YEARS 7-10 COMMERCE



STAGE 3 HISTORY: THE AUSTRALIAN COLONIES

|Focus: Colonial Immigration |4 weeks - 90 minutes per week |

|Key inquiry question/s: |

|What do we know about the lives of people in Australia’s colonial past and how do we know? |

|How did an Australian colony develop over time and why? |

|Overview |

|Stage 3: what would you pack in your suitcase? (ACHHKO96) |

|Find ONE primary source that concisely overviews patterns of migration to Australia in the 1800s (teacher may provide this – see Migration |

|Heritage Centre NSW website. |

|Collect primary source materials from selected migrants. May include: diary extracts, family history records, transcribed oral history |

|accounts, site study materials – Quarantine Station/Maritime museum, photos of objects, photos of migrant groups, local history museums |

|Outcomes |

|A student: |

|HT3-1 describes and explains the significance of people, groups, places and events to the development of Australia |

|HT3-5 applies a variety of skills of historical inquiry and communication |

|Content |

|The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a |

|colony (ACHHK096) |

|Students: |

|identify the European and Asian countries from which people migrated to Australia during the nineteenth century and reasons for their |

|migration [pic][pic] |

|investigate the experiences of a particular migrant group and the contributions they made to society [pic] |

|Assessment |

|All activities require students to demonstrate their learning and are all assessment for learning activities. |

|Teaching and learning activities |

|1. Question |

|Who were the people who came to Australia from 1800 to 1890 and why did they come? |

|Engagement – Collectively view Coming South by Tom Roberts,1886 |

|[pic] |

|Image source: Public domain |

|Explain that Tom Roberts was a significant colonial painter who immigrated from England to Australia in 1869. Travelling widely in Australia |

|he painted a range of artworks including iconic Australian rural scenes such as Shearing the Rams (1890) and A Break Away! (1891). Coming |

|South is his first painting of the migrant experience. |

|What do you notice first when viewing the painting? |

|Collectively, or in pairs using computers or tablets, students examine the details of the painting on the Google Art Project website. |

| |

|(The Google Art Project is an online gallery of high resolution images of artworks. Zoom tools enable close examination of details and a |

|comparison tool enables appraisal of two artworks side by side.) |

|Students discuss the painting using questions to guide their observations and inferences: |

|Observe |

|What people are shown? What are the ages of the people? What are they doing? |

|What objects are shown? How are they being used? |

|What is the physical setting? What is the name of the ship? What powers it? |

|What details can you see? Is there something unexpected? |

|Infer |

|Who are the people in the painting and why are they there? |

|What are their stories? |

|Why was the painting made? |

|Is the painting a true representation? Why or why not? |

|What can you learn from examining this painting? |

|Wonder |

|What else would you like to know? |

| |

|Formulate questions |

|Guide the students in forming a class set of inquiry questions on colonial immigrants. |

|Who were the people who came to Australia from 1800 to 1890? |

|Why did these people come? |

|If you were a member of one of the groups that immigrated to Australia during the 1800s, what would you pack in your suitcase? |

|2. Research |

|Who were the colonial immigrants? Why did they come? |

|“The 19th century population explosion in the United Kingdom saw millions living in poverty or, when faced with disaster such as the Irish |

|potato famine, even starving to death. Emigration was seen as an opportunity to seek better conditions or a new life. |

|Meanwhile, on the other side of the world, the Australian continent was only sparsely populated by convicts, soldiers, and pioneer settlers. |

|In 1831, the British government established the Emigration Commission which offered assisted migration schemes to New South Wales and Van |

|Diemen’s Land for those who could not otherwise have afforded it. Over one million immigrants (either assisted or unassisted) arrived in |

|Australia from the United Kingdom during the 1800s.” Emigrating. Shipboard, Discover Collections, accessed 8 December 2015 |

| |

| |

|With teacher guidance, or independently, students view Sources 1 to 5. Guided by the inquiry questions, students discuss and record the key |

|points from each source into a source analysis table. Example below. |

|Source 1: Australian Migration (1788-1900) – The Colonial Years: The Chinese Experience – video |

|Source 2: Emigration to the Several Australian Colonies, from 1838 to 1861 |

|Source 3: List of Officers, Crew and Passengers on board the ‘Sabraon’ on her voyage from London to Melbourne, 1875 (Item 5) |

| |

|Source 4: Female Emigration to New South Wales for Single Women (Item 8 - Proclamations, Emigration, 1833-1835, 1837 and 1838) |

| |

|Source 5: Cassell’s Emigrants’ Handy Guide to Australia. London, 1863. |

|p. 25 |

|p.26 |

| |

|Additional sources |

|Source 6: Drawing of migrants disembarking from a ship, Queensland, ca.1885 |

|[pic] |

|Public domain. State Library of Queensland |

|Source 7: Passengers' contract tickets (2) issued to Jonathan Jones and family on the Samuel Plimsoll, No. 9, 1 April 1882 and the S.S. |

|Hohenstaufen, 27 March 1894. “Jonathan Jones migrated to Australia from Wales, 1882 and returned because of adverse economic conditions, |

|1894” |

|2a. Student-led inquiry – In role as a colonial immigrant |

|Working in small groups, students take on the role of a person or group who migrated to Australia between 1800 and 1899. |

|Following the modelled historical inquiry process, students create their character with reference to Coming South, Sources 1 to 7 and |

|additional sources. In role, students will present the reason they came, their hopes for their new life and what they have brought from home |

