History Outcomes

History K-10 HT2 2 describes and explains how significant individuals, groups and events contributed to changes in the local community over time HT2 3 describes people, events and actions related to world exploration and its effects HT2 4 describes and explains effects of British colonisation in Australia HT2 5 applies skills of historical inquiry and communication

History Pre test Students complete an open ended task asking for knowledge of life in C18th England, European sea exploration, early Aboriginal history and culture and the First Fleet. Introduction: 1. Draw a chalk line on the board or floor that is 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 represents the 200 years since British colonisation. Discuss this representation of the colonisation of Australia compared to students perception of the length of time. 2. Throughout the unit create a visible timeline of the history of Australia and add dates to the timeline as you learn about them. Keep a large map of Australia on display and detail the journeys of the explorers, the First Fleet ships and early settlers.

3.

Week 1 -3: Indigenous Perspectives Focus: To engage in Dharug culture Go through Smart notebook file on Dharug culture and discuss questions displayed as a class. Engage in shared reading of information. What is difference between a language group, tribe and clan? There were about 700 Aboriginal tribes in 1788. Approximately how many people did a tribe include? Dharug is one of the names given to the Sydney language and is the name commonly used to denote the language that was spoken in Inland Sydney. Information about the language/s of the Sydney region is mostly limited to historical sources because of the particularly severe disruption of the Aboriginal population of the Sydney region since 1788. Aunty Edna Watson is a Dharug Elder. Listen to her interview and discuss the questions. Learn Dharug, the Aboriginal language of Sydney. The Dharug language is based on an oral tradition, so was never written down by its speakers. Early colonists attempted to write Dharug using the English alphabet and French phonetics.

Reflect on some of the challenges that rebuilding a language from these early re cords would present. What is a Welcome to Country? What is a custodian? Why do we have acknowledgements? What are some other ways you could acknowledge the local language/s of your area? What do you notice about words in the Dharug language? There are very few monosyllables, words are usually consonant-vowel-consonant, no ch, th or f Resources: Smart notebook file on drive, http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/languages/aboriginal/campfire/stories/index.htm, Learn Dharug: http://splash.abc.net.au/media/-/m/152066/learning-dharug-aboriginal-language-of-sydney

Indigenous Australians are part of modern Australia Display image of $50 note. Who is this person and why is he famous? Design and conduct a survey to find out what students know about Aboriginal Australia. For example, name a famous Aboriginal writer, footballer, actor, lawyer, singer, parliamentarian. Name an Aboriginal language and a television program about Aboriginal Australia. Where are Jigalong, Redfern and Arnhem Land? Do you know of any Aboriginal people? Show images of famous Indigenous Australian people in politics, sports, entertainment, etc. and ask students if they know them. *Potential homework activity to research one person and plan an information report based on their research.* Watch some stories from the DVD Inspirational Indigenous Stories. What do their stories have in common? Is there a particul ar story that engaged you? Why? Focus: Aboriginal culture research investigation Distribute information sheets (1 per group) along with associated question sheets. Allow two sessions for groups to plan and organise their ideas as well as present their findings to the class. This activity could alternatively be completed as a jigsaw task. Topics include: food, art, clothing, music, shelter, transport. *Extension research family structure and roles of family members, e.g. aunties considered mothers, roles of men and women, etc. Provide students with a research graphic organiser and show them how to extract accurate information from a range of sources, including books provided and reliable internet websites Students present findings to the class and are marked against a rubric. Week 4 5 Early Explorers and James Cook Focus: Who had the most significant role in the exploration of Australia? 1. Introduction introduce the concept of the Mystery of the Great South land. Define the following terms: exploration, discovery, invasion, colonisation, settlement, adversity. 2. Research Webquest Resource: http://www.cap.nsw.edu.au/rm/s2/who_was_first/index.htm Students will research the explorers who contributed to the finding of Australia. Explorers include: Macassans Williem Jansz Dirk Hartog Abel Tasman

