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Stage Two, Integrated Unit-

British

Unit Overview

Connection Focus:

The unit British Colonisation provides students with the opportunity to study Australia’s original human inhabitants, and the 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.

Cross-Curriculum Priorities:

Students will be engaged in:

Students will be engaged in: • researching key events and people from Australia’s history• 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

HSIE Link:

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

History Link: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 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.

CAPA Link: 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 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.

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Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Sustainability

General capabilities

Critical and creative thinking

Ethical understanding

Information and communication technology capability

Intercultural understanding

Literacy*

Numeracy

Personal and social capability

Other learning across the curriculum areas

Civics and citizenship

Difference and diversity

Work and enterprise

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.

Mathematics Link:

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

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.

English Link:

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, 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.

An English Unit of work that can be used in conjunction with this program can be sourced at: http://e4ac.edu.au/units/year-4/index.html

Written

Enora and the Black Crane by Arone Raymond Meeks

Meet Captain Cook by Rae Murdie

Other titles (not referred to in unit but could be read during fruit break)

What’s your story by Rose Giannone My Place by Nadia Wheatley The Rabbits by Shaun Tan The First Fleet by Alan Boardman

Novels which can be read include:

Stowaway by Karen Hesse Letters of Rosie O’Brien by Kate Walker

Visual

Aboriginal Languages map:http://mgnsw.org.au/sector/aboriginal/aboriginal-language-map/

Multimodal

Aboriginal Languages map:http://www.abc.net.au/indigenous/map/

My Place for teachers:http://www.myplace.edu.au/home.html

A convict story:https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54-d7f91e4561fb/1/13651/13651/index.htm

First Australians:http://www.programs.sbs.com.au/firstaustralians/content/

Victorian crime and Punishment Websitehttp://vcp.e2bn.org/

Captain Cooks first voyage : https://www.youtube.com/watch?v=WVYueGy0IMQ

Additional Resources

Finding Bennelong:http://findingbennelong.com/discovery

Indigenous Australians:http://australianmuseum.net.au/Indigenous-Australia

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http://www.sydneybarani.com.au/sites/aboriginal-people-and-place/

http://www.pinterest.com/etorresrussell/culture-aboriginal-indigenous-australia/

http://www.aboriginalaustralia.com/

http://www.pinterest.com/sharonladkin/stage-2-british-colonisation/

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

Assessment/Evidence:

Assessment for Learning*anecdotal records * comments or notations * conversations * marks & grades * feedback

Assessment as Learning*Self-assessment of writing tasks, including assessment of handwriting style of key letters covered and the use and correct spelling of topic words and high frequency words from texts. Identify skills that need further practise.* Peer assessment* Questioning* Skill practise

Assessment of Learning* writing tasks graded, based on set criteria’s * student achievement against selected

outcomes * student achievement against set learning goals * end of unit assessment task* achievement against Literacy Continuum

Markers

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British ColonisationKey Concept/s: What was life like for Aboriginal and/or Torres Strait Islander peoples before the arrival of the Europeans?Curriculum Area/s: History & HSIEOutcomes 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 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

HT2-5 applies skills of historical inquiry and communication Sequence historical people and events. 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

Completion Date

Learning Intention

Teaching and Learning Activities Resources

To find out what knowledge the students bring to the unit.

For students to know what life was like for Aboriginals before Colonisation.

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

Lesson Focus: What knowledge do students bring to the 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.

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

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.

View the following video: https://www.youtube.com/watch?v=YqkgKkW8o6E

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

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.

Unit title page

Card or butchers paper for word wall.

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For students to know what life was like for Aboriginals before Colonisation.

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 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 British colonisation. Discuss this representation of the colonisation of Australia compared to students’ perception of the length of time.

Display an Aboriginal language map of Australia.

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.

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.

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

Lesson Focus: Aboriginal life before Colonisation

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.

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.

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!!)

Optional Activity: Aboriginal food

Read Information Sheet 1.3 – Aboriginal Food. (Source from: https://fwpsstage2.wikispaces.com/file/view/British+colonisation+unit.pdf)

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

Aborigine PowerPoint presentation

MyPlace clip 1 Barangaroo

Information Sheet 1.3 – Aboriginal Food.

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For students to know the significance of Dreamtime stories to Aboriginal people.

For students to be able to give a retell of the Dreamtime story: Enora and the Black crane.

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.

Lesson Focus: Dreamtime stories

Explain to students the concept of the Dreamtime. The Dreamtime is the Aboriginal belief system which expresses what the Aborigines 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 be emphasised.

Read the Dreamtime Story “Enora and the Black Crane“. View: https://www.youtube.com/watch?v=PeuAlybq0Po ( if you don’t have a copy of the book)

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.

