Integrated Unit

Title: Bound for Botany Bay Big picture concept: To discover how the British colonised Australia and the consequences of the colonisation for everyone involved. Year Level: Stage 2 years 3 & 4 Focus questions: What was life li e in Australia !efore British "olonisation# Who were the ey $layers in discovering Australia# What was the significance of "a$tain "oo %s discoveries# What was life on the &irst &leet li e# What were the $eo$le li e on the &irst &leet# 'ow did (uro$ean settlers esta!lish a new colony# Who were the significant $eo$le# 'ow did the new colony change the environ)ent# 'ow did British colonisation affect the A!originals#

Integrated Subjects and Strands:

Subject
uman Societ! and Its "nvironment

Strand
"hange & "ontinuity

Sub-strand
Significant (vents and *eo$le

Outcome
##S$%&+ ,escri!es events and actions related to the British colonisation of Australia and assess changes and consequences. + Explains why terms such as invasion, settlement, exploration & discovery reflect different perspectives on the same event + sequences significant events related to human occupation in Australia + demonstrates an awareness that Australias human heritage spans many thousands of years + describes the involvement of some people and groups from other countries in Australias heritage, including European

and Asian contact and exploration, eg the trading expeditions of the Macassans, exploration by the utch and !ortuguese, "ames #oo$, the %ritish &irst &leet + identifies the consequences for all Australians of the assumption of terra nullius by the %ritish 'overnment + describes some of the consequences of the %ritish invasion for Aboriginal people, eg displacement, disease, dispossession, genocide, war + explains the roles played by some significant people during the occupation of Australia as a penal colony by the %ritish, eg !emulwuy, Arabanoo, Arthur !hillip, Mary (eiby, Eli)abeth Macarthur, &rancis 'reenway, "ames (use, (ichard "ohnson + describes some of the environmental consequences of occupation in the *ydney region, eg changes in land practices + describes some aspects of ways of life and achievements in the early colony for male and female convicts and exconvicts, the military and their families, officials and officers, Aboriginal people, free settler + explains the importance of some

significant places associated with %ritish colonisation, eg +ld 'overnment ,ouse, Eli)abeth Macarthurs &arm + selects and uses various sources for reconstructing the past, eg documents, letters, diaries, maps, oral traditions, Aboriginal paintings and roc$ carvings + refers to different viewpoints and perspectives on a significant historical event + describes some of the effects of dispossession on Aboriginal people todayTi)e and "hange ##S$%$ (-$lains changes in the co))unity and fa)ily life and evaluates the effects of these on different individuals. grou$s and environ)ents. + + .istens to life stories of Aboriginal people istinguishes between primary and secondary source material when acquiring information + identifies the contribution of some significant people and "nglis' Tal ing and /istening Tal ing and /istening events TS$%& "o))unicates in infor)al and for)al classroo) activities in school and social situations for an increasing range of $ur$oses on a variety of to$ics across the curriculu). + describes people, places and things in detail

listens to sustained information reports on familiar and researched topics

gives sustained information reports on familiar and researched topics

+ + +

/ustifies a point of view with supporting evidence discusses and reflects upon a variety of responses and views conducts brief interviews with peers and adults to obtain information about an issue or topic

participates in class discussions on a variety of topics

TS$%$ 0nteracts effectively in grou$s and $airs. ado$ting a range of roles. uses a variety of )edia and uses various listening strategies for different situations. + + listens to spo$en presentations and responds appropriately acts as reporter for group, summarising the main points of a discussion + uses correct word order when as$ing questions or ma$ing statements + + responds to different viewpoints in a discussion engages with the audience and uses appropriate body language when presenting + ma$es a poster presentation or

slide show using a prepared 1eading 1eading and 2iewing Te-ts poster to guide tal$ (S$%) 1eads inde$endently a wide range of te-ts on increasingly challenging to$ics and 3ustifies own inter$retation of ideas. infor)ation and events. + + obtains information from selected internet0computer sites retells and discusses interpretation of texts read or viewed, with attention to main ideas and supporting details in S ills and Strategies factual texts (S$%* 4ses efficiently an integrated range of s ills and strategies when reading and inter$reting written te-ts. + s$ims a text for overall message using headings, sub headings, layout, graphics + + Writing *roducing te-ts ma$es brief notes of information relevant to topic locates and sorts information on a topic from a variety of sources +S$%, ,rafts. revises. $roofreads and $u!lishes well+structured te-ts that are )ore de)anding in ter)s of to$ic. audience and written language features. + + + + + identifies $ey words and phrases demonstrates self1editing s$ills understands and creates notes for relevant writing purposes contributes to /oint text construction activities expresses a point of view in