 William Dampier Captain Cook Once they have the following information, students determine who had the most significant role in the exploration of Australia. 1. The name of the sea explorer 2. The time the explorer lived 3. The name of the country the explorer came from 4. The journeys describing the conditions and any hardships encountered 5. The name of the ship(s) used 6. The reasons for undertaking the voyage(s) 7. The names of the places that were newly discovered and any encounters with natives Alternatively, students could work in groups to research ONE explorer, then use the jigsaw method to share their findings. 3. Presenting their findings Informative Text: Using the information found in the previous lesson, students can write a newspaper article or prepare a 2 minute speech explaining which explorer should be acknowledged with the discovery of Australia. Students may like to dress up as the explorer they are speaking about. OR Imaginative Text: Using the information found in the previous lesson, students can write a newspaper article or prepare a 2 minute speech from the point of view of the explorer explaining the journey, life aboard the ships, their first glance at Australia and their early experiences on land. Extension: Mindlinks thinking skills see Thinking Skills section of program. James Cook and the Endeavour Resources: IWB Notebook James Cook and Teachers note HM Educational Resources Life Aboard Ship Background information
Cooks orders were that, if the Great South Land was uninhabited, he should lay claim for England, but if there were people liv ing there he should take possession of those parts of the country that inhabitants agreed to. Explain the concept of terra nullius - Latin for land belonging to no one. Even though Cook encountered Aboriginal people, he claimed the east coast of Australia as a British possession as if the country was terra nullius. Cooks decision was based on a European understanding of land owner ship. He saw no fences, buildings or other features that indicated land ownership in European terms, and he assumed that the land was unused. As a result, Aboriginal peoples did not have the rights to which other conquered people were entitled to under European law at the time.

1. Learning About Captain James Cook Use the Notebook lesson above to provide students with information or provide students will a range of suitable texts for students to read. Use Discussion Question resource from shared file. Alternative: Hot seat style questioning choose a student to be James Cook. Ask the student one of the above questions and the student needs to

answer the questions as though they ARE James Cook. 2. Write a biography of James Cooks life using the researched information above. 3. Using the class map, and the information from the Smart Notebook, map the routes of James Cooks journeys and add dates / det ails about the stops. Extension: Students complete a James Cook timeline based on his life and achievements. BLM SAVED RESOURCE 4. Interactive tour of the Endeavour Visit the website: http://www.bbc.co.uk/history/british/empire_seapower/launch_vt_endeavour.shtml 5. Discuss the term terra nulius. Discuss whether the term applied to Australia and whether it was fair. Extension: Write a ships log of the days leading up to and following Captain Cooks landing at Point Hicks in 1770. It is not necessary to focus only on key events. Planet Earth has run out of natural resources and the remaining population is packing up to relocate to a nearby planet. The trouble is, the planet already has an indigenous population. You have been tasked to prepare a report on how to deal / negotiate with the indigenous population, the pitfalls to avoid and what policies we should adopt. Give an outline of your report.

Week 6 8 First Fleet 1. Class will have a discussion about what they know about the First Fleet. Students will watch a BTN story, followed by further discussion. The following questions can help facilitate the discussion: When did the First Fleet leave England? When did they arrive in Botany Bay? Why did the First Fleet Travel to Australia? Who was transported? What were the conditions like on the ships? http://www.abc.net.au/btn/story/s3934600.htm 2. Moral Meter Students will look at convict records and their crimes. Teacher will lead a discussion where they converse about the severity of the crimes and whether or not their punishment was too harsh. E.g. John Smith stole a loaf of bread. Even though he stole, was this ok as he had no other way to get food. 3. Voyage Students will reconstruct the voyage of the First Fleet using http://firstfleet.uow.edu.au/s_chrono.html Show the journey including places and dates by drawing or using an online mapping tool. 4. Exploring the size of the First Fleet Ships Resource: Ships of the First Fleet

