Unit: The gold rush
Year:5
Unit objective: Research and organise information in relation to the Australian gold rush. Recognize the important
roles of particular individuals during this period. Demonstrate an understanding of the outcome this event had on
Australia.
Lesson 1: Gold Fever
Lesson outcomes:
 Locate accurate historic
information from
designated time period
 Define the differences
between current and past
time periods
 Organise information in
an accurate time line
 Pose a range of
questions about the past
Prior knowledge:
 Identify different points of
view
 Locate relevant
information from sources
provided
Cross curriculum opportunities:
 Literacy
 Critical and creative
thinking
Resources:
To the goldfields! - Rachel Tonkin (Appendix 5)
Computers
Suggested books (Appendix 2)
Suggested websites (Appendix 3)
Read ‘to the goldfields’ by Rachel Tonkin as whole class;
Discuss gold rush: what it was, what happened etc.
In pairs students select one aspect of living at the gold fields mentioned during the
story, they are to research this and make a table of comparisons based on their
current living conditions.
Examples of topics that can be covered:
 Education
 Health
 Food/water
 Games/activities children participated in
 Transportation
 Communication
 Clothing
 Roles of women
Students write a report on their own detailing what they imagine life was like growing
up on the gold field compared to what life is like today.
Note: Both reference books and the internet can be used to gather information on
past and current conditions.
Content descriptors:
Evaluating and reflecting
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Curriculum: The impact of a significant development or event on a colony; for
  Personal and social example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration,
competence the advent of rail, the expansion of farming, drought.(ACHHK095)
 Information and Identify points of view in the past and present (ACHHS104)
Communication Technology (ICT) Develop texts, particularly narratives and descriptions, which incorporate
source materials (ACHHS105)
Assessment:
Formative: Consider student participation in group discussion/how students participate in peer work.
Summative: Written work will be checked for historic accuracy, grammar and efficiency.
Homework: Complete definition worksheet (Appendix 1)