writing + + + + selects relevant information to use in own writing researches specific topics to write about writes on both familiar and researched topics uses illustrations and diagrams where relevant S ills and Strategies +"S&%&- *roduces si)$le te-ts that show the e)ergence of the gra))ar and $unctuation needed to achieve the $ur$ose of the te-t. + builds word ban$s uses past tense in recounts and narratives + uses a variety of time connectives in recounts and #reative arts 2isual Arts 5a ing narratives ./S$%$ 4ses the for)s to suggest the qualities of su!3ect )atter. + experiments with techniques in painting, drawing, photography, digital and video to create particular effects + investigates various construction techniques and spatial arrangements suite to the interpretation of selected sub/ect matter in sculpture and in other 5usic 6rganising Sound three1dimensional wor$ 0US$%$ 0)$rovises )usical $hrases. organises sounds and e-$lains reasons for choices.

+ + ,ance "o)$osing

improvises and explores musical ideas organises own musical ideas

into simple compositions 1/S$%$ (-$lores. selects and co)!ines )ove)ent using the ele)ents of dance to co))unicate ideas. feelings or )oods. + in response to stimulus, thin$s about a series of movements to reflect an idea and improvises confidently + explores and develops movement combinations in relation to an idea

(ationale 2or Unit: The learning e-$eriences in this unit ai) to develo$ students% understandings a!out the early history of Australia. Students will learn a!out early e-$loration. (uro$ean influences. original occu$ation of Australia !y the A!original $eo$le. significant $eo$le and $laces and the environ)ental changes due to British colonisation 7Board of Studies 8SW. 299:. $.;<. This unit wor s in accordance with the 8SW Board of Studies 'u)an Society in its (nviron)ent sylla!us stage two outco)es. As students learn the unit conce$ts. they will also !e

using and further develo$ing their inquiry. research. grou$ wor s ills. as well as anaylsing. organi=ing and storing infor)ation. which students will use throughout )any different areas in their life. Students will !e encouraged to question and investigate different areas of the to$ic. as well as discuss their ideas. o!servations and reflections with the class. which allows students to thin )ore dee$ly a!out the to$ic !eing covered. This unit ai)s to get students thin ing a!out where they ca)e fro) and how Australia changed over ti)e to !eco)e the Australia they now today. >etting students to lin the ideas they are e-$loring a!out the history of Australia to their lives today. offers students a )ore valua!le learning e-$erience and allows the) to see the $ur$ose of what they are learning 7>il!ert & 'oe$$er. 29??. $.29?<. 0t allows students to loo at the achieve)ents and consequences of British colonisation for the various $eo$le involved. icluding the first settlers and the A!original $eo$le. The unit ai)s to integrate other @/A%s to )a e the learning e-$eriences )ore )eaningful and engaging for students. 0ntegrated curriculu) allows students to lin their nowledge together through a variety of for)s and also wor s at )eeting different learning styles 75urdoch. 29?9. $.?<. Understandings: At the end of this unit students will have a greater understanding of Australia !efore British colonisation. early e-$lorers and the discovery of Australia. the colonisation of Australia !y the British. the develo$)ent of a $enal colony and how this colony changed the environ)ent. as well as the significant $eo$le and $laces involved in the colonisation of Australia. Students will also have a greater understanding of the different $oints of view a!out the consequences of British colonisation. Students will have develo$ed an understanding a!out how these events hel$ed develo$ the Australia they now today and how it affected the A!original $eo$le + the original inha!itants of the land. Students will also have gained an understanding of the s ills used in a historical inquiry and how to use the).

(elated S3ills4 .alues and /ttitudes: S3ills /cquiring In2ormation: + 1ead. view. write. listen to and tal a!out a range of su!3ect )atter. .alues 5 /ttitudes Social 6ustice: + 1ecognising $ast inequalities and in3ustices. Intercultural Understanding:

Locate infor)ation using reference and infor)ation s ills. drawing on the school li!raryAinfor)ation technology centre. )a$s. glo!es and co))unity resources.

0dentifying and a$$reciating the cultural. linguistic and s$iritual heritages of oneself and others.

1es$ecting different view$oints. ways of living. !elief syste)s and languages.

+ +

"onsider infor)ation fro) a variety of $ers$ectives. 4se a variety of sources. such as the 0nternet. e+)ail. reference te-ts. artefacts. original sources. archives. co)$uter technology. teleco))unications. $eo$le and the )edia. + + +

Li2elong Learning: Being curious and ready to $artici$ate in learning a!out $eo$le. society and environ)ents. 5a ing connections !etween what one nows and what one is learning. A$$reciating the i)$ortance of lifelong learning in a constantly changing world.

