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Primary history- First Contacts
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Primary history- First Contacts
Teaching resources, ideas and links for the Stage 2 Australian curriculum topic "First Contacts". In this topic, students describe people, events and actions related to world exploration and its effects, describe and explain effects of British colonisation in Australia and apply skills of historical inquiry and communication Curated by Catherine Smyth |
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Rescooped by Catherine Smyth from Stage 2 History - Contacting the shores of Australia |
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Catherine Smyth's insight:
Wow. This unique treasure opens up a rare perspective of First Contacts. Stage 2. Digitised pimary source. @mareewhiteley #histedchat #edchat #Aboriginalperspectives #museums
Valerie Shum's curator insight,
May 22, 2018 9:10 AM
- Oscar’s diary is a primary source as it is the diary of an Aboriginal boy during the 1800s. It provides unique insight into the treatment and the life observations he makes about Australia during that period of increasing Western influence.
- As stated in the NSW History syllabus students are to “describe the nature of contact between Aboriginal people and/or Torres Strait Islander peoples and others, including Aboriginal resistance.” (Board of Studies NSW, 2012, p.47).
- As an assessment strategy, grouping students into groups of three or four and applying metacognitive practice such as "See, Think, Wonder" (Harvard Graduate School of Education, 2016, “See/think/wonder” para. 4) could help students to interrogate their own thinking in response to Oscar’s notebook. Furthermore, using de Bono’s six thinking hats (de Bono Thinking Systems, n.d. “Six thinking hats”) by grouping the class into six groups and allocating each group with a “hat,” and as the teacher assessing students through informal observation and feedback as well as filming a student led interactive panel about each hat (NESA, n.d. “Kindergarten – year 6 assessment strategies,” para. 5-6).
- Additionally, a cross-curricular activity to explore perspectives include connections to English and writing a diary entry based on “No. 23 Land Blacks going to meet enemies coming by [water]” (National Museum of Australia, n.d. “Oscar’s sketchbook”) and taking the perspective of one of the Aboriginals on board the boat to approach attackers. Rather than the perspective of explorers consider the perspectives of Aboriginal and Torres Strait Islanders as they were obliged to accommodate a new population of people. This can build empathetic understanding.
References
Board of Studies NSW. (2012). NSW syllabus for the Australian curriculum: history K-10 syllabus. NSW, Australia: Author.
de Bono, E. (n.d.). Six thinking hats. Retrieved May 24, 2018, from http://www.debonothinkingsystems.com/tools/6hats.htm ;
Harvard Graduate School of Education. (2016). See/think/wonder. Retrieved May 18, 2018, from http://pz.harvard.edu/resources/see-think-wonder ;
National Museum of Australia. (n.d.) Oscar’s sketchbook. Retrieved May 22, 2018, from http://www.nma.gov.au/collections/collection_interactives/oscars/oscars_sketchbook/home
NSW Education Standards Authority. (n.d.) Kindergarten – year 6 assessment strategies. Retrieved May 23, 2018, from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/k-6-assessment-strategies
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Rescooped by Catherine Smyth from First Contacts- Stage Two |
Belle Hazelton's curator insight,
May 24, 2018 8:24 PM
It is believed that when studying history, or any unit of work in primary school, the approaches towards thinking and understanding must first consider the level of development and maturation of all students (Boon, 2012, p.76).
In this case, when beginning a Unit of Work such as ‘First Contacts’, it is vital for educators to first establish the current understandings of all students in regards to First Contacts. Here, teachers guide conversations about the people, events and actions that might have been relevant in that point of time (NESA, 2016). After exposing students to added information on their prior knowledge in relation to the First Fleet, the resource ‘The Voyage’ would be a fun and insightful activity for students in Stage 2.
Playing the game would assist in ‘identifying reasons for the voyage of the First Fleet, and would explain why various groups were passengers’ (NESA, 2016). With guidance, and modelled questioning throughout the game, students would be transporting a convict vessel to Van Diemen’s Land. The importance of this resource is to address the visual features and actions of the game. Some questions could include:
- Where is the vessel sailing from?
- What are the ‘Masters’ wearing and how is this different from now?
- Which of the food products are different to what we eat today?
- Why do you think these products are suitable for sailing long distances?
