LIFE IN COLONIAL VICTORIA

10 Rationale 11 Content Rationale Our unit primarily addresses the AusVELS domain Humanities-History The overarching AusVELS key inquiry question central to our unit is How did an Australian colony develop over time and why Students will develop historical knowledge and understanding and use historical skills endeavouring to answer our unit focus questions Although History based inquiry undertaken throughout our 10 lessons will ensure students are exposed to the other Humanities domains of Geography and Economics and discipline-based learning including English Mathematics and Art The unit also incorporates the cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia and Sustainability as well as interdisciplinary learning of communication Information and Communication Technologies (ICT) and thinking processes Even further the unit addresses personal and social learning particularly Civics and Citizenship and Interpersonal Development Concentrating on Colonial Victoria lesson topics to be explored include economics the Gold Rush Chinese immigration and the Eureka Stockade Across each lesson content will be delivered via multi-modal sources such as text video graphics and multimedia Web sites We believe the lesson content chosen will scaffold students towards understanding Victoria as an Australian colony that developed over time All lessons have living and breathing links to contemporary Victorian students and their communities An example of this is Little Bourke Street in the Melbourne CBD with its historical links to Chinese immigration during the Gold Rush Our unit is relatable and tangible because students may have visited these areas before seen photos or been told about them from families and friends The lessons content reflects the history of their town their people and informs their futures Furthermore our content benefits from the existence of Sovereign Hill - an educational facility documenting much of the content covered in our lessons

12 Pedagogical Rationale Our Humanities unit opens with a camp to Sovereign Hill The camp will immerse students in an environment that encourages experiential learning whilst engaging them to continue discovery throughout our inquiry-based unit Multi-modal ways to uncover new knowledge are on offer at Sovereign Hill meaning learning is differentiated for multiple intelligences

Commencing our unit with an excursion will enable students to establish a base level of meaning and understanding through a lived experience Once back in the classroom students are able to recall this personalised learning in order to make connections between initialexisting knowledge and new concepts introduced over our 10-week unit Our pedagogical approach across the unit is to scaffold students towards achieving AuSVELS Level 5 Humanities outcomes Additional competencies will be gained in the variety of domains mentioned in content rationale Various assessment types will underpin scaffolding across the 10 weeks Students will be provided with multiple opportunities to receive feedback that further assists their individual learning requirements 13 Assessment Four forms of assessment will be used diagnostic informal formative and summative Diagnostic To commence the unit students will be asked to complete a lsquoK-W-L Chartrsquo about Colonial Victoria They will complete the lsquowhat I already knowrsquo and lsquowhat I want to knowrsquo sections Informal Daily observations monitoring conferencing and conversations with students about their progress and approach to set tasks Formative Throughout the unit the teacher will perform formative assessment on an ongoing basis The formative assessment will include feedback Summative In Lesson 7 Chinese Immigration students are provided with a rubric to complete a project The project includes a diagram and drama play which will be summative assessed after Lesson 10 Note During the week students are allocated an hour of project time in which they are encouraged to complete any outstanding tasks There is an expectation that students will take initiative to complete set tasks in their own time including lunch time and weekends

At the end of Lesson 10 students will complete the what I have learnt section of the KWL Chart As a celebration of learning the unit will conclude with a student showcase of acquired skills knowledge and understandings Their achievements will be displayed at an exhibition entitled Life in Colonial Victoria The exhibition will be open to family friends and the school community As our unit is inquiry based our underlying pedagogical approach informing all instruction is that learning is self-directed and student-centred During differentiated classroom activities and inquiry-based

tasks students will conduct their own research become self starting problem solvers and develop skills in working independently and with peers

