Stage three History Unit - gold

GOLD
How did the discovery of gold shape Australias identity?
unit duration: 7 weeks

outcomes

CCS3.1 Explains the significance of particular

people, places,
groups, actions and events in

the past in developing Australian identities and
heritages

CCS3.2 Explains
the development of the

principles of Australian democracy

CUS3.3 Explains different cultural influences

and their contribution to Australian identities


ACHHK095 The impact of a significant

development or event on a colony


Contributing
questions


What were
the catalysts for encouraging the
search of gold in Australia?

What impact did the discovery of gold have on

the growth and development of Australia?

you feel about the issues of this
How would

period if you could go back in time?

How did the discovery of gold influence

Australias development towards democracy?

Stage three History Unit - gold

Topic
Week 3
What is gold and
what is it used for?

Teaching, Learning & Assessment

GOLD

Week 5
The discovery of
gold a significant
event
What were the
catalysts for
encouraging the
search of gold in
Australia?

Ask students why they think gold is important?

Discuss what gold is, how it is found and why it is seen as such a
valuable resource look at the current value of gold.
Discuss gold in history, referencing mythology and legends

DISCOVERY OF GOLD

Have students construct What I Know and What I Would Like to

Know charts about gold and gold discoveries.
Analyse the poem The Roaring Days by Henry Lawson
Introduce the concept of primary sources. Show examples from ergo.
Each source provides contextual information, including transcripts
where relevant, and a zoom function so students can investigate
detail. Use the evaluating sources template [Word 8.52KB] as a basis
for analysis.
Explain the history of gold and the catalyst for the search of gold in
Australia (Australian workers flocking to California).
The discovery of gold read the passage on SBS about the discovery
of gold.
Students imagine that they are Edward Hargraves and write a fictional
tweet to announce the discovery of gold. Following that, students
imagine that they are an enraged John Lister and post an account of
what happened using a fictional Facebook profile.
Ask students to locate, on a map of Australia, significant places
associated with gold discoveries, noting the towns that were
established during this period.

Resources
*Presentation and quiz on the history of gold
http://www.australianminesatlas.gov.au/education/do
wn_under/gold/quiz/prize.html

* BTN Gold history

http://www.abc.net.au/btn/story/s2823680.htm
*History of gold
http://www.sbs.com.au/gold/story.php?storyid=25
Life on the goldfields:
http://pandora.nla.gov.au/pan/41739/200405050000/www.statelibrary.vic.gov.au/slv_/exhibitions/gol
dfields/index.html
Gold Interactive map:
http://www.sbs.com.au/gold/GOLD_MAP.html
Ergo Primary sources:
http://ergo.slv.vic.gov.au/teachers/source-analysisgold-fever

Evaluation

Stage three History Unit - gold

Week 6
Multicultural Gold
Fields/The New
Gold Mountain
What impact did
the discovery of
gold have on the
growth and
development of
Australia?

Week 7
Influences on
Australian identity
and heritage
How did the
discovery of gold

IMMIGRATION & POPULATION

BTN Chinese migration

http://www.abc.net.au/btn/story/s4178063.htm

Why was it called a gold rush? Discuss the frenzy and increase in
migration as a result of the gold discovery. Look at population
State library activity:
figures during this time.
http://www.sl.nsw.gov.au/learning/gold-rush
Students write a diary entry from the point of view of a migrant
who has moved to Australia because of the discovery of gold.
Introduce the New Gold Mountain and discuss the influx of
Chinese migrants during this time. Explain how this contributed to
stereotyping and racism during the goldrush and the subsequent
restrictive immigration acts and White Australia Policy.
Effects of mining on the Aboriginal population of Australia. Provide
opportunities, through excursions to museums, by listening to and
questioning visitors, and through written and visual source
material, to explore the effects and influences of the discoveries of
gold in Australia on Aboriginal people. Ask students to compare
the colonists view and Aboriginal peoples view of the land.
Organise for students to find out about conflicts that occurred,
especially in their local areas, as well as the skills and assistance
that Aboriginal people provided on the goldfields.

LAW & DEMOCRACY

BTN Eureka Stockade
http://www.abc.net.au/btn/story/s3900125.htm
Draw on primary and secondary source material to explore the
events leading up to the Eureka Stockade and their significance in
the development of Australian democracy. Ask students to gather
information about the sort of society that existed in the goldfields
and in the large cities. Ask them to pose and discuss questions
such as: How democratic were these societies? What rights did all
individuals have? What were their roles (eg military, miners,

Stage three History Unit - gold

influence
Australias
development
towards
democracy?

Week 8
Way of life

police)?
Provide opportunities for students to identify influences of the gold
rush era on Australia today, including the development of
transport (eg roads, railways, shipping, towns) and construction
(eg use of materials, drainage, sewerage). Have students choose
one aspect of Australian life today that was influenced by the gold
rush era and give a written or oral presentation.
Imagine you are a radio journalist. Record an interview with Peter
Lalor about his new job as leader of the Eureka miners.
Construct a timeline of the most important events surrounding the
Eureka Rebellion, starting with the introduction of the mining
licence.
State library activity: Thomas Harriott drew a satirical cartoon in
1852. Students examine the cartoon and answer questions.

LIFE ON THE DIGGINGS

Have students research significant gold rush towns and identify
reasons why some of these endured while others flourished for a
short period and then quickly diminished. Have them pose
questions about why people would settle where they did. They
should consider such factors as water supply, protection from the
weather and availability of particular resources.
Explore the interaction between settlers, miners and the local
Aboriginal people, eg the Wiradjuri.
Have students research the different roles played by men, women
and children during the gold rush period. They should investigate
family life, educational opportunities, leisure, living conditions,
housing, work, dress, transport, and chores. They should analyse
the differences in family status and wealth and how these factors
influenced roles. Have students view and analyse texts such as

Off to the diggings The Gold Rush

http://www2.sl.nsw.gov.au/archive/discover_collectio
ns/history_nation/gold/diggings/index.html
State library activity:
http://www.sl.nsw.gov.au/learning/gold-rush

Stage three History Unit - gold

Week 9
Influences on the
environment

photographs and paintings of families during this period to

determine what they reveal about relationships between parents
and children, and family and gender roles. Compare family life in
the goldfields to family life today.
Sources such as photographs and recounts (biographies and
autobiographies) of life on the goldfields should be used by
students to gather information about aspects of life such as
transport, waste disposal, food supplies, water supplies, housing,
disease, medical and hospital facilities. General inadequacies
should be explored as well as inadequacies that existed for
particular groups, eg women, migrants, Aboriginal peoples.
Have students explore and identify the effects of prosperity and
poverty on the colony.
State Library activity: Students use extracts from Eugene Von
Guerards diary, dated from 1852-54 and a portrait painted of him
to investigate what life was like on the goldfields.
Have students gather evidence of the effects of gold discoveries
on the environment, ecosystems and biodiversity, using
photographs and paintings. They should be encouraged to look
closely at examples such as erosion, deforestation and damming.
They could present the information found as part of a spoken or
written discussion on the legacy of the gold rush era for Australia
today.

Additional gold resources can be found at:

http://getsmarts.weebly.com/gold.html
http://www2.sl.nsw.gov.au/archive/discover_collections/history_nation/gold/index.html

Stage three History Unit - gold