- What do the convicts look like? Do we know why they are convicts?
Exposing students to this resource before any other in relation to the unit of work would be beneficial as it would immediately grab all students’ attention, stimulate curiosity, provide a fun learning environment and would expose students to vital information for the rest of the topic to come.
References:
Boon, D. (2012). Chapter 5. Developing thinking and understanding in primary geography and history.
NESA. (2016). History syllabus K-6. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history- k10/
Bonnie W 's curator insight,
May 29, 2020 1:35 AM
Without doubt, educators have been relatively successful in conveying conceptual understanding to children when teaching ‘First Contacts’ in Australian History. However, too little consideration is paid to the “reasoning and strategies” when students acquire historical knowledge, especially when solving ‘complex or real-life tasks’ to explore how their learning affects them personally and meaningfully (Collins, Brown & Holum, 1991, p.1). Consequently, teachers naturally draw on ‘formulaic methods for solving textbook problems’ or eventually focus on developing ‘low-level sub-skills’ without exploring into much depth and detail (Collins, Brown & Holum, 1991, p.1).
Thus when first exploring units such as the ‘First Contacts’, rather than initially bombarding students with information in words, it is crucial that teachers activate, probe and stimulate children’s prior knowledge such that they connect the reasoning of what they’re learning in a personalised and meaningful way (McCrory, 2017).
This digital resource ‘The Voyage’ is a fun, engaging and insightful activity for children in Stage 2, as it helps identify “reasons for voyage of the First Fleet, and explain why various groups were passengers’ (NESA, 2016, p.46). Moreover, it offers students to explore the people, events, actions and effects that might have been relevant to world exploration (NESA, 2016). Such engaging technological activity not only grasps children’s interest, but it exposes children to significant information for the rest of the concepts to come, and ultimately stimulates their sense of curiosity to question, reflect and wonder about what First Contacts in further depth.
Some questions that teachers can ask to probe their understanding may include:
‘Who are the people on the boat? How do you know they are convicts?’
‘Where is the vessel sailing from? Why did they leave in the first place?’
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Scooped by Catherine Smyth |
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William Bligh served as Governor of NSW from 13 August, 1806- 26 January, 1810.
Through the Stage 3 history topic, 'The Australian Colonies', students have the opportunity to "investigate the everyday life of a variety of men and women in post-1800 colonial settlements using a range of sources..." (NESA History K-6 syllabus, Stage 2 content).
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Rescooped by Catherine Smyth from My Home, Your Home, Our Home: Interconnectedness of the Australian continent (Stage 2 Geography). |
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"Bittangabee Tribe tells the story of a family living on the coast of south-east Australia who travel to the Australian Alps in the summer to meet with other tribes and feast on Bogong moths..."
Via JESSICA EVANS
JESSICA EVANS's curator insight,
May 12, 2016 9:19 AM
Teacher Resource Notes on the background of the story of the Bittangabee Tribe; a story written by Indigenous students based on the traditional culture of Coastal NSW.
#Use in the classroom:
- Resource outlines the concepts explored in the story of the Bittangabee Tribe including traditional customs, types of bush tucker found in the NSW coastal region, seasonal hunting and daily life.
-Once the story is presented to students through individual or guided reading, the included maps (page 5 of the PDF) can be presented to consolidate student knowledge of the traditional boundary divisions, language groups and places of importance specific to this area of NSW, therefore allowing students to understand an Indigenous perspective of land use and its natural features.
#NSW Stage 2 Geography Syllabus Connection:
Syllabus content and outcomes:
- identification of Countries/Places of Aboriginal and Torres Strait Islander Peoples.
- The story itself can also be used in students' developing understanding of the way places are viewed and managed from an Indigenous perspective:
-Investigate how the protection of places is influenced by people’s perception of places: (ACHGK018).
*discussion of how people’s perceptions influence the protection of places in Australia eg sacred sites, national parks, world heritage sites.
-For the most respectful, authentic transmission of traditional knowledge and information, this resource (as some references used in its creation are written by non-indigenous people) should be used in collaboration with local Indigenous consultants so that students may develop a deeper understanding of the value of Aboriginal and Torres Strait Islander culture to both the nation's identity and their role as active, informed citizens (Van Issum, 2012).