Pre-camp excursion During a year level assembly teachers will have an informative discussion with students setting the context of the camp to Sovereign Hill This will provide students with clear expectations and learning outcomes for the unit In the last class before camp students complete the what I know and what I want to know sections of a KWL Chart about Life in Colonial Victoria Pre-lessons Camp at Sovereign Hill For more information about the camp click here Whilst at the camp students are to begin a diary about what they see think feel and learn This diary will be continually added to with a minimum entry of one a day whist on camp and when prompted during the unit Lesson 1 Sovereign Hill ReflectionFully developed lesson (Refer to Lesson Plans Page - Lesson 1) Lesson 2 Presentation of PowerPointStudents are given time to make final adjustments to PowerPoint document before presenting them to the class This is students opportunity to showcase the knowledge gained during the Sovereign Hill camp It also allows students to extend on their ICT and communication skills Lesson 3 Economics Fully developed lesson (Refer to Lesson Plans Page - Lesson 2) Lesson 4 Economics In this lesson the children will be introduced to budgeting A mini lesson will be given outlining the aspects of a budget why we budget and the benefits of a budget The students will then be given a task to complete They will be allocated funds for their yearly family budget They need to spendallocate this money across three domains including Leisure Home and Community The students need to provide rationale for their spending provide evidence of ICT skills used and show their workings Lesson 5 Gold Rush Fully developed lesson (Refer to Lesson Plans Page - Lesson 3) Lesson 6 Gold Rush In this lesson students will further investigate the impact of the Gold Rush on the nature of Colonial Victorian presence and society Students will discover what life was like in the period of rapid population growth For example they will compare and contrast a European family and an Aboriginal or Torres Strait Islander Language group a convict and a free

settler Students will investigate clothing diet leisure paid and unpaid work and housing

Lesson 7 Chinese ImmigrationFully developed lesson (Refer to Lesson Plans Page - Lesson 4) Lesson 8 Chinese Immigration Time is given for each group to present their drama play Students are encouraged to give constructive feedback and comment on what they learnt fromliked about other groups presentations Lesson 9 Eureka Stockade Fully developed lesson (Refer to Lesson Plans Page - Lesson 5) Lesson 10 Eureka StockadeStudents are provided with time to complete previous tasks and continue their inquiry into how and why the Eureka Stockade helped changed the laws of Colonial Victoria Students will revisit the chronology web-link to discover what happened after the Eureka Stockade Specifically they will research the changes in laws following the gold commission and how it benefited everyday colonial individuals Unit conclusion celebration of learning Students revisit the KWL Chart and complete the what I have learnt section Students are encouraged to use their camp diaries to assist in recalling the knowledge and understanding they have gained throughout the unit Life in Colonial Victoria exhibition In the last 10 minutes of each consolidation lesson throughout the unit students will stop working on their set activities and be given time to prepare for the exhibition Students can also work on their exhibition during project time if all other tasks are complete In pairs students will man a Colonial Victoria display station Students are encouraged to wear appropriate colonial attire Each stand must contain at a minimum ICT PowerPoint presentation that students began in Lesson 1 By this stage it is fully developed showing what students have learnt about all topics covered in the unit A quizquestion box At the end of each consolidation lesson students will write three questions that they can answer about the topic Visitors to the stand can quiz students This provides students with an opportunity to verbally display their knowledge and understanding A final piece of work from the unit that each student is most proud of

Pre-lessons Camp at Sovereign Hill The purpose of the camp is to immerse students in a learning environment before formal instruction begins It aims to engage and spark a sense of inquiry for future learning Therefore limited demonstration of a skill or understanding and measure of the achievement of a learning outcome is required at this stage Note Although no formal learning outcomes are expected to be achieved or assessed during camp students will begin their camp diary which will be used as a resource for future learning during the unit Lesson 1 - Sovereign Hill ReflectionBy the end of this lesson students have collated and organised their initial understandings of life in Colonial Victoria They will begin to compose a document for verbal presentation in the next lesson Lesson 2 Presentation of PowerPointUtilising ICT as a tool to transform their learning and to enrich their learning environment students compose a document for presentation Students also develop the knowledge skills and behaviours to effectively present information ideas and opinions in the form of a verbal presentation Lesson 3 Economics In this lesson students learn about the nature of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources Students learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy In conjunction with this students consider the nature and meaning of work and its relationship to other activities in peoples lives including leisure They examine various types of work and enterprise in a range of settings including home school and the community and identify the different natures of paid and unpaid work Students expand their economic vocabulary by creating a word wall to include such terms as consumption production distribution supply and demand trade currency and enterprise Students identify and learn to collect and process data from a range of sources including electronic media

Lesson 4 Economics This follow up lesson provides the platform for students to use the inquiry process to plan investigations about economic issues in the home (for example which mobile phone or pair of runners to buy) school (for example which bus company to hire for an excursion) or local community