|in their suitcase. The presentation may be a recreated scene from the deck of migrant ship. |

|Additional primary sources may include diary extracts, family history records, transcribed oral history accounts, site study materials, |

|photos of objects, photos of migrant groups, local history museums. |

|3. Analyse |

|Source analysis table |

| |Title and date |Maker and purpose |Key information |Perspective and bias|Reliability |Questions raised |

|Source 1 | | | | | | |

|Source 2 | | | | | | |

|Source 3 | | | | | | |

|Source 4 | | | | | | |

|Source 5 | | | | | | |

|Which sources are useful in learning about the lives of migrants? |

|Do the sources adequately answer our inquiry questions? Are there any gaps in the information? |

|Detailed source analysis |

|Immigration statistics 1838 to 1861 (Source 2) |

|Using the decade totals per state, students generate a column graph of immigration numbers per state per decade from the table in Source 2. |

| |

|Which states have the highest immigration? Why? |

|Which years have the highest immigration? Why? |

|Why are the immigration numbers to Victoria been 1850-1859 so inflated? |

|Use the historical concept of cause and effect to write a statement that explains the immigration patterns represented in the graph. |

|Passengers on board the ‘Sabraon’ travelling London to Melbourne, 1875 (Source 3) |

|Read the passenger list for the Sabraon’s journey from London to Melbourne in Source 3. |

| |

|Use tally marks to show the different types of passengers, per class of travel. |

| |Single and married men|Single women |Married women |Married couples |Families |

| |travelling on own | |travelling on own | | |

|First class | | | | | |

|Second class | | | | | |

|Third class | | | | | |

|What type of passenger has the highest representation for each class of passage? |

|What type of passenger has the highest representation overall? |

|Colonial industry (Source 5) |

|Cassell’s Emigrants’ Handy Guide to Australia, 1863. pp. 25 , p.26 |

| |

|List the 1861 Australian occupations and numbers employed in each. |

|Write a persuasive statement encouraging immigration to Australia indicating the types of occupations or industries people may find |

|employment in. Refer to Source 4 for style of language. |

|4. Evaluate |

|Guide the students in evaluating the reliability of the sources: |

|Is there any potential bias in the sources? |

|Are there inconsistencies or contradictions between the sources? |

|Are there any reasons for contestability of the sources? |

|5. Communicate |

|What would you pack in your suitcase? |

|In role as a colonial immigrant to Australia, students present the reason they came, their hopes for their new life and what they have |

|brought from home in their suitcase. The presentation may be a recreated scene from the deck of migrant ship or the unpacking of a suitcase. |

|The suitcase contents may be real or a presentation of images. Each item in the suitcase may symbolically represent the immigrant’s hopes, |

|dreams, regrets, fears, memories, family, heritage, culture, skills, etc. |

|Historical inquiry skills |Historical concepts |

|Comprehension: chronology, terms and concepts |Continuity and change: some things change over time and others remain |

|respond, read and write to show understanding of historical matters |the same, eg aspects of both continuity and change in Australian |

|sequence historical people and events (ACHHS098, ACHHS117) |society throughout the twentieth century. |

|use historical terms and concepts (ACHHS099, ACHHS118) |Cause and effect: events, decisions or developments in the past that |

|Analysis and use of sources |produce later actions, results or effects, eg events and other reasons|

|locate information relevant to inquiry questions in a range of sources|that led to migration to Australia; reasons for the struggle for |

|(ACHHS102, ACHHS121) |rights and freedoms for various groups in Australia. |

|compare information from a range of sources (ACHHS103, ACHHS122) |Perspectives: people from the past will have different views and |

|Perspectives and interpretations |experiences, eg differing attitudes of various groups to Federation or|

|identify different points of view in the past and present (ACHHS104, |to granting rights and freedoms to women and Aboriginal peoples. |

|ACHHS123) |Empathetic understanding: an understanding of another's point of view,|

|Empathetic understanding |way of life and decisions made in a different time, eg differing |

|explain why the behaviour and attitudes of people from the past may |attitudes and experiences of living in an Australian colony; |

|differ from today |understanding the experiences of Aboriginal and Torres Strait |

|Research |Islanders, women and migrants throughout the twentieth century. |

|identify and pose questions to inform an historical inquiry (ACHHS100,|Significance: the importance of an event, development or |

|ACHHS119) |individual/group, eg determining the importance (significance) of |

|identify and locate a range of relevant sources to support an |various peoples' contributions to the development of a colony. |

|historical inquiry (ACHHS101, ACHHS120) |Contestability: historical events or issues may be interpreted |

|Explanation and communication |differently by historians, eg British 'invasion' or 'settlement' of |

|develop historical texts, particularly narratives and descriptions, |Australia. |

|which incorporate source material (ACHHS105, ACHHS124) | |

|use a range of communication forms (oral, written, graphic) and | |

|digital technologies. (ACHHS106, ACHHS125) | |

|Resources |

|Texts |

|The Big Book of Australian History by Peter Macinnis |

|Bridget: A New Australian by James Maloney (set in 1848) |

|Kerenza: A New Australian by Rosanne Hawke (set in 1911 in South Australia mallee country) |

|Websites |

|Shipboard: the 19th Century Emigrant Experience |

|Migration Heritage Centre NSW (archived website) |

|Online collections |

|Trove |

|State Library of NSW |

|State Records of NSW |

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HSIE K–6

Learning and Teaching Directorate

December 2015

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