-To further student engagement into the identification of countries and places of Aboriginal and Torres Strait Islander perspectives in a nationwide context, the following interactive map of all the Indigenous language groups of Australia can be used in conjunction with the maps supplied in this resource:
-Van Issum, H (2012). Why we need Aboriginal and Torres Strait Islander Perspectives. Place and Time explorations in teaching geography and history (pp.54-72). Frenchs Forest, NSW: Pearson Australia.
-Craven, R. (1999).The selection criteria for the evaluation of Aboriginal Studies and Torres Strait Islander Studies. Teaching Aboriginal Studies, Allen & Unwin.
-BOSTES NSW (2016). Geography K-6. Stage 2: Places are Similar and Different. Retrieved from http://syllabus.bostes.nsw.edu.au/hsie/geography-k10/content/1180/
*Note: I have intentionally shared the resource notes and not the book itself to respect creative commons and licenses as well as intellectual property and copy writes.
The 2009 edition of the book can be purchased at: http://aiatsis.gov.au/publications/products/bittangabee-tribe-aboriginal-story-coastal-new-south-wales/paperback
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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)
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Scooped by Catherine Smyth |
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Significant Aboriginal people in Sydney Sydney Barani Aboriginal history
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Rescooped by Catherine Smyth from CCS2.1 Changes to People and Places in Sydney region as a result of British colonisation |
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A timeline of events relating to Indigenous Australians from the time of contact with Indonesian trepang fishermen c.1500-1700 until 1900.
Via Catherine Heil
Catherine Heil's curator insight,
March 30, 2015 2:55 AM
This timeline of events relating to Aboriginal people before and after British Colonisation would be a good teaching resource for Stage 2 HSIE students, as well as achieving several Mathematics and English syllabus outcomes.
Prior to students engaging with new information, it's important to determine students’ prior learning (Gilbert & Hoepper, 2011, p.68). For example, the teacher could tape a line along the classroom wall that is approx 4 metres long and explain to students that this timeline represents 80, 000 years of Aboriginal people living in Australia. Ask students to indicate by putting marks on the line showing how long Australia has been settled by white people, before explaining that the last centimetre represents the 200 approx. years since British colonisation. Discuss this representation of the colonisation of Australia compared to students’ perception of the length of time.
Using the Australian Museum timeline, the teacher could pick some key events (particularly around 1786 and early 1800s) that created significant change in Sydney and discuss these events with the students (some of the language in the timeline may need to be modified for Stage 2 students). The timeline of events clearly shows evidence that the lives of Aboriginal people were profoundly changed by the arrival of British colonists in 1788.
A lesson idea would be to divide the class into smaller groups, and allocate each group with a significant event as recorded on the timeline. Instruct students to engage in the process of historical inquiry by conducting further research upon their given event, and to create a summary on A4 paper using both written text and pictures.
For example, one group might research the small pox epidemic that occurred in the late 1700’s/early 1800’s that significantly reduced the Aboriginal population, another group could investigate the loss of land and water resources to Aboriginal people due to European settlement, and another group could look at the loss of Aboriginal people through direct fighting with the colonisers.
When students have completed the task, they will be required to place their page summary in the correct chronological order on the timeline on the classroom wall.
Evidence of learning would be students understanding the First Fleet landing within the long history of Indigenous Australia, describing some of the consequences of British colonisation for Aboriginal people such as displacement, disease, genocide and war, and also correctly placing historical events in sequential order on the classroom timeline and how they occurred in relation to one another. Students could also assess each other by using a checklist to assess if students have contributed and can work together as a group (Gilbert and Hoepper, 2011, p. 138).
REFERENCES:
Gilbert, R., Hoepper, B. (eds) (2014). Teaching humanities and social sciences: history, geography, economics and citizenship in the Australian curriculum. South Melbourne: Cengage Learning Australia.