Using an Inquir! 7rocess: + 0dentify and gather infor)ation !y selectingB relevant sources of infor)ation. + Analyse. organise and store infor)ation through a variety of )ethods. including gra$hs. )a$s. )odels. ti)elines. diagra)s. charts. )atrices. data!ases. fa)ily trees and flow charts. + Synthesise and co))unicate infor)ation gained using a range of te-ts and technologies. including recounts. narratives. $ictures. )odels. ti)elines. gra$hs. diagra)s. ta!les. data!ases. infor)ation re$orts. fa)ily trees. )a$s. ho)e$ages. )ulti)edia. videos. flow charts and des to$ $u!lishing. + 1eflect on their learning !y descri!ing the sequence of activities underta en. descri!ing and reviewing their inquiry $rocess. co))unicating increases in nowledge and s ills. and reviewing and

)odifying individual and grou$ $artici$ation. Social and #ivic 7articipation: + + + + + /isten to others. res$ond to each other%s ideas and advance their own ideas. *artici$ate in activities and discussions. Wor $roductively individually. with $artners and in grou$s. 1eflect on the i)$act of $articular decisions and actions.

#oncepts8 Big Ideas The voyage of Ca)es "oo in relation to colonisation and world e-$loration at the ti)e The esta!lish)ent of a British colony as$ects of life. significant $eo$le. achieve)ents. events and $laces A!original resistance to the esta!lish)ent of British colony + significant $eo$le including *e)ulwuy. achieve)ents. events and $laces "hanges to $eo$le and $laces in the Sydney region as a result of British colonisation

/ssessment Tec'niques: 6ournal Logs: ,uring the unit students will !e ee$ing Cournal /ogs. These logs will !e used for students to record infor)ation. reflections. and questions. This will !e useful for students and teachers to assess the learning underta en throughout the unit.

Observations: Teacher will !e using annotated class lists to record o!servations during class discussions etc. This can !e used not only to infor) the teacher a!out the student learning ta ing $lace. !ut can also infor) the teacher a!out what is wor ing in their teaching $ractice and what is not. This allows the teacher to )odify future $lans.

+or3 Samples: Teacher can use other wor sa)$les fro) the unit such as artwor s co)$leted etc.. for assess)ent $ur$oses. /nnotated "9'ibition: The annotated e-hi!ition can !e used !y teachers to assess the understandings that students have ta en fro) unit. 7'otograp's: The teacher and students will !e ta ing $hotogra$hs to docu)ent learning which can !e used for assess)ent $ur$oses.

Tuning In
/im "9periences /ssessment8 Teac'ing

2o create excitement and curiosity in the students about the new topic-

#over 7u;;le: An A3 $icture of the &irst &leet is needed for this activity. The $icture will !e covered u$ with squares stuc to try and guess what the $icture could !e. This activity will $rovide o$$ortunities for discussion and e-cite)ent.

:otes Teacher and students out and discuss what they see in each newly revealed square and as if this hel$s us to see what the whole $icture will !e.

on with !lu tac. which will slowly !e re)oved. The students are could $oint

&or students to

6ournal Logs: Students are each given a !oo for the) to !e create a !oo a!out a!le to record what they have learnt throughout the unit. Students !egin the Cournal !y writing down their ideas a!out their learning over e-$lorers. the course of the unit.

Cournals can !e used !y the teacher throughout the unit to discover the students%

(-$lorers

understandin gs.

2o find out what the students already $now about explorers

Brain storm: Students will contri!ute the ideas they recorded a!out e-$lorers to the grou$ for a class !rainstor). Teacher is to write down the students ideas and stic the) around the $icture of the &irst &leet used in the cover $u==le activity.

6nce the !rain stor) has !een co)$leted. it

and %ritish colonisation-

0deas for !rainstor)B + + + + What do they now a!out e-$lorers# The discovery of Australia What were the conditions li e on the shi$s# What did the early e-$lorers !elieve a!out the world#

can then !e $ut u$ on dis$lay and loo ed at again at the end of the unit to see how far the students have co)e in their learning.

2o get students to thin$ about what they want to $now about the topic-

6ournal Logs87ost-a-question: Students will then !e as ed to write down in their 3ournal logs any questions they have a!out the to$ic. They will then !e as ed to $ost one of these questions into the questions !o- at the front. (-$lain to the students that we will re+visit these questions throughout the unit to see if we have successfully answered the) or if they have )ore questions.