Use the information from Ships of the First Fleet to: convert the imperial map out the length shape of a ship into calculate the space to get an halve this space

measurements of the ship to metric measurements and width of one of the transport ships on the playground to get an idea of its size, taking the consideration average number of people on each ship and then put this number of students inside the marked idea of the space available and put the number of convicts on your selected ship inside the space.
http://mrsreesclassroom.edublogs.org/2013/06/09/the-first-fleet/

5. Life on board Students will examine what life was like on board the ships. What was a typical day on board the ships? What were the daily routines on board the convict ships? What do the routines tell us about the conditions on board the ships? Whose perspective is this information from? http://members.iinet.net.au/~perthdps/convicts/ships.html Extension: You have been appointed quartermaster for the HMAS supply. List the provisions you would need to take on the 8 month journey to feed 100 people. Examine a database of the members of the First Fleet. Make a table of the people onboard and there reasons for travel. Provide a sample menu for meals on the Endeavour using foods available today that would not go off and keep everyone healthy. What strategies would you recommend to Captain Arthur Philip to improve conditions on the ships to prevent loss of life. Complete a BAR on a transport ship in the First Fleet. Week 9 Colonisation Pose the question: Why did Captain Phillip not settle at Botany Bay as had been suggested by Joseph Banks? (lack of fresh drinking water). Instead Captain Phillip sailed up to Port Jackson (Sydney Harbour) which had been noted by Captain Cook, but not explored. Captain Phillip found a harbour that would support a large number of people, fresh water (the Tank Stream) and, potentially, a significant commercial working harbour.

Review information on the equipment, supplies and people carried by the First Fleet. In groups, discuss: - what sort of life did the people of the First Fleet face? - what new experiences could they face? - how do you think they would manage to survive? - what challenges faced the leaders of the colony, particularly Captain (now Governor, because he was on land, not sea) Phillip?

The new colony changes the environment Note: some episodes from the ABC schools programs Our History provide background information for students. Brainstorm, as a class, changes to the environment of Sydney Harbour as a result of the arrival of the First Fleet and the establishment of the colony,

e.g. chopping down trees, setting up tents, stores unloaded from the ships, paddocks for the farm animals, vegetable gardens, tracks between different places, depletion of local resources i.e. fresh water, fish, native animals hunted for food. Extension: Make a Y chart for each of the different types of people in the first settlement. Eg convict, settler, officer and soldier. Illustrate a news report on Captain Philips landing at Port Jackson. Write a letter from the first settlement to a family member back in Britain. Complete a P.M.I on the first settlement. You are Captain Philip. Design a plan for the settlement to house convicts and free settlers. Week 10 Consequences for Aboriginal people Focus: The impact of European settlement on Aboriginal Australian culture What are some of the consequences faced by Aboriginal people during European settlement? Display the Lycett album on the smart board. It is a useful text for showing how the Sydney area was heavily forested before the British invaded and how these forests had almost disappeared from around Port Jackson by the 1820s. The drawings reveal the effects of British colonisation on the natural and built environment. They also demonstrate how some of the English visualised Aboriginal people: the Aboriginal people in the drawings have European features. Lycetts drawings are a useful text for teaching about life in Australia before 1788. Resource: The Lycett album: drawings of Aborigines and Australian scenery: http://www.nla.gov.au/sites/default/files/thelycettalbum.pdf Ask students to analyse the drawings of Aboriginal people by Joseph Lycett, done in the early 1800s. How does Lycett represent Aboriginal people? Why are they wearing white cloth? Why are they usually bent over? Why are they often faceless? Consequences: Research diseases such as smallpox, invasion of the land with no signs of leaving such as carving permanent tracks and raising animals. Week 11 Growing Colony 1. Celebrating Australia as a nation Looking at Australia Day What is the meaning of this celebration? How did we come to have Australia Day? How do we celebrate it? Is it the same for all people living in Australia?

2. Interview Task Concept: How has Australia changed over the years? Develop interview questions for students to ask their parents and grandparents. Investigate what Australia was like when their parents and grandparents were growing up. Have parents/grandparents come in and speak to students about how they have seen Australia change.