Identifies experiences of people in Australia in the past.Recognises the importance of laws. Identifies factors that shape a person's identity and sense of belonging.?Poses questions and locates information to answer them.Orders key events in Australia's history.?Distinguishes between facts and opinions and detects points of view.Shares points of view and develops profile, respecting the views of others?Presents ideas, findings and conclusions using discipline-specific terms.D?Makes a selection about significance.Recalls a law.Records groups to which a person belongs.?Collects information from sources and interview.Adds event to a sequence.?Develops a profile.?Records ideas and findings.Uses given terms.E?Recalls an event.Names an aspect of identity.?Lists facts.?States a point of view.?Uses everyday language to share ideas.Acknowledgement, Disclaimer and CopyrightContent descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,ACARA does not endorse or verify that:The content descriptions are solely for a particular year and subject;All the content descriptions for that year and subject have been used; andThe author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.You can find the unaltered and most up to date version of this material at . This material is reproduced with the permission of ACARA.Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.This publication is not part of NEALS.Written requests for permission should be addressed to the:Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002 ................
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