"an guide $lanning to hel$ students discover answers to their questions.

2o get students to thin$ about what Australia was li$e before %ritish #olonisation 3 assess prior $nowledge-

7ass t'e Ball: Students will first watch a video of Australia now. Students will then for) a circle and will !e as ed to thin a!out what they thin Australia was li e !efore British colonisation and how and why they thin it has !eco)e how it is today. >et students to thin a!outB The environ)ent fauna. flora The $eo$le A!origines and their way of life. first settlers etc. The students will only !e a!le to contri!ute when the !all is $assed to the). To )a e sure it is fair students are only allowed to $ass the !all to so)eone who has not had a turn yet.

Teacher to ta e note of what students are res$onding. 8ote any )isconce$tio ns. ideas etc.

6ournal Logs: Students can then draw $ictures in their Cournal logs a!out how they thin Australia loo ed !efore British colonisation. 4nder the $ictures students can then write a $aragra$h a!out Australia !efore British colonisation.

This is a!out

*how students understanding of $ey concepts-

+ord association 5 de2inition: Students and teachers first !rainstor) the ey conce$ts and words a!out the to$ic. Students to then go !ac to their ta!le grou$s and create fli$ !oo s a!out the ey conce$ts and words a!out the to$ic they are a!le to write definitions. $ut the words into sentences. or write and draw so)ething that co)es to )ind when they thin a!out the word or conce$t. Students will then !e a!le to share their fli$ !oo s with the rest of the class. Students will also thin a!out why so)e words show different $ers$ectives a!out British colonisation.

gaining understanding of what they students now a!out the ey conce$ts and words a!out the to$ic. 0f students are struggling then teacher )ay hel$ students to find definitions etc.

(esources: &irst &leet *ictureB htt$BAAwww.la e)un)orah.$s.education.nsw.gov.auAi)agesAassortedA? :DD.3$g (e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated 2ideoB htt$BAAwww.youtu!e.co)Awatch# vEAsFs42tG3uw&featureEfvst Student 3ournal logs ,ictionary *a$er stri$s 7for questions A co))ents<. $ens. te-tas. $encils *a$er for fli$ !oo s Huestion !oSoft !all

.earning, AustraliaB (leanor "urtain *u!lishing

Finding Out
/im 2o get students to discover the early history of the discovery of Australia1 who played a significant role and the significant discoveries that they made- Also allows students to wor$ in groups and use their researching s$ills"9periences T'e Internet: 2erra Australis and the early exploration of AustraliaWrite the following words u$ on the !oardB Terra Australis 5accassans /uis 2ae= de Torres Wille) Cans= Willia) ,a)$ier A!el Tas)an ,ir 'artog /ssessment8Teac'ing :otes Ta!le su$$lied for students to fill out on their e-$lorers. Ta!le to go into their 3ournal logs. Assess)ent research and grou$ wor

As students if any of these na)es )ean anything to the)# ,iscuss Terra Australis with students. >ive students a nu)!er fro) ?+:. All the ones will for) a grou$. all the two%s etc. (ach grou$ will !e assigned an e-$lorer to research using the internet in the li!rary. Students will !e as ed to research + nationality reason for voyage date of voyage significant discoveries other significant facts

(ach grou$ will then re$ort !ac to the class a!out the infor)ation that they discovered a!out their chosen e-$lorer. Students to then fill in the infor)ation a!out the e-$lorers as their $eers re$ort !ac .

2o gain $nowledge about Aboriginal culture and life in Australia before %ritish #olonisation<uest spea3er: Tal to the class a!out the &irst Australians The A!originals and as the) what they would li e to now a!out A!original life !efore British "olonisation of Australia. The class is then going to !rain stor) a list of questions to as a guest s$ea er a!out A!original culture. As a guest s$ea er to co)e into the class to tal to the students a!out A!original culture. To$icsB 'ow long A!original $eo$le have occu$ied Australia As$ects of A!original culture Significant A!original sites The consequences of British colonisation on A!original $eo$le 'ow this affects A!original $eo$le today

5a e sure guest s$ea er is co)forta!le with answering the student%s questions. >uest s$ea er to !ring in e-a)$les of A!original culture if $ossi!le. Assess the students on their $artici$ation and the 3ournal entry they )a e. to see what they have ta en fro) the e-$erience.

Afterwards students will write a Cournal entry a!out what they learned fro) tal ing to the guest s$ea er.