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

Commencing our unit with an excursion will enable students to establish a base level of meaning and understanding through a lived experience Once back in the classroom students are able to recall this personalised learning in order to make connections between initialexisting knowledge and new concepts introduced over our 10-week unit Our pedagogical approach across the unit is to scaffold students towards achieving AuSVELS Level 5 Humanities outcomes Additional competencies will be gained in the variety of domains mentioned in content rationale Various assessment types will underpin scaffolding across the 10 weeks Students will be provided with multiple opportunities to receive feedback that further assists their individual learning requirements 13 Assessment Four forms of assessment will be used diagnostic informal formative and summative Diagnostic To commence the unit students will be asked to complete a lsquoK-W-L Chartrsquo about Colonial Victoria They will complete the lsquowhat I already knowrsquo and lsquowhat I want to knowrsquo sections Informal Daily observations monitoring conferencing and conversations with students about their progress and approach to set tasks Formative Throughout the unit the teacher will perform formative assessment on an ongoing basis The formative assessment will include feedback Summative In Lesson 7 Chinese Immigration students are provided with a rubric to complete a project The project includes a diagram and drama play which will be summative assessed after Lesson 10 Note During the week students are allocated an hour of project time in which they are encouraged to complete any outstanding tasks There is an expectation that students will take initiative to complete set tasks in their own time including lunch time and weekends

At the end of Lesson 10 students will complete the what I have learnt section of the KWL Chart As a celebration of learning the unit will conclude with a student showcase of acquired skills knowledge and understandings Their achievements will be displayed at an exhibition entitled Life in Colonial Victoria The exhibition will be open to family friends and the school community As our unit is inquiry based our underlying pedagogical approach informing all instruction is that learning is self-directed and student-centred During differentiated classroom activities and inquiry-based

tasks students will conduct their own research become self starting problem solvers and develop skills in working independently and with peers

Pre-camp excursion During a year level assembly teachers will have an informative discussion with students setting the context of the camp to Sovereign Hill This will provide students with clear expectations and learning outcomes for the unit In the last class before camp students complete the what I know and what I want to know sections of a KWL Chart about Life in Colonial Victoria Pre-lessons Camp at Sovereign Hill For more information about the camp click here Whilst at the camp students are to begin a diary about what they see think feel and learn This diary will be continually added to with a minimum entry of one a day whist on camp and when prompted during the unit Lesson 1 Sovereign Hill ReflectionFully developed lesson (Refer to Lesson Plans Page - Lesson 1) Lesson 2 Presentation of PowerPointStudents are given time to make final adjustments to PowerPoint document before presenting them to the class This is students opportunity to showcase the knowledge gained during the Sovereign Hill camp It also allows students to extend on their ICT and communication skills Lesson 3 Economics Fully developed lesson (Refer to Lesson Plans Page - Lesson 2) Lesson 4 Economics In this lesson the children will be introduced to budgeting A mini lesson will be given outlining the aspects of a budget why we budget and the benefits of a budget The students will then be given a task to complete They will be allocated funds for their yearly family budget They need to spendallocate this money across three domains including Leisure Home and Community The students need to provide rationale for their spending provide evidence of ICT skills used and show their workings Lesson 5 Gold Rush Fully developed lesson (Refer to Lesson Plans Page - Lesson 3) Lesson 6 Gold Rush In this lesson students will further investigate the impact of the Gold Rush on the nature of Colonial Victorian presence and society Students will discover what life was like in the period of rapid population growth For example they will compare and contrast a European family and an Aboriginal or Torres Strait Islander Language group a convict and a free

settler Students will investigate clothing diet leisure paid and unpaid work and housing