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

Book: Enora and the Black Crane by Arone Raymond Meeks

Materials for art lesson: paper, water colours, cotton buds and paintbrushes.

Key Concept/s: Traditional songs and dances from that era Curriculum Area/s: CAPAOutcomes and related Content: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

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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For students to learn the song ‘Bound for Botany Bay” so that they can perform it at the Grandfriends day

For students to know that the Heel n Toe polka is a form of bush dance and know the moves in order to perform at the Open Day and Grand friends day, Community event

Provide the students with a little history about each song: 1. For we are bound for Botany BayShare a recorded version of the convict song ‘Bound for Botany Bay’.Who is singing this song?Why are they singing it?Why are they saying ‘farewell to Old England forever?’Where were they going? Why?

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

Explain/define some of the words used in the song: rum culls - friends 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?

1. http://www.youtube.com/watch?v=46K4V6xmOww 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,

Music: https://www.youtube.com/watch?v=B5L3ssIlG_I

Words: http://folkstream.com/010.html

Video: Heel n toe Polka

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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

Key Concept/s: What was life like in Britain in the 18th Century? Why did Europeans settle in Australia?Curriculum Area/s: History, HSIE & EnglishOutcomes 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

Some of the following lessons were sourced from: http://www.achistoryunits.edu.au/year-4/unit-program/y4-overview-v3.html

Resources

For students to know what was like in England 250 years ago.

Lesson Focus: What was life like in Britain in the 18th Century?Focus question: What was life like in England 250 years ago?

Show students excerpts from the film Oliver Twist (2005 / Ronald Harwood, screenplay / Roman Polanski, director) to answer the question: What was life like in London at this time in history? (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

Slide 4- Susan Burke, First fleet IWB

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For students to know how criminals were punished in England in 1700 and 1800’s.

misbehaviour?

Image from Roman Polanski's film, Oliver Twist (2005) Source: © Guy Ferrandis/Tristar Pictures/Bureau L.A. Collection/Corbis

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)

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)

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

Lesson Focus: Who were convicts and where did they come from?Focus question: How were criminals punished in England in the 1700s and 1800s?

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.

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

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)

Slides 5-7, Susan Burke, First fleet IWB

Slide 8- Susan Burke, First fleet IWB & a copy of the worksheet (see PDF)

Slides 9 & 10 – Susan Burke, First Fleet IWB

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For students to be able to complete a convict profile sheet.

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.

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

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

Optional: Have students explore the convict story website:

https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54-7f91e4561fb/1/13651/13651/index.htm

Lesson Focus: Convict profileBegin 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: http://k6.boardofstudies.nsw.edu.au/wps/portal/go/hsie/background-sheets/conditions-in-england-in-the-1780s-stage-2-british-colonisation-of-australia

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.

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.

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For students to know how the problem of England’s overflowing prisons were addressed.

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.

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 profile sheet and explain. Have the students complete the convict profile worksheet.

.Lesson Focus: A flood of prisonersFocus question: how was the problem of England's overflowing prisons addressed?

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.

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?

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?

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.

Character Profile worksheet

Slides 11 - 20 – Susan Burke, First Fleet IWB

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Key Concept/s: Who were the early European explorers of Australia?Curriculum Area/s: History & HSIEOutcomes 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 discuss the question: 'Who discovered Australia?'

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 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

For students to know who the early European explorers were

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: Various books, articles

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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 as a modelled text first. Next place students in pairs to complete research on a second explorer. They can choose between completion of the matrix OR oral report back on the explorer.

Torres Jansz Dampier Hartog Tasman MacassansNationalityReason for voyageDateSignificant discoveriesOther significant facts

or

2. At home research task: Famous Sea Explorer

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 (other than Captain Cook). Some famous sea explorers include: Luis Vaez de Torres, Abel Tasman, Dirk Hartog, Matthew Flinders, George Bass, Captain Arthur Phillip and Willem Jansz. Research one famous sea explorer and find out the following information:• 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.

information on Maccassans, Luis Vaez de Torres, Willem Jansz, William Dampier, Abel Janzoon, Abel Tasman and Dirk Hartog.

Project Information Sheet

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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

1. Willem Jansz lands in Australia pages 30 & 312. Abel Tasman pages 32 & 333. Early European Contacts pages 34 & 35

Worksheet pages 31-35 from History Now 4 , First Contacts by John Barwick & Lauren O’Brien

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Key Concept/s: Why did the great journeys of exploration occur?Curriculum Area/s: History, HSIE & ArtOutcomes 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 discuss the question: 'Who discovered Australia?'