NSW Board of Studies (2012) Mathematics K-10 Syllabus, Retrieved March 31, 2015, from http://syllabus.bos.nsw.edu.au/mathematics/
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Rescooped by Catherine Smyth from HSIE CCS2.1 Aboriginal resistance to the establishment of a British colony |
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Annick 's curator insight,
March 27, 2015 6:07 PM
This chart of Port Jackson NSW as surveyed by Capt.John hunter in 1788, documents the Eora clan territories from a range of sources and records kept by English colonists. This resource can be used in the classroom to help students “investigate the local area to identify the peoples who originally lived there and those who live there now” which is a key indicator of CCS2.1 ‘Significant Events and People’ (Board of Studies, 2006, p.23). It should be highlighted that this map was not created by the Eora people but through multiple British sources for the purpose of representing the territories of the Aboriginal communities that lived there in 1788. It should also be recognised that even today cartographers still struggle to map Aboriginal linguistic and land boundaries especially since over time Aboriginal people have been displaced and knowledge of boundaries have been lost (Kohen, 1995, p.32).
Consulting with Aboriginal Communities
Prior to teaching Aboriginal content, it is important to first consult with your local Aboriginal community first to understand “the views and knowledge of Aboriginal people in order to develop, implement and evaluate the way Aboriginal studies and perspectives will be taught” (Board of Studies, 2008, p.4). This resource should only be used with guidance from local Aboriginal communities or after consultation with the AECG http://www.aecg.nsw.edu.au/.
Lesson Integration
The Eora map could be compared to a current map of greater Sydney, such as this one: http://www.environment.nsw.gov.au/images/grants/cmsydhbrdec051000.gif. The Eora map could be printed multiple times and cut up based on different community territories. Different territories could be given to half of the class, whilst the other half would be given the current map of Sydney. The aim of the activity would be to work together to identify the Eora territories on the most current map of Sydney by marking it out and writing the names of the Eora clans on the new map. The purpose of this task is for students to recognise the traditional owners of the land and to identify local places in terms of its significance to the Eora people. A discussion surrounding the findings and significance of these places should follow.
References
- Board of Studies Syllabus, NSW (2006).Human Society and Its Environment K-6 Syllabus. Sydney:
B.O.S. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/hsie
- Board of Studies.(2008). Working with Aboriginal Communities: A guide to community consultation and protocols. Retrieved from http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf
- Kohen, J. L. (1995). Mapping Aboriginal linguistic and clan boundaries in the Sydney region. Globe, The, (41), 32 – 39.
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Rescooped by Catherine Smyth from HSIE CCS2.1 Aboriginal resistance to the establishment of a British colony |
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Annick 's curator insight,
April 4, 2015 1:04 AM
Reconciliation Australia presents our shared history via an online timeline that documents the impact of British colonisation on Australia’s first people. The timeline is interactive and allows students to explore significant Aboriginal events, places and individuals throughout time. Starting 60,000 years before contact, this timeline is an excellent resource to help students learn about significant dates from an Aboriginal perspective, allowing students to locate and reference important dates in chronological order. According to Arthur and Phillips (2000, p.88 - 91) children struggle to understand abstract markers of time however visual evidence and visual coding in the form of a timeline can help children actively process their thinking about time.
Lesson Integration
Students could use this timeline as a basis to create their own online timeline using Dipity http://www.dipity.com/, which is a free digital timeline website. Students could collaborate in pairs to create a rich timeline that include dates that are significant to Aboriginal’s particularly in regards to their resistance to colonisation. Students should then expand on the selected dates by searching for videos, images, websites and other resources that can help clarify their understandings of these dates. Students could then share their timelines with their peers. This assessment will assess students ability to “sequence significant events related to human occupation in Australia” which is an indicator of stage 2 CCS2.1 ‘Significant Events and People’ (Board of Studies, 2006, p.23).
References
- Arthur, J., & Phillips, R. (2000). Issues in history teaching. New York: Routledge, 88 -91.
- Board of Studies Syllabus, NSW (2006). Human Society and Its Environment K-6 Syllabus. Sydney:
B.O.S. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/hsie
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Rescooped by Catherine Smyth from HSIE K-6 |
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Guides. Children's and Young Adult Literature (Education). Aboriginal and Torres Strait Islander Perspectives.
Catherine Smyth's curator insight,
March 25, 2015 1:42 AM
This is a comprehensive online collection of teaching resources, reference material and websites that address Aboriginal and Torres Strait Islander perspectives.
Evaluate curriculum resources using selection criteria (see link in menu on the left of the page).
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This collection focuses on the European mapping and naming of the Australian continent during the 17th and 18th...
Catherine Smyth's insight:
What did European explorers know about the world in 17th and 18th centuries? How did they know?