Lesson 7 Chinese ImmigrationFully developed lesson (Refer to Lesson Plans Page - Lesson 4) Lesson 8 Chinese Immigration Time is given for each group to present their drama play Students are encouraged to give constructive feedback and comment on what they learnt fromliked about other groups presentations Lesson 9 Eureka Stockade Fully developed lesson (Refer to Lesson Plans Page - Lesson 5) Lesson 10 Eureka StockadeStudents are provided with time to complete previous tasks and continue their inquiry into how and why the Eureka Stockade helped changed the laws of Colonial Victoria Students will revisit the chronology web-link to discover what happened after the Eureka Stockade Specifically they will research the changes in laws following the gold commission and how it benefited everyday colonial individuals Unit conclusion celebration of learning Students revisit the KWL Chart and complete the what I have learnt section Students are encouraged to use their camp diaries to assist in recalling the knowledge and understanding they have gained throughout the unit Life in Colonial Victoria exhibition In the last 10 minutes of each consolidation lesson throughout the unit students will stop working on their set activities and be given time to prepare for the exhibition Students can also work on their exhibition during project time if all other tasks are complete In pairs students will man a Colonial Victoria display station Students are encouraged to wear appropriate colonial attire Each stand must contain at a minimum ICT PowerPoint presentation that students began in Lesson 1 By this stage it is fully developed showing what students have learnt about all topics covered in the unit A quizquestion box At the end of each consolidation lesson students will write three questions that they can answer about the topic Visitors to the stand can quiz students This provides students with an opportunity to verbally display their knowledge and understanding A final piece of work from the unit that each student is most proud of

Pre-lessons Camp at Sovereign Hill The purpose of the camp is to immerse students in a learning environment before formal instruction begins It aims to engage and spark a sense of inquiry for future learning Therefore limited demonstration of a skill or understanding and measure of the achievement of a learning outcome is required at this stage Note Although no formal learning outcomes are expected to be achieved or assessed during camp students will begin their camp diary which will be used as a resource for future learning during the unit Lesson 1 - Sovereign Hill ReflectionBy the end of this lesson students have collated and organised their initial understandings of life in Colonial Victoria They will begin to compose a document for verbal presentation in the next lesson Lesson 2 Presentation of PowerPointUtilising ICT as a tool to transform their learning and to enrich their learning environment students compose a document for presentation Students also develop the knowledge skills and behaviours to effectively present information ideas and opinions in the form of a verbal presentation Lesson 3 Economics In this lesson students learn about the nature of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources Students learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy In conjunction with this students consider the nature and meaning of work and its relationship to other activities in peoples lives including leisure They examine various types of work and enterprise in a range of settings including home school and the community and identify the different natures of paid and unpaid work Students expand their economic vocabulary by creating a word wall to include such terms as consumption production distribution supply and demand trade currency and enterprise Students identify and learn to collect and process data from a range of sources including electronic media

Lesson 4 Economics This follow up lesson provides the platform for students to use the inquiry process to plan investigations about economic issues in the home (for example which mobile phone or pair of runners to buy) school (for example which bus company to hire for an excursion) or local community

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

tasks students will conduct their own research become self starting problem solvers and develop skills in working independently and with peers

Pre-camp excursion During a year level assembly teachers will have an informative discussion with students setting the context of the camp to Sovereign Hill This will provide students with clear expectations and learning outcomes for the unit In the last class before camp students complete the what I know and what I want to know sections of a KWL Chart about Life in Colonial Victoria Pre-lessons Camp at Sovereign Hill For more information about the camp click here Whilst at the camp students are to begin a diary about what they see think feel and learn This diary will be continually added to with a minimum entry of one a day whist on camp and when prompted during the unit Lesson 1 Sovereign Hill ReflectionFully developed lesson (Refer to Lesson Plans Page - Lesson 1) Lesson 2 Presentation of PowerPointStudents are given time to make final adjustments to PowerPoint document before presenting them to the class This is students opportunity to showcase the knowledge gained during the Sovereign Hill camp It also allows students to extend on their ICT and communication skills Lesson 3 Economics Fully developed lesson (Refer to Lesson Plans Page - Lesson 2) Lesson 4 Economics In this lesson the children will be introduced to budgeting A mini lesson will be given outlining the aspects of a budget why we budget and the benefits of a budget The students will then be given a task to complete They will be allocated funds for their yearly family budget They need to spendallocate this money across three domains including Leisure Home and Community The students need to provide rationale for their spending provide evidence of ICT skills used and show their workings Lesson 5 Gold Rush Fully developed lesson (Refer to Lesson Plans Page - Lesson 3) Lesson 6 Gold Rush In this lesson students will further investigate the impact of the Gold Rush on the nature of Colonial Victorian presence and society Students will discover what life was like in the period of rapid population growth For example they will compare and contrast a European family and an Aboriginal or Torres Strait Islander Language group a convict and a free

settler Students will investigate clothing diet leisure paid and unpaid work and housing

