Stage 4 History Unit Plan Topic 3 Section A.docx

Stage 4 Topic 3 Section A Unit – Muloobinba/Newcastle, Djubuguli/Sydney c3109550

UNIT PLANStage 4 Topic 3: Aboriginal and Indigenous Peoples, Colonisation and Contact HistorySection A - Australia 1788 – 1900: the nature and impact of colonisation and contact

Time: 7 weeks = 21 hours, 21x1hr lessons(Incorporating excursion for site study )

Unit description:

Students will explore the main features of Aboriginal culture prior to colonisation. They will also learn about the nature and impact of colonisation and contact between Aboriginal, non-Aboriginal and indigenous peoples.

Working historically:• use historical terms and concepts in appropriate contexts• identify origin, purpose and context of historical sources• distinguish between fact and opinion• plan historical research to suit the purpose of an investigation• locate, select and organise information from a variety of sources.

Assignment 1: Unit and lesson planning c3109550 3


Inquiry questions:• What can we learn about Aboriginal and indigenous peoples?

• What has been the nature and impact of colonisation on Aboriginal, indigenous and nonindigenous peoples?

ICT:• identify origin, purpose and context of historical sources, including ICT sources• practise ethical behaviour when using the internet during an historical inquiry• choose appropriate software relevant for historical research.

Unit Outcomes:4.2 describes significant features of Aboriginal and indigenous cultures, prior to colonisation4.3 explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other4.7 identifies different contexts, perspectives and interpretations of the past4.9 uses historical terms and concepts in appropriate contexts4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

Unit Resources:• The 1827 Newcastle notebook and letters of Lieutenant William S. Coke, H.M. 39th Regiment / Cynthia Hunter• Awabakal word finder : an Aboriginal dictionary and dreaming stories companion / edited by John Maynard• Convict Nobbys : the story of the convict construction of Macquarie's Pier and the reconstruction of Nobbys Island / Noel Davies• The history in and about Glenrock Lagoon / by John F. Grothen• The growth of Newcastle / by Wilfred James Goold



Unit Resources (cont.):• Vinegar Hill to Coal River : the Irish rebellion and the settlement of Newcastle, NSW / narrated by Jack Delaney• Ports and people: a social history of the Hunter River / prepared by the Newcastle and Hunter District Historical Society• Aboriginal Australians : a history since 1788 / Richard Broome• Aboriginal Australians : black response to white dominance 1788-1980/ Richard Broome• Aborigines of the Hunter Valley : a study of colonial records / Helen Brayshaw• The founders of Australia : a biographical dictionary of the First Fleet / Mollie Gillen ; with appendices by Yvonne Browning, Michael Flynn, Mollie Gillen• The rabbits / John Marsden & Shaun Tan• The myth of Terra Nullius / BOS• Joseph Lycett : convict artist / John McPheeWebsites• www.frogandtoad.com.au/aborigines/land.html (Aboriginal history)• http://www.abc.net.au/dustechoes/• http://www.australianhistory.org/landing• William Bradley’s Journal http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=412904#• http://www.abc.net.au/indigenous/map/Audio-VisualThe landing of Cook at Botany Bay 1788 [painting] E. Philips Fox (1865-1915)http://www.ngv.vic.gov.au/col/work/5576Australian relationships with nature [videorecording] pt1&2Muloobinba [videorecording] : place of sea fernsPlatt's Estate [videorecording] : Pambalong countryAustralian studies [videorecording] : images of Australia. [Pt] 5, We have survivedThe colony [videorecording]

Assessment Items:

Group research task and group presentationGroups allocated a pre-1820 feature to compare between Newcastle and Sydney and present to class in weeks 3 & 4Historical site source analysisStudents write a source analysis of a single source that relates to one site visited on the site studyTime Capsule empathy and source task (with presentation)Students create a time capsule of artefacts and a written empathy on Newcastle, for a year of their choice between 1797 (Shortland’s discovery) and 1900.They present this entry and collection of sources to the class as a case study of the year of their choiceSource analysis essayStudents to compose an essay on ‘the results of colonisation to 1900’ – teacher or students can nominate their focus topic, which can be any given aspect of the study in the unit


http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=412904

http://www.australianhistory.org/landing

http://www.abc.net.au/dustechoes/


Week/Lesson

Outcomes Students Learn To Teaching & Learning Activities & Resources Students Learn About

Assessment & Feedback

Week 1

Lessons1, 2 and 3

4.2 significant features […] prior tocolonisation4.3 respon[ses] to contact

- recall the main features of Aboriginal culture prior to British colonisation- compare the Aboriginal and non-Aboriginal relationship to land and country

Class discussion - deconstruct students’ current ideas of this period of Australian HistoryExplicit instruction and webquest - Pre contact history of AboriginalsViewing & source profile/analysis - Australian relationships with nature [video] pt1&2Teacher exposition and class discussion – Explorations up to the 1788 landing and initial contact, with French explorers and Captain Cook

- pre-contact Aboriginal culture

- Aboriginal and non-Aboriginal perspectives ofthe relationship to land and country

Formative: Assessment of existing knowledge and ideas about early Australian through informal class discussionFeedback; the deconstruction of prejudice or incorrect ideas as a class on board, guided by teacher

Week 2

Lessons4, 5 and 6

4.3 respon[ses] to contact,

4.7 diff. contexts & perspective

4.9 historical terms and concepts

- explain how Aboriginalpeoples outside the Sydney regions responded to the invasion of their lands