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If you decide to visit somewhere you've never been before, how do you find your way? If you're in a car, the driver...
Catherine Smyth's insight:
Why did people explore the world over 200 years ago? How did explorers navigate their way around the globe? DIscover how Captain James Cook found his way through the interactive resources on the splash website.
marwah sharawy's curator insight,
May 31, 2018 5:04 AM
This source links to the History K-6 Syllabus (Stage Two – First Contacts) it can be used to cover the content descriptor 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). The teaching strategy can be useful when describing people events and actions related to world exploration and its effects and applying skills of historical inquiry and communication (HT2-3) (HT2-5).
This photograph is a image of James Cook who is an explorer, navigator and cartographer who is famous for his voyages in the Pacific Ocean and his accurate mapping of it, as well as for his application of scientific methods to exploration.
Historic images allow students to visualise what life was like for that person at the time. It allows to think of how they dressed, customs, lifestyles, transportation methods and how they came about to Australia. Primary sources can help students to answer important questions about the past and allow students to make their own conclusions and judgments about the picture. Its important to understand the journeys of the navigators who came to Australia because it helps us create this journey for which students can follow to find out how this explorer had an impact on our Australian history. Allowing students to follow the historical timeline of these figures can help them gain an insight into the impact they have had to make a change.
This can engage the students in a way that a textbook can’t engage a student. We need to ask critical inquiry questions when presenting the source who, what, where, when and why. Through this we can grasp the concepts and develop an understanding of historical knowledge. Through inquiring and exploring these ideas it can be used to construct credible claims which can be in historical lessons; by questions lead to answers. By answering these key inquiry questions teacher can present their findings using a range of persuasive text to make it interesting for students to engage in learning about historical figures.
An interesting activity for students is to create a visual map or given a template about Capital Cook journey to Australia and map out key historical events in Captain Cooks life. Also, teachers can use visible teaching exericises to explore a variety of differing perspectives such as I am thinking, i think and a question I have. Another great idea would be to create a historical choronolgical timeline of James Cook voyage detailing key events in his life.
Dawson, I. (2004). Why is historical enquiry important? Retrieved 4th of June from http://www.thinkinghistory.co.uk/EnquirySkill/EnquiryImportance.html.
Harvard Project Zero, Harvard Graduate School of Education. (n.d.). Visible Thinking: Circle of Viewpoints. Retrieved from: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03e_FairnessRoutines/CircleViewpoints/CircleViewpoints_Routine.html
National Park Service. (2016, April 29). Historic Places and the Inquiry Method: Analyzing Evidence from a Teaching with Historic Places Lesson Plan. Retrieved June 1, 2018, from https://www.nps.gov/subjects/teachingwithhistoricplaces/using-twhp_teach-place-and-inquiry.htm.
NESA. (2016). History syllabus K-6. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/803/.
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Catherine Smyth's insight:
Students learn about world exploration in the Australian Curriculum:history. This short clip gives an overview about the world explorer Marco Polo .
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Rescooped by Catherine Smyth from Primary history |
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Stories of convict transportation to Australia, from the collections of the State Library of New South Wales.
Catherine Smyth's insight:
Teaching about convicts? Check out this wonderful range of online digital resources on the NSW State Library Pinterest board
Catherine Smyth's curator insight,
February 3, 2015 6:50 PM
Teaching about convicts? Check out the array of online digital resources on this State Library NSW Pinterest board.
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Your lesson this week: Convict secrets of The Rocks precinct in Sydney. Your teacher is Associate Professor Grace Karskens from the University of New South Wales. Download the audio file Next week: Sp
Catherine Smyth's insight:
In this audio recording, historian Grace Karskens talks about what life was like for convicts living in the Rocks.
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Recently we celebrated Australia day on the 26th of January. But why do we mark it on that day in particular? To answer that question, Sarah will take you ba...
Catherine Smyth's insight:
This YouTube clip, produced by BTN, tells the story of children who came to Australia on the First Fleet in 1788.
Support materials with teaching ideas include the following key inquiry questions:
When is Australia Day?
Complete the following sentence: The day marks the anniversary of...
Describe life in Britain in the 1700s.
Why were prisoners transported to the colonies?