Lesson 7 Chinese ImmigrationFully developed lesson (Refer to Lesson Plans Page - Lesson 4) Lesson 8 Chinese Immigration Time is given for each group to present their drama play Students are encouraged to give constructive feedback and comment on what they learnt fromliked about other groups presentations Lesson 9 Eureka Stockade Fully developed lesson (Refer to Lesson Plans Page - Lesson 5) Lesson 10 Eureka StockadeStudents are provided with time to complete previous tasks and continue their inquiry into how and why the Eureka Stockade helped changed the laws of Colonial Victoria Students will revisit the chronology web-link to discover what happened after the Eureka Stockade Specifically they will research the changes in laws following the gold commission and how it benefited everyday colonial individuals Unit conclusion celebration of learning Students revisit the KWL Chart and complete the what I have learnt section Students are encouraged to use their camp diaries to assist in recalling the knowledge and understanding they have gained throughout the unit Life in Colonial Victoria exhibition In the last 10 minutes of each consolidation lesson throughout the unit students will stop working on their set activities and be given time to prepare for the exhibition Students can also work on their exhibition during project time if all other tasks are complete In pairs students will man a Colonial Victoria display station Students are encouraged to wear appropriate colonial attire Each stand must contain at a minimum ICT PowerPoint presentation that students began in Lesson 1 By this stage it is fully developed showing what students have learnt about all topics covered in the unit A quizquestion box At the end of each consolidation lesson students will write three questions that they can answer about the topic Visitors to the stand can quiz students This provides students with an opportunity to verbally display their knowledge and understanding A final piece of work from the unit that each student is most proud of

Pre-lessons Camp at Sovereign Hill The purpose of the camp is to immerse students in a learning environment before formal instruction begins It aims to engage and spark a sense of inquiry for future learning Therefore limited demonstration of a skill or understanding and measure of the achievement of a learning outcome is required at this stage Note Although no formal learning outcomes are expected to be achieved or assessed during camp students will begin their camp diary which will be used as a resource for future learning during the unit Lesson 1 - Sovereign Hill ReflectionBy the end of this lesson students have collated and organised their initial understandings of life in Colonial Victoria They will begin to compose a document for verbal presentation in the next lesson Lesson 2 Presentation of PowerPointUtilising ICT as a tool to transform their learning and to enrich their learning environment students compose a document for presentation Students also develop the knowledge skills and behaviours to effectively present information ideas and opinions in the form of a verbal presentation Lesson 3 Economics In this lesson students learn about the nature of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources Students learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy In conjunction with this students consider the nature and meaning of work and its relationship to other activities in peoples lives including leisure They examine various types of work and enterprise in a range of settings including home school and the community and identify the different natures of paid and unpaid work Students expand their economic vocabulary by creating a word wall to include such terms as consumption production distribution supply and demand trade currency and enterprise Students identify and learn to collect and process data from a range of sources including electronic media

Lesson 4 Economics This follow up lesson provides the platform for students to use the inquiry process to plan investigations about economic issues in the home (for example which mobile phone or pair of runners to buy) school (for example which bus company to hire for an excursion) or local community

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

settler Students will investigate clothing diet leisure paid and unpaid work and housing

Lesson 7 Chinese ImmigrationFully developed lesson (Refer to Lesson Plans Page - Lesson 4) Lesson 8 Chinese Immigration Time is given for each group to present their drama play Students are encouraged to give constructive feedback and comment on what they learnt fromliked about other groups presentations Lesson 9 Eureka Stockade Fully developed lesson (Refer to Lesson Plans Page - Lesson 5) Lesson 10 Eureka StockadeStudents are provided with time to complete previous tasks and continue their inquiry into how and why the Eureka Stockade helped changed the laws of Colonial Victoria Students will revisit the chronology web-link to discover what happened after the Eureka Stockade Specifically they will research the changes in laws following the gold commission and how it benefited everyday colonial individuals Unit conclusion celebration of learning Students revisit the KWL Chart and complete the what I have learnt section Students are encouraged to use their camp diaries to assist in recalling the knowledge and understanding they have gained throughout the unit Life in Colonial Victoria exhibition In the last 10 minutes of each consolidation lesson throughout the unit students will stop working on their set activities and be given time to prepare for the exhibition Students can also work on their exhibition during project time if all other tasks are complete In pairs students will man a Colonial Victoria display station Students are encouraged to wear appropriate colonial attire Each stand must contain at a minimum ICT PowerPoint presentation that students began in Lesson 1 By this stage it is fully developed showing what students have learnt about all topics covered in the unit A quizquestion box At the end of each consolidation lesson students will write three questions that they can answer about the topic Visitors to the stand can quiz students This provides students with an opportunity to verbally display their knowledge and understanding A final piece of work from the unit that each student is most proud of