- recall the nature of early British contact with Aboriginal peoples to 1820

Class case study - Newcastle’s discovery and initial contact between Awabakal people and convicts and British military (e.g. Charles Menzies) Newcastle as penal settlement 1804-1824Group investigation activity - Comparison of this Newcastle to Sydney Cove history 1788-1820. Groups allocated a pre-1820 feature to compare between Newcastle and Sydney.Group presentation activity – Groups present their research to class in weeks 3 & 4ResourcesThe 1827 Newcastle notebook / Cynthia HunterConvict Nobbys / Noel DaviesGrowth of Newcastle /Wilfred James Goold

- British contact withAboriginal peoples to 1820

- differing experiences of contact between Aboriginaland non-Aboriginal peoplesfrom 1820 to 1900

Summative: Introduction to Time Capsule assessment task at the end of lesson 4.Modelling of time capsule sample contents, explicit quality criteria, and high expectations.Time Capsule presentations will be in Week 5 & 6

Formative: Group research and presentation task

Week 3 week 2 -recall the nature of earlyBritish contact with

Explicit instruction - Australian history 1820- - differing experiences of contact between

Formative: group research



Lessons7, 8 and9

outcomes, and:

4.10 oral, written and other forms, including ICT

Aboriginal peoples to 1820

-describe some of thediffering aspects of contactbetween Aboriginal andnon-Aboriginal peoplesfrom 1820 to 1900

1900, modelling of comparison strategies (content taught through consistent comparison between Sydney, Newcastle and other settlements e.g Port Macquarie est. 1823-1824)Research task – students conduct research of early Australian diseases, massacres and wars

Continuation of group investigation activity, and presentations to share the knowledge of pre-1820 contact with class

Aboriginal and non-Aboriginal peoplesfrom 1820 to 1900, focus on:-impact of disease-massacres and frontier wars

presentations continueformative assessment is practice for summative (capsule)Summative: Ongoing feedback, as primary sources of Newcastle history are examined in class they are suggested as potential materials for time capsule

Week 4

Lessons10, 11 and 12

4.3 respon[ses] to contact,

4.7 diff. contexts & perspective

- explain how Aboriginalpeoples outside the Sydney regions responded to the invasion of their land

- compare the Aboriginal and non-Aboriginal relationship to land and country

Resources: liaise with local Aboriginal community for an elder to do presentation or visit to school. Aboriginal perspective on contact between 1820 and 1900. Aboriginal responses to disease, massacres and dispossession examined through primary and secondary sources

Compulsory Site study: One day of week 4, incorporating a lesson (pref. lesson 10), is devoted to an excursion of the historical sites in Newcastle. Students are instructed that they must write a source analysis of a source they choose (from sources used in class) that references one historical site in Newcastle.

- differing experiences ofcontact between Aboriginaland non-Aboriginal peoplesfrom 1820 to 1900, focus on:-dispossession-Aboriginal responses todispossession

Formative: group research presentations continueFeedback: continual, on group presentationsSummative: ongoing support in time capsule task. Student individual presentations begin next week

Formative and Summative: students must write a source analysis on one site visited on the Excursion(Feedback is formative to Time Capsule task)

Week 5

Lessons

4.3 respon[ses] to contact

- outline the developments in governments’ policies…

Instruction in the increasing government control over Aboriginals in Australia 1820-1900 (mainly Lesson 13)

- increasing government control of the lives of

Formative and Summative: student source analyses due this week



13, 14 and 15 4.9 historical

terms and concepts

presentation4.10 oral, written and other forms, including ICT

- explain the results of colonisation to 1900

Via presentations:

-describe some of thediffering aspects of contact […] from 1820 to 1900- explain how Aboriginalpeoples outside the Sydney regions responded to the invasion of their land

Student Time Capsule presentations. Students distributed marking criteria sheets, and told that they will be assessed (formatively) on their engagement with peer presentations

Aboriginal peoples

Via presentations:

- British contact withAboriginal peoples to 1820

- differing experiences […] from 1820 to 1900

Summative: Time Capsule presentations start, lesson 14 or 15

Week 6


Student Time Capsule presentations continue.

Students give peers oral, informal feedback as well as written feedback using marking criteria sheets.

Formative and Summative feedback: students receive individual written feedback on source analysis task and oral feedback on time capsule presentations

Week 7


4.3 respon[ses] to contact4.7 diff. contexts & perspective4.9 historical terms and concepts4.10,

- outline the developments in governments’ policies towards Aboriginals- differing aspects of contactbetween Aboriginal andnon-Aboriginal peoplesfrom 1820 to 1900- explain the results of colonisation for Aboriginal and non-Aboriginal peoples to 1900

Instruction in government policies towards Aboriginals in Australia 1820-1900 and the results of colonisation.Achieved through the interpretation and explanation of government policy documents as primary sources, and secondary source commentaries on these policies.The results of colonisation taught as a summary of the rest of the learning throughout the unit.Essay strategies and preparation taught through instruction in critical historical skills (source analysis, inquiry) and core concepts (interpretation and explanation of evidence)

- differing experiences of contact between Aboriginal and non-Aboriginal peoples from 1820 to 1900. These could include:-impact of disease-land disputes-dispossession-massacres and frontierwars-Aboriginal responses to dispossession

Summative: A source analysis essay.This is a new task introduced in lesson 19 and required to be submitted (in class or online) before lesson 21.

Instruct students that they will utilise source analysis skills combined with presentations skills to compose an essay on ‘the results of colonisation to 1900’


Documents

Stage 4 History Unit Plan Topic 3 Section A.docx