What sorts of crimes were committed by people who were transported?
How many ships transported convicts in the First Fleet?
What do you think life would have been like on board the ships in the First Fleet?
New _______________ was the name give to mainland Australia.
Who was the commander chosen to lead the colony?
Name three facts you learnt watching the BtN First Fleet story.
marwah sharawy's curator insight,
June 5, 2018 8:49 AM
This source links to the syllabus that talks about the stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079). Student outcomes indicate ensuring that student Describes and explains effects of British colonisation in Australia (HT2-4).
Historical inquiry involves issues of personal/general importance that are linked to broader historical contexts and that might be best approached through framing the inquiry as a question rather than a topic (Taylor et al., 2012 pp. 149). A video about the first fleet can be informative to allow students to develop deeper understanding of the historical context(Taylor et al., 2012 pp. 150).
This YouTube clip, produced by BTN, tells the story of children who came to Australia on the First Fleet in 1788. Support materials with teaching ideas include the following key inquiry questions:
When is Australia Day?
Complete the following sentence: The day marks the anniversary of... Describe life in Britain in the 1700s.
Why were prisoners transported to the colonies?
What sorts of crimes were committed by people who were transported?
How many ships transported convicts in the First Fleet?
What do you think life would have been like on board the ships in the First Fleet?
New _______________ was the name give to mainland Australia. Who was the commander chosen to lead the colony?
Name three facts you learnt watching the BtN First Fleet story.
After writing the video the teacher can hold a class discussion with open ended questions:
Why did they arrive to Botany Bay?
Why did they come to Australia?
The type of people who were on the ship?
Conditions the people were exposed to on the ship?
The date of arrival?
Another great idea would be for students to write a script and enact this historical event which can be an engaging way of learning about history while also being creative.
Behind the news (2014). First Fleet. Retrieved from the ABC website: http://www.abc.net.au/btn/resources/teacher/episode/20140204-firstfleet.pdf.
NESA. (2016). History syllabus K-6. Retrieved from
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/content/803/. Taylor, T. Fahey, C. Kriewaldt, J. Boon, D (2012). Place and Time; Explorations in Teaching Geography and History. Sydney, Australia: Pearson Australia.
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Catherine Smyth's insight:
Who was Bennelong? This resource uses a range of primary and secondary sources to construct a historical narrative of this significant man. Woollarawarree Bennelong (c.1764-1813) is present in all of the early accounts of the Colony of NSW.
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Rescooped by Catherine Smyth from Changes to people and places in the Sydney region as a result of British Colonisation |
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A convict’s life depended on who they worked for, where they worked and the kind of skills they had to offer.
Via Maria Kritsotakis
Maria Kritsotakis's curator insight,
April 3, 2014 8:25 AM
Along with the British Colonisation of Australia came the convicts too. No longer accepted in America after The War of Independence ended, NSW was the answer to the problem for Britain.This site from Sydney Living Museums in conjunction with Historical Houses Trust of NSW focuses on convict life at Hyde Park Barracks. Hyde Park Barracks is heritage listed as one of the most significant convict sites in the world.This is an excellent resource for teachers and students. Children will enjoy this site which includes lots of photos, clear and concise accounts of the daily life of the convicts, actual newspaper articles about them and videos . Excursions can be arranged to Hyde Park Barracks to visit the convict museum which runs educational programs that are directed at stage 2 and 3 and are aligned with the HSIE curriculum.
There are numerous teaching activities that can be inspired by this subject. Recording the differences between a convicts clothing and our own today looking at the food they ate and the food we eat, setting up a mock trial in small groups and determining punishments for the crimes, are but a few suggestions. For a more formal assessment children could research female convicts ( as Hyde Park Barracks was home to male convicts only) and present their findings to the class in a short five minute oral presentation where they would report on the female convicts clothing, crime and punishment, what type of labour they were sentenced to and what became of them if and when they were released ( The National Library of Australia, 2014).
References.
The National Library of Australia. (2014). Retrieved from
Treasure Explorer http://treasure-explorer.nla.gov.au/explore/treasures
Kimberley Barcenilla's curator insight,
May 31, 2018 7:37 PM
This resource provides a curriculum-based program that is focused on student-centred learning where students are able to discover and explore the historical evidence by exploring the heritage site of Hyde Park Barracks.