2o loo$ at the life of "ames #oo$ and his contribution to the colonisation of Australia and exploration at the timeInternet8 Sequencing a timeline: #aptain "ames #oo$ 4se the interactive we!site to e-$lore the life of "a$tain Ca)es "oo with the students. 4sing a large ti)e line and $re )ade cards with events fro) "a$tain Ca)es "oo s% life get the students to find the correct cards as they are revealed on the we!site and $lace the) on the correct $art of the ti)eline. Around the event on the ti)eline students to add any other interesting facts they find out on the we!site. &inish !y as ing the students 6hat were some important discoveries that #aptain "ames #oo$ made on his explorations of the world7 o you thin$ his explorations encouraged other people to explore the world7

Students to ta e turns at finding the correct card so every student gets a turn. 4se questions to assess students understandings.

2o introduce students to the &irst &leet, and the significance of the establishment of the %ritish colony*tudents will loo$ at life on the &leet, significant people, the establishment and expansion of the colony, how people on the first fleet depicted the environment as well as how the new colony changed the environment&or students to explore their local area to identify the people who originally lived there and those who live their nowInternet (esearc': Students to loo at the we!site showing the A!original language )a$ of 8SW. Students are to discover what language grou$ they live in and to use the internet and other li!rary resources to investigate who originally lived in the area. how they lived. and other interesting cultural facts. Students are then going to co)$are this infor)ation against the $eo$le who live there now. 'ow has life changed# 'ow +or3 Stations: Students to !e $ut into grou$s and to )a e their way around the wor stations to discover infor)ation a!out the first fleet and the new colony. There will !e instructions at each wor station. ?< 2he &irst &leet 3 Boo s a!out the first fleet will !e set out for students to read and find infor)ation. 2< #lothes & Artifacts "lothes that $eo$le on the first fleet would have worn & artifacts that would have !een found on the !oat. 3< Art wor$s from the &irst &leet and from today Students to $aint an artwor showing how the new colony changed the environ)ent. 4< !osters of significant people A dis$lay of significant $eo$le on the first fleet.

?; )inutes at each station. Teacher to wal around each station and hel$ students where needed ee$ the) on tas etc. (ach station has an activity to !e co)$leted which can !e used for assess)ent $ur$oses.

Teacher to hel$ students in the investigating $rocess. Teacher can use the infor)ation re$ort for assess)ent $ur$oses.

does this lin to British colonisation of Australia# Students are to write an infor)ation re$ort in their 3ournal 2o get students thin$ing about the consequences of %ritish colonisation for Aboriginals and the Aboriginal resistance.ideo: %ritish colonisation and the consequences for Aboriginals 3 Aboriginal resistanceWatch the short video as a starting $oint for a !rainstor) on the consequences that British colonisation had on the A!originals. :arrative =riting: Then read to the students the !iogra$hy on *e)ulwuy. Students will then !e as ed to write a narrative fro) *e)ulwuy%s $ers$ective a!out the A!original resistance to British colonisation. logs. Student narratives used for assess)ent $ur$oses. To !e written in 3ournal logs.

(esources: "a$tain Ca)es "oo B 6!session and ,iscovery we!site htt$BAAwww.a!c.net.auAtvAca$taincoo A#J /ist of equi$)ent and resources used !y the &irst &leetB htt$BAAho)e.vicnet.net.auAKfirstffAlist.ht) 7choose so)e artifacts fro) this for the second wor station< Artwor s fro) the first fleetB htt$BAAwww.nh).ac.u Anature+onlineAart+nature+ i)agingAcollectionsAfirst+fleetAart+collectionAinde-.ds)l A!original 1esistance to "olonisation ,igital Storytelling htt$BAAwww.youtu!e.co)Awatch#vE5'i9v'@54d4 A!original /anguage 5a$ + htt$BAAwww.curriculu)su$$ort.education.nsw.gov.auAsharedAa!) a$sAnsw.ht) Student Cournal /ogs (-a)$les of A!original culture (-$lorer ta!le "a$tain "oo ti)eline L ti)eline cards Activity cards for wor stations

 (e2erences:

*e)ulwuy Biogra$hy

5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

Sorting Out
/im 2o get students to express their understandings and thoughts on the topic so far- Also encourages students to tal$ about different viewpoints and perspectives on a significant historical event"9periences Tal3 S'o=: Students will $artici$ate in a tal show a!out British "olonisation. Tas cards will !e $rovided for the differing roles in the tal show. /ssessment8Teac'ing :otes ,e$ending on the class students can !e assigned roles !y the teacher or there can !e volunteers for each role. >ive students ?9 )inutes at the !eginning to loo over the tas cards and get $re$ared. Tal show can !e recorded for assess)ent and reflective $ur$oses.