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 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 ActivitiesSome of the following lessons were sourced from: http://www.achistoryunits.edu.au/year-4/unit-program/y4-overview-v3.html

Optional lessons and resources on the European discovery of Australia by Captain James Cook can be sourced from:http://www.curriculumsupport.education.nsw.gov.au/connected/resources/s2/index.htm

Resources

For students to know and recall information about Captain Cook

Lesson Focus: Captain Cook discovers Australia

View the book: “Meet Captain Cook” by Rae Murdie . Ask: 1. What does the front cover of Meet Captain Cook tell you about the book? 2. Who is the subject of the book?

Book: “Meet Captain Cook” by Rae Murdie

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For students to be able to map out captain Cooks voyages.

3. Who is the author? 4. Who is the illustrator?

Does the back cover give you more clues about the book? 1. Does the blurb explain why Captain Cook is holding a telescope on the front

cover? 2. In what time period do you think the book is set? 3. What does the blurb tell you about why Captain Cook is an important figure in

Australianhistory?

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 book.

Read the book: “Meet Captain Cook” by Rae Murdie

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

http://www.ducksters.com/biography/explorers/captain_james_cook.php

Have students answer the following comprehension questions in their workbooks, to assist in their understanding of the information:

Captain Cook Comprehension

1. When and where was Captain Cook born?2. At what age did Captain Cook join the Royal Navy?3. What was the name of the ship that Captain Cook commanded?4. Why did Captain Cook sail the Endeavour to the Pacific?5. When and where did Captain Cook arrive in Australia?6. How many voyages did Cook embark on?7. When did Captain Cook die?8. 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 : https://www.youtube.com/watch?v=WVYueGy0IMQ

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

Word Document: Captain Cook’s Life story

or http://www.ducksters.com/biography/explorers/captai

n_james_cook.php

Work books and questions on IWB

https://www.youtube.com/watch?v=WVYueGy0IMQ

World Maps

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For students know what the First Fleet is

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.

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:

Discuss students’ responses to the images.

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?

Using Reconstructing the voyage (PDF, 89 KB), students investigate how the First Fleet travelled to Australia from England and how long the journey took.

Convict Images

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For students to be able to sketch a typical convict.

Marcus Clarke's classic novel aboutconvict life, For the Term of His Natural Life. This copyright material may not be modified.Front cover of For the Term of His Natural Life by Marcus Clarke, Penguin Group (Australia), 2000 reproduced with permission of Penguin 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?

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

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

Students explore the First Fleet database. Ask students to perform 'Simple Searches' based on name or gender. Share

any notable findings. Ask: What does this database tell us about the 'typical' convict of the First Fleet?

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.

Slides 29 - 31 – Susan Burke, First Fleet IWB

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For students to know why artists sketched botanical drawings

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.

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

Lesson Focus: Wildlife that was discovered on Cooks voyagesBotanical drawingsOn 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:

http://www.anbg.gov.au/gallery/colour.html• 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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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 ArtsOutcomes 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 explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander peoples use sources to identify different perspectives on the arrival of the British to Australia outline the impact of early British colonisation on Aboriginal and Torres Strait Islander peoples' country

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

For students to know what the nature of contact between the First Fleet and the Aboriginal people was in the early days of colonisation.

Lesson Focus: The impact of British Colonisation on Aboriginal people

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

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

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Using First Australians 1 (PDF, 115 KB) and First Australians 2 (PDF, 134 KB), students explore the impact of the First Fleet's arrival on the local Aboriginal

people.

First Australians 1 Wandjina rock art paintings from Black Fellow Creek, Western Australia. Source: © Mowanjum Artists Spirit of the 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?

Lesson Focus: Aboriginal resistanceAsk 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: http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1788/1/the_encounter.html

Students brainstorm the feelings and thoughts of Aboriginal people as they encounter British people for the first time. Students share and record answers in work books. Question students as to what they believe the British explorers would have felt seeing Aboriginal people for the first time. Students brain storm, share and record answers in their books.

Read the text on page 106 Primary Society and Environment Book E- Aboriginal

Video clip “The Encounter” from My Place website: http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1788/1/the_encounter.html

Worksheet: page 107 of Primary Society and Environment Book E.

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For students to know the consequences of colonisation for Aboriginal people..

resistance to colonisation. Ask students to create a 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 peopleBackground information: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.

Worksheets: page 109 -111 of Primary Society and Environment Book E.

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Evaluation What would I change in this unit?

Overall were the students engaged? YES/NO What activities did the students enjoy?

Were the supporting worksheets & videos useful? YES/NO Were the assessment tasks purposeful? YES/NO Was the unit presentation easy to follow? YES/NO What needs to change in the unit presentation?

What other learning experiences did I include in the unit?

Additional Comments:

Assessment:Which students needed to be encouraged to contribute to group discussions?

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

Which students, if any requiring extra scaffolding or assistance in completing set tasks individually?

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

Additional Observations:

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