Pre-lessons Camp at Sovereign Hill The purpose of the camp is to immerse students in a learning environment before formal instruction begins It aims to engage and spark a sense of inquiry for future learning Therefore limited demonstration of a skill or understanding and measure of the achievement of a learning outcome is required at this stage Note Although no formal learning outcomes are expected to be achieved or assessed during camp students will begin their camp diary which will be used as a resource for future learning during the unit Lesson 1 - Sovereign Hill ReflectionBy the end of this lesson students have collated and organised their initial understandings of life in Colonial Victoria They will begin to compose a document for verbal presentation in the next lesson Lesson 2 Presentation of PowerPointUtilising ICT as a tool to transform their learning and to enrich their learning environment students compose a document for presentation Students also develop the knowledge skills and behaviours to effectively present information ideas and opinions in the form of a verbal presentation Lesson 3 Economics In this lesson students learn about the nature of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources Students learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy In conjunction with this students consider the nature and meaning of work and its relationship to other activities in peoples lives including leisure They examine various types of work and enterprise in a range of settings including home school and the community and identify the different natures of paid and unpaid work Students expand their economic vocabulary by creating a word wall to include such terms as consumption production distribution supply and demand trade currency and enterprise Students identify and learn to collect and process data from a range of sources including electronic media

Lesson 4 Economics This follow up lesson provides the platform for students to use the inquiry process to plan investigations about economic issues in the home (for example which mobile phone or pair of runners to buy) school (for example which bus company to hire for an excursion) or local community

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

Pre-lessons Camp at Sovereign Hill The purpose of the camp is to immerse students in a learning environment before formal instruction begins It aims to engage and spark a sense of inquiry for future learning Therefore limited demonstration of a skill or understanding and measure of the achievement of a learning outcome is required at this stage Note Although no formal learning outcomes are expected to be achieved or assessed during camp students will begin their camp diary which will be used as a resource for future learning during the unit Lesson 1 - Sovereign Hill ReflectionBy the end of this lesson students have collated and organised their initial understandings of life in Colonial Victoria They will begin to compose a document for verbal presentation in the next lesson Lesson 2 Presentation of PowerPointUtilising ICT as a tool to transform their learning and to enrich their learning environment students compose a document for presentation Students also develop the knowledge skills and behaviours to effectively present information ideas and opinions in the form of a verbal presentation Lesson 3 Economics In this lesson students learn about the nature of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources Students learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy In conjunction with this students consider the nature and meaning of work and its relationship to other activities in peoples lives including leisure They examine various types of work and enterprise in a range of settings including home school and the community and identify the different natures of paid and unpaid work Students expand their economic vocabulary by creating a word wall to include such terms as consumption production distribution supply and demand trade currency and enterprise Students identify and learn to collect and process data from a range of sources including electronic media

Lesson 4 Economics This follow up lesson provides the platform for students to use the inquiry process to plan investigations about economic issues in the home (for example which mobile phone or pair of runners to buy) school (for example which bus company to hire for an excursion) or local community