*u==le cards can !e &or students to demonstrate their understandings of the 7u;;le #ards: Students to )a e $u==le cards a!out the significant $eo$le and $laces that they have learnt a!out in the unit. 6n one side of the card. students write down three clues to hel$ the reader to wor out what is written on the other side. The cards will then !e co)$iled to )a e a $u==le used to assess the students understanding of the significant $eo$le and $laces in the unit.

significant people and places loo$ed at in the unit-

!oo .

Students can !e 2o get students to organi)e information and reflect on what they have learnt, for a specific purpose of informing others on their own learning(esources: *a$er. $ens. te-tas. $aint other craft for $resentation 2ideo ca)era Tal show tas cards 7resentations: 0n $airs students are to choose an as$ect of the unit that they have found )ost interesting so far and )a e a $resentation for the rest of the class covering the following to$icsB What we now a!out the to$ic 'ow we feel a!out the to$ic What we want to now )ore a!out creative with how they $resent their infor)ation. ieB "ollages. visual artwor s. *ower*oint $resentations. narratives. etc. Shows the teacher what is wor ing in the to$ic. interests etc.

(e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

<oing Furt'er
/im 2o allow students to "9periences Seven at Once: 0ultiple Intelligence +or3 Stations: /ssessment8 Teac'ing :otes Allows the teacher to )eet all ty$es of

examine the topic from different intelligences-

Based on 'oward >ardners )ulti$le intelligences. seven wor stations will !e set u$ for students to e-$lore. (ach station requires students to e-$lore the to$ic through a different intelligence. *tation 89 :isual Activities4 5a e )odels of the tall shi$s used !y e-$lorers and the first settlers. *tation ;9 Mathematical Activities4 Students to find the significant dates used in the unit to create a ti)eline of the significant events related to hu)an occu$ation in Australia. *tation <9 .inguistic Activities4 Writes a!out British colonisation fro) the $ers$ective of the A!originals and the $ers$ective of the first settlers. in the for) of a diary entry. *tation =9 >inesthetic Activities4 Through )ove)ent. students de)onstrate the way the environ)ent has changed due to British colonisation. *tation ?9 Musical Activities4 Students to listen to an e-a)$le of a traditional song a!out British colonisation as well as a traditional A!original song. Students are then to co)$ose a song the)selves a!out any as$ect of the unit they choose. *tation @9 5nterpersonal activities4 0n grou$s students are to co)e u$ with ideas a!out how they would have !uilt the first colony. (ncourage students to thin a!outB 'ow they would have interacted with the A!originals Where they would have !uilt their colony 'ow they would have !uilt their colony Where they would have got their food and water etcM *tation A9 5ntrapersonal activities4 Students to write a reflection on how they feel a!out the unit so far. what they li e and disli e etc.

learning needs and will encourage further e-$loration of the to$ic fro) students.

(esources:

Cournal /ogs *addle $o$ stic s. $a$er. wood glue. $aint for )odel )a ing ", of traditional songs

(e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

0a3ing #onclusions
/im Allows students to loo$ at the topic through different perspectives and come to new understandings "9periences 1e Bono>s * t'in3ing 'ats: Students to thin a!out The consequences of British colonisation of Australia through ,e Bono%s F thin ing hats. 1ed 'at &eelings and e)otionsB 'ow do you feel a!out this issue# White 'at The factsB What do we now to !e true a!out the issue# What are the facts# Nellow 'at *ositivesB What are all the !enefits# *ositive outco)es# Blac 'at 8egativesB What are the disadvantages# 8egative outco)es# >reen 'at "reativityB What are so)e alternatives# Blue 'at Thin ing a!out Thin ingB What has the unit really !een a!out# What are so)e of the )ain the)es# What has it )ade you thin a!out# Students to rotate !etween each hat and are to )a e $osters a!out the different ideas. /ssessment8Teac'ing :otes 'ats of different colours can !e used. Students to re$ort !ac to the class their ideas. *osters can !e used for overall class assess)ent $ur$oses as well as teacher o!servation on individual students.