- Gives student's an opportunity to investigate primary sources in an extremely tangible and interactive way.
- First hand stories from convicts who lived at the barracks, developing skills in empathetic understanding
- Concrete way to stimulate curiosity.
- The opportunity to combine student-lived experiences with imaginative reconstruction which can help develop a capacity to use evidence in reasoned argument in disciplinary inquiry (Taylor et al., 2012, pp. 151)
- Differing views: life for convicts versus life for Aboriginal & Torres Strait Islander people
- Investigate the impact of convict settlement on Indigenous people.
- Opportunity for students to see, think and wonder.
What do you think was here before the barracks?
Outcomes:
- Describes people, events and actions related to world exploration and its effects (HT2-3)
- Applies skills of historical inquiry and communication (HT2-5)
- Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)
References:
Taylor, T., Fahey, C., Kriewaldt, J. & Boon, D. (2012). Place and Time. Explorations in Teaching Geography and History. Frenchs Forest: Pearson Australia
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Catherine Smyth's insight:
Evaluate and select curriculum resources for teaching Aboriginal and Torres Strait Islander perspective using 5 key criteria.
Teachers should consider:
1. Authenticity
2. Balanced nature of the presentation
3. Aboriginal and/or Torres Strait Islander participation
4. Accuracy and support
5. Exclusion of content of a secret or sacred nature.
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Rescooped by Catherine Smyth from The Establishment of a British Colony in Australia |
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Samantha Towers's curator insight,
April 13, 2014 8:19 PM
This is a video about the first fleet and British colonisation in Australia. It focuses on information about Aboriginal ownership of the land and an Aboriginal perspective of first fleet arrival and subsequent settlement by the British by conducting interviews with historians of Aboriginal heritage. The video covers Arthur Phillip’s role briefly. It then goes on to explain that the settlers saw the land as a British territory, not owned by the Aboriginal people who already lived there. The video covers some aspects of early colonial life and then ends with a short reference to the impact of small pox on the Aboriginal population.
This would be a good resource to use to introduce a unit about British Colonisation to students while providing a strong focus on Aboriginal perspective. The Aboriginal perspective on British colonization is one which can be easily overlooked in a classroom, however by introducing the topic with a resource that emphasizes their experience students should be able to see and remember how much of an impact early British settlers had on the lives of the first Australians.
Another way in which this video may be used is (in conjunction with supporting information) to work with the students as a class to create a timeline of British settlement/colonization from the perspective of the Aboriginal people. As a reflection exercise (or assessment) ask the children to replicate the timeline made as a group in their individual workbooks from memory or with only minimal prompts.
Emma Forwood's curator insight,
March 18, 2015 3:11 AM
Evaluate and select curriculum resources for teaching Aboriginal and Torres Strait Islander perspective using 5 key criteria.
Teachers should consider:
1. Authenticity
2. Balanced nature of the presentation
3. Aboriginal and/or Torres Strait Islander participation
4. Accuracy and support
5. Exclusion of content of a secret or sacred nature.
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Rescooped by Catherine Smyth from Exploration, Colonisation and Change: James Cook and Beyond |
Scoop.it!
Shelby Mayo's curator insight,
April 7, 2014 10:11 AM
Treasure Explorer is a brilliant, interactive website targeted at Stage 4 students. Everything from the graphics, to the fonts, and activities are thought out to appeal to children. This tool could be implemented in the classroom easily if a smart board is accessible. The teacher could have children stand and compete in the quizzes and activities as a class. The website allows for students to make their own account and add content to it. There is also a section dedicated to teachers which includes a range of resources and lesson ideas to teach students this objective and more. Emphasis is placed on facts and information; as a result, there are multiple quizzes on the content of the website which include questions like, "In what year did Captain Cook declare Australia 'Terra Nullius'?"
The online resources include an image gallery which provides students with various re-enactments and portrayals of Captain Cook's contribution to world exploration in the Eighteenth Century. This is especially important in a present day context in which visual material is more effective and understood than oral or written. We live in the age of technology. Education is moulded by it and children are increasingly more knowledgeable of it than adults. It is the teacher's responsibility to cater to these interests and needs by including mediums that students naturally respond to. The interactive nature and visual material in this website do just that.
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