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

(for example whether a small factory or residential town houses should be built on a vacant lot next to the school) and form conclusions supported by evidence Students undertake an individual project that encourages them to consider the various factors effecting their spending and why it is important to be an informed consumer when making spending decisions They investigate the importance of personal money management and the role of banking budgeting and saving Lesson 5 Gold Rush At the completion of this lesson students will have developed historical knowledge and understanding of the Gold Rush by investigating it as a significant event of Colonial Victoria Students will be able to explain the economic and social impact of the Gold Rush on the Victorian colony with particular focus on population growth Whist conducting this investigation students will continue to enhance ICT competency and critical thinking skills - using reasoning and inquiry together with processing and evaluating information Lesson 6 Gold Rush This lesson provides students with the opportunity to further extend on their historical knowledge and understanding of the Gold Rush and its impact on the nature of Colonial Victorian society Students will discover how daily life was different for various types of individuals and groups using historical concepts Additionally students engage in interpersonal development as they explore the similarities and differences in the values and beliefs of a range of individuals and groups and consider how these influence feelings and behaviours Lesson 7 Chinese ImmigrationDuring this lesson the key learning outcome is the ability to understand and explain why people migrated to Australia from Asia and the experiences and contributions of that particular migrant group within the Victorian colony By learning about these themes students also develop an appreciation for the uniqueness and diversity of Australias multicultural society Lesson 8 Chinese immigration At the completion of this lesson students will be able to display knowledge and understanding of the role that Chinese immigrants played in shaping the Victorian colony They will demonstrate this knowledge using drama role-play situations and events sustaining rolecharacter throughout their group performance Lesson 9 Eureka Stockade During this lesson students will develop their historical knowledge of the Eureka Stockade conflict They will extend on their understanding of the different perspectives between the key parties involved Students will begin to see how the Eureka Stockade helped develop the identity of Colonial Victoria

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

Lesson 10 Eureka Stockade

This lesson will further develop students knowledge and understanding around the Eureka Stockade event In particular students will investigate the changes in laws that determined the rights of people and the impact that the new laws had on Colonial Victoria

Detailed Lesson 3

Economy in Colonial Victoria LESSON PLAN

Topic Economy in Colonial Victoria

Learning Area History Economics Civics and Citizenship Mathematics ICT English

Year Level 5

Duration 60 minutes

AusVELS Level 4 (Prior Knowledge) Stories of the First Fleet including reasons for the journey who

travelled to Australia and their experiences following arrival (ACHHK079) Students already know about the establishment of European colonies and at this next level begin to delve deeper into the experience of a migrant group in colonial Victoria

Learning Purpose This lesson will build studentrsquos understanding of the economic problem (scarcity) that is that our needs and wants are unlimited but the resources available to satisfy these wants are limited They explore how the community defines classifies and uses resources They learn about the processes of consumption production and distribution in meeting needs and wants and the role of consumers workers and producers in the economy We will investigate themes such as currency trade paid and unpaid employment industries and money management

AusVELS History Domain Reasons (economic political and social) for the establishment of British

colonies in Australia after 1800 (ACHHK093) The role that a significant individual or group played in shaping a

colony for example explorers farmers entrepreneurs artists writers humanitarians religious and political leaders and Aboriginal andor Torres Strait Islander peoples (ACHHK097)

Sequence historical people and events (ACHHS098) Use a range of communication forms (oral graphic written) and digital

technologies (ACHHS106) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources

(ACHHS102) Compare information from a range of sources (ACHHS103)

Economics Domain Sort data and information into categories (ACHES005) Mathematics Domain Construct displays including column graphs dot plots and tables

appropriate for data type with and without the use of digital technologies (ACMSP119)

Describe and interpret different data sets in context (ACMSP120) Create simple financial plans (ACMNA106) Construct displays including column graphs dot plots and tables

appropriate for data type with and without the use of digital technologies (ACMSP119)

1113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089111308911130891113089

ICT Domain Students apply known ICT tools for visualising thinking in new ways to

make links between existing and new knowledge They begin to use new tools such as ICT-controlled models a programming language or simulation software such as micro-worlds spreadsheets and domain specific modelling software to represent and explore processes patterns and cause-and-effect relationships They learn to use tools such as database software and graphic organisers to organise and analyse data and information

When problem solving students use recommended search engines and begin to refine search questions to locate information quickly on the Internet This involves applying criteria for assessing the integrity of information such as the reliability of the web host and the accuracy of the information

English Identify aspects of literary texts that convey details or information about par-

ticular social cultural and historical contexts (ACELT1608) Use comprehension strategies to analyse information integrating and linking

ideas from a variety of print and digital sources (ACELY1703) Plan draft and publish imaginative informative and persuasive print and mul-

timodal texts choosing text structures language features images and sound appropriate to purpose and audience (ACELY1704)

Use a range of software including word processing programs with fluency to construct edit and publish written text and select edit and place visual print and audio elements (ACELY1707)

Cross Curriculum Priorities covered Asia and Australiaacutes engagement with Asia Sustainability Learning ObjectivesOutcomes and Key Questions to be addressed How does work (paid or unpaid) affect the lives of people How does the economy shape our lives What are the roles of consumers producers and workers in the

economy

What factors influence spending

Engagement Students to watch video about ldquoneeds and wantsrdquohttpswwwscootleeduauecresolveviewR6081accContentId= (5mins)Learning Activities and Timings