"22ects +'eel: Allows students to consider the implications and consequences of %ritish #olonisation and the idea of cause and effect?uestion Ball: &ocus questions written in different colours. are stuc onto a 2o understand what students have learnt in the unit so far&or students to reflect on their learning!all. The !all is then thrown !ac and forth !etween students. while the teacher calls out a colour. The student with the !all )ust answer the question in that colour !efore $assing on the !all. Students are only to $ass the !all to so)eone who has not had a go. so that everyone gets a turn. Where $ossi!le )a e the questions o$en ended to get the students to show a dee$er understanding. These questions can also !e the questions the students as ed at the !eginning of the unit. Students are to loo at the things that could have ha$$ened if the British never colonised Australia. They need to loo at the consequences for all involved. Students to also loo at how British colonisation affects the) today. At the end students can decide if the colonisation of Australia was for the !est or not.

Time #apsule: Students are to !rain stor) the o!3ects they would $ut into a +ffers insight as to what the students have ti)e ca$sule that would e-$lain this unit to students of the future. Students can decide on ; o!3ects that will go in a ti)e

Students can draw or )a e the o!3ects. Teacher to ta e $hotos of the $rocess.

learnt throughout the topic(esources:

ca$sule that can then !e !uried so)ewhere in the school yard for future students to find.

,e Bono%s F thin ing hat cards F $ieces of !utchers $a$er for $osters. te-tas and $encils Soft !all Bo- for ti)e ca$sule "raft ite)s for students to )a e their ite)s for the ti)e ca$sule

(e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

/ction
/im 2o share with others the wor$ the students have done throughout the unit- &or students to reflect on their learning and to inform others on the topic"9periences /nnotated "9'ibition: As a class students will write a list of all the things they have learnt a!out during this unit of wor . Try and $ut what the students have learnt under 4 or ; headings. Students will then )a e an e-hi!it to dis$lay what they have learnt. Students will for) grou$s and will draw a to$ic out of a hat and then !eco)e curators for that $art of the e-hi!it. Students should !e encouraged to use wor sa)$les they have )ade throughout the unit in their e-hi!it. such as the )odels that they have )ade etc.. as well as write re$ortsAca$tions on their learning. dis$lay $hotos. )a e *ower*oint $resentations etc. Students should !e encouraged to )a e their e-hi!it as creative and as interesting as $ossi!le. As a class then create flyers and invitations inviting other classes and the students% $arentsAcareers to see the e-hi!it. /ssessment8Teac'ing :otes ,e$ending on the si=e of the classroo). another roo) in the school )ay have to !e used for the e-hi!it. (-hi!ition can !e used to assess class learning throughout the to$ic.

(esources: ,e$ends on what the students choose to $ut into the e-hi!it

(e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

(e2lection
/im
&or students to reflect on their learning-

"9periences Tal3ing Stic3: Students to sit in a circle and $ass the stic around the grou$ answering the following questionsB What 0 have learnt What 0 li ed )ost What 0 didn%t li e What 0 found interesting

/ssessment8Teac'ing :otes 6nly the $erson with the stic can tal . Teacher ta es note of student res$onses to assess learning and teaching. A4 $hoto collages could !e $rinted out and dis$layed as a re)inder of the learning that too $lace in the unit or left as digital docu)ents.

(eminds students of their learning throughout the unit- Allows them to reflect-

7'oto journals: Throughout the unit the teacher and students would have !een ta ing digital $hotogra$hs of the activities that were underta en. Students will !e $rovided with digital co$ies of the $hotogra$hs and will !e required to )a e $hoto collages of the learning that has ta en $lace. Students are to write ca$tions for the $hoto%s they use. Students can !e as creative as they want as to how they set out the $ictures and ca$tions.

&or students to reflect on the learning that

Sel2-assessment: Students to loo over their learning 3ournals stic in any wor sa)$les that have !een on dis$lay

Cournal logs to !e used for assess)ent $ur$oses.

they have ta$en part in during the unit-

in the roo). Students to then write a reflective $aragra$h on how well they thought they learnt in the unit and any thoughts or ideas they have a!out the unit.

(esources: ,ecorated stic *hotos fro) throughout the unit *a$er. glue. $encils

(e2erences: 5urdoch. @.. 7?IID< #lassroom #onnections4 *trategies for 5ntegrated .earning, AustraliaB (leanor "urtain *u!lishing

References:

Australian Broadcasting Corporation. (2007). Captain Cook: Obsession and Discovery. Retrieved 03 18, 2012, fro ABC!"#! $ttp!%%&&&.a'c.net.au%tv%captaincoo(%)* Australian +istor,. (2012). Australian History: Arthur Phillip. Retrieved 03 18, 2012, fro $ttp!%%&&&.australian$istor,.org%art$ur-p$illip Australian +istor,! Australian Australian

Australian +istor,. (2012). Australian History: Lachlan Macquaire. Retrieved 03 18, 2012, fro +istor,! $ttp!%%&&&.australian$istor,.org%lac$lan- ac.uarie

Australian +istor,. (2012). Australian History: Who were the convicts Retrieved 03 18, 2012, fro +istor,! $ttp!%%&&&.australian$istor,.org%&$o-convicts

Australian +istor,. (2012). !ohn Macarthur. Retrieved 03 18, 2012, fro $ttp!%%&&&.australian$istor,.org%/o$n- acart$ur

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BelindasClassroo . (2008, 08 20). Abori"inal #esistance to Colonisation Di"ital $torytellin" . Retrieved 03 18, 2012, fro 0ou"u'e! $ttp!%%&&&.,outu'e.co %&atc$)v12+i0v+324d5 Board of 6tudies 768. (2007, 09 07). %rie& pro&iles o& si"ni&icant people. Retrieved 03 18, 2012, fro Board of 6tudies 768! $ttp!%%(9.'oardofstudies.ns&.edu.au%go%$sie%'ac(ground-s$eets%profiles* acart$ur Board of 6tudies 768. (2009, 2a,). '() Creative arts syllabus* Retrieved April 1, 2011, fro resources! $ttp!%%(9.'oardofstudies.ns&.edu.au%files%arts%(9;creative;arts;s,l.pdf Board of 6tudies 768. (2007). +n"lish syllabus '()* 6,dne,! Board of 6tudies 768. Board of 6tudies 768. (2007). Hu,an $ociety and its +nviron,ent $yllabus* 6,dne,! Board of 6tudies 768. %otany %ay. (2012, 02 17). Retrieved 03 18, 2012, fro 8i((ipedia! $ttp!%%en.&i(ipedia.org%&i(i%Botan,;Ba, 0ou"u'e! :nc,clopedia.co ! 3-9 :ducational

Brades. (2007, 0< 10). Australia ( Land Down -nder. Retrieved 03 18, 2012, fro $ttp!%%&&&.,outu'e.co %&atc$)v1As9s5#t;3u&=feature1fvst

+ncyclopedia o& world bio"raphy: Lachlan Maquarie. (2005). Retrieved 03 18, 2012, fro $ttp!%%&&&.enc,clopedia.co %topic%>ac$lan;2ac.uarie.asp?

.irst .leet Artwork Collection. (2011). Retrieved 03 18, 2012, fro 7ational +istor, 2useu ! $ttp!%%&&&.n$ .ac.u(%nature-online%art-nature-i aging%collections%first-fleet%art-collection%inde?.ds l .irst .leet /011. (n.d). Retrieved 03 2012, 2012, fro la(e 2un ora$ @u'lic 6c$ool! $ttp!%%&&&.la(e un ora$.ps.education.ns&.gov.au%i ages%assorted%1788./pg Ail'ert, R., = +oepper, B. (2011). 2eachin" $ociety and +nviron,ent* 2el'ourne! Cengage >earning Australia. +ors$a @ri ar, 6c$ool. (n.d). .irst .leet. Retrieved 03 18, 2012, fro $ttp!%%&&&.$ors$a ps.vic.edu.au%BCR6"BD1.+"2 +ors$a @ri ar, 6c$ool!

Mary #eiby. (n.d). Retrieved 03 18, 2012, fro Registr, of Birt$s Eeat$s and 2arriages! &&&.'d .ns&.gov.au%fa il,+istor,%rei',.$t 2urdoc$, 3. (2010). Classroo, Connections: $trate"ies &or 3nte"rated Learnin"* @ra$ran! :leanor Curtain @u'lis$ing. 768 Aovern ent. (n.d). Map o& the Abori"inal nations o& 4$W. Retrieved 03 18, 2012, fro Curriculu 6upport! $ttp!%%&&&.curriculu support.education.ns&.gov.au%s$ared%a' aps%ns&.$t Port !ackson. (2012, 02 1<). Retrieved 03 18, 2012, fro 8i((ipedia! $ttp!%%en.&i(ipedia.org%&i(i%@ort;Fac(son

6tate >i'rar, of 768. (2007). #ichar !ohnson. Retrieved 03 18, 2012, fro 6tate >i'rar, of 768! $ttp!%%&&&.sl.ns&.gov.au%discover;collections%$istor,;nation%religion%earl,%/o$nson.$t l 6tate >i'rar, of #ictoria. (n.d). .irst .leet .ellowship. Retrieved 03 18, 2012, fro $ttp!%%$o e.vicnet.net.au%Dfirstff%list.$t 6tate >i'rar, of #ictoria!