Mini Lesson on Economics (10mins)- introduce language around economics such as currency trade supply and

demand paid and unpaid employment manufacture industry needs and wants- Brainstorm session children and teacher make a word wall with language

associated with economy

Watch Video clip outlining the journey of two young children in the early 1800rsquos and what they did to earn pocket money Titled lsquoEggs for Tuppencersquo httpwwwmyplaceeduauteaching_activities1878_-_before_time18582eggs_for_tuppencehtmlidSubtheme=3388 (5 mins)- Children to begin to infer what would they do if they lived in that time- Children to begin to think about questions that arise from this video such as how

much did groceryrsquos cost - Make comparisons between then and now in regards to how kids earn pocket

moneybull As a class

- Discuss the different ways they saw Ben and Leck earn money in the clip Discuss how Ben and Leck earned money in comparison to the way children earn pocket money today

bull As a class- brainstormFocus questions about jobs and money Teacher writes these focus questions on large sheets of paper and places them around the classroom Students can use these sheets as a graffiti wall responding to each question in order to explore their thoughts and feelings on the theme of jobs and pocket money Students move around the room writing their responses drawing pictures and recording their thoughts on each sheet of paper (15mins)

Research and reflect

bull Ask students to research how children in the early 1800s earned pocket money Are there any differences Are there any common trends Students to use a Venn diagram comparing the ways children earned money in the 1850s with how children earn money today Ask students to describe what is different about some of the jobs and what is similar (10mins)

bull Divide the class into two groups to debate the topic Kids of today have it too easy - they should work harder for their pocket money (10mins)

Pulling it togetherThe last five minutes is devoted to assessing knowledge learned in the lesson Groups will play lsquowho wants to be a millionairersquo by answering questions based on the information discussed in the lesson (5mins)

MaterialsResources - Electronic whiteboard- Worksheets- Video clips- Butchers paper- Felt markers- Learning journals

Observations of studentsrsquo learning (assessment) Observational and Formative Assessment

- Contribution to class discussion- Group work participation- Use of ICT skills - Participation in final game

Summative Assessment- Venn Diagram-

How does the lesson foster valuesattitudes thinking and communication in the students learning

References Resources httpwwwmyplaceeduauteaching_activities1878_-_before_time

18582eggs_for_tuppencehtmlidSubtheme=3388

References

Australian Childrenrsquos Television Foundation (1992) I Think - Wanting Retrieved from httpswwwscootleeduauecresolveviewR6081accContentId Australian Migration 1788-1900 (2012) The Colonial Years Retrieved from httpwwwyoutubecomwatchv=MFEbNtTf4l4 AusVELS (2012) Victorian Curriculum and Assessment Authority Retrieved from httpausvelsvcaaviceduau Chinese Miners and Gold Licenses Video Drama (2011) Retrieved from httpwwwyoutubecomwatchv=S8VykGzLBx8

de Bono Thinking Systems (2013) Six Thinking Hats Retrieved from httpwwwdebonothinkingsystemscomtools6hatshtm Life on the Goldfields (2014) The Eureka Stockade A Chronology Retrieved from httppandoranlagovaupan4173920040505-0000wwwstatelibraryvicgovauslv_exhibitionsgoldfieldseurekachronolhtm My Place for Teachers (2011) Eggs for Tuppence Retrieved from httpwwwmyplaceeduauteaching_activities1878_-_before_time18582eggs_for_tuppencehtmlidSubtheme=3388 Peachrsquos Gold ndash Eureka (1983) Victoria the golden Retrieved from httpasogovautitlestvpeachs-gold-eurekaclip1 Peachrsquos Gold ndash Eureka (1983) Taxing the diggers Retrieved from httpaustralianscreencomautitlespeachs-gold-eurekaclip2 Riot or Revolution (2005) Gold Tax Retrieved from httpaustralianscreencomautitlesriot-or-revolutionclip1 State Library of VictoriaErgo (2014) Eureka Stockade Retrieved from httpergoslvvicgovauexplore-historygolden-victoriaimpact-societyeureka-stockade

• Economy in Colonial Victoria LESSON PLAN