British Colonisation

Integrated Unit of Work Term 3

Stage 2 Foundation Statement Year 4/5 Estimated time: 10 weeks Students explore change in communities from different perspectives and evaluate the effects of change on individuals and groups, including Aboriginal peoples, and the environment. They understand key events related to the British colonisation of Australia and identify the changes and consequences for Aboriginal and other peoples and the continent. This unit provides opportunities for students to explore issues related to Australias original inhabitants, explorers before the British and the British arrival and occupation of Australia. The unit focuses on the evaluation of viewpoints about the consequences of British colonization for people, groups and environment, and on formulating informed opinions. CHANGE How did British settlement change the way people live in Australia? 1. What was life like for the indigenous people prior to and after British Settlement? 2. Who were the early explorers of Australia and why was Australia chosen as a place of British settlement? Areas of Integration 3. What was life like for the early settlers? English Biographical Recounts Exposition Poetry Australian Ballads Human Society & Its Environment Change & Continuity Culture Science & Technology Built Environments Investigating Designing & Making PD.H.PE Bush Dancing Creative Arts Music Art Drama Mathematics Position, Data

Aim/Rationale

Big Idea Focus Question Contributing Questions

Content
Knowledge Generic Skills Indigenous people had their own technology, music, laws, cultural beliefs and customs. Early European explorers charted Australian waters to expand their empires and to increase their trade routes/connections. Britain needed to establish a new penal settlement due to overflowing. goals and the breakdown of the relationship with the newly-formed USA Early settlement was brutal and spartan. The lifestyle of the Indigenous people changed forever. Research Communication Solving Problems Using Technology Thinking - Critical, Ordered, Creative, Responsive Expression Task Management Values and Attitudes Cooperation English enjoys creating a range of spoken and written texts; enjoys experiencing and responding to a range of spoken and written texts; chooses to reflect on and share experiences of texts; Human Society & Its Environment Social Justice: showing concern for the welfare, rights and dignity of all people; recognising past inequalities and injustices; Intercultural Understanding: identifying and appreciating the cultural, linguistic and spiritual heritages of oneself and others; respecting different viewpoints, ways of living, belief systems and languages; Beliefs and Moral Codes: appreciating and valuing the different spiritual and religious traditions that have provided the foundations of our society and resulted in its diverse nature; Science & Technology demonstrates confidence in their own ability and a willingness to make and implement decisions when investigating, designing, making and using technology. works cooperatively with others in groups on scientific and technological tasks and challenges.

Creative Arts

 value and appreciate opportunities to experience and engage in visual arts, music, drama and dance through learning experiences in making, performing, composing, listening to and appreciating recognise how the world provides an endless source of concepts, ideas and issues that can be explored in visual arts, music, drama and dance recognises the value of the arts in different times and cultural contexts and consider the influence of cultural and spiritual values, continuity of traditions, ethnic origins, gender, social issues, locations and changing technologies on making, performing and appreciating in visual arts, music, drama and dance Mathematics demonstrate confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems

Outcomes
English TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. Listens to and recites traditional poems relating to settlement Gives a detailed biographical recount about a significant explorer or settler Justifies a point of view with supporting evidence TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. Listens to spoken presentations and responds appropriately Engages with audience and uses appropriate body language and oral skills when presenting RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. Makes some inferences about ideas implicit in a text Interprets basic maps, charts, diagrams, graphs, photographs, other still and moving graphics Joins in reading a greater range of single poems Obtains information from selected internet/computer sites and other computer graphics and text Reads more complex recounts, e.g. Biography of a famous person RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. Skims a text for overall message using headings, subheadings, layout, graphics Reads text aloud, using appropriate stress, pause and intonation Uses a table of contents, menu, index, page numbers, headings, captions and key words to find information Makes brief notes of information relevant to the topic, recording resources used RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. Recognises the structure of biographical recounts and exposition Identifies modal verbs and adverbs in exposition and discusses the effects of this language on a point of view. Identifies the use of thinking verbs in exposition Recognises the need for past tense in a biographical recount Recognises how noun groups, adjectival and adverbial phrases can enhance a biographical recount Recognises how to use pronouns in a biographical recount Recognise different types of poems and poetic devises WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. Contributes to a joint construction of a Biographical Recount Writes an exposition Writes simple poems Uses effective planning strategies

WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure,

grammatical features and punctuation conventions of the text type. Uses past tense in recounts Uses a variety of time connectives Uses modal verbs and adverbs in exposition and discusses the effects of this language on a point of view. Uses thinking verbs effectively in exposition Uses noun groups, adjectival and adverbial phrases to enhance a biographical recount Uses pronouns correctly in a biographical recount Combines clauses by using a variety of conjunctions WS2.12 Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer. Sets out writing in a form suitable for purpose Experiment with various computer functions. Saves text at regular intervals Open, save and retrieve a personal document CCS2.11Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. Sequences significant events related to human occupation in Australia Demonstrates an awareness that Australias human heritage spans many thousands of years Describes the involvement of some people and groups from other countries in Australias heritage, including European and Asian contact and exploration, eg the trading expeditions of the Macassans, exploration by the Dutch and Portuguese, James Cook, the British First Fleet Describes some of the consequences of the British settlement for Aboriginal people, eg displacement, disease, dispossession, genocide, war patterns of work for men and women during colonial exploration and expansion and the gold rush era Describes some aspects of ways of life and achievements in the early colony for male and female convicts and ex-convicts, the military and their families, officials and officers and free settlers Explains the importance of some significant places associated with British colonisation, eg Old Government House and Elizabeth Macarthurs Farm Refers to different viewpoints and perspectives on a significant historical event CU2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. Identifies some significant customs, practices and traditions of Indigenous people of Australia and early settlers BES2.1 Creates, models and evaluates built environments reflecting consideration of functional and aesthetic factors. identifies and describes a variety of ways in which Aboriginal peoples have used or continue to use natural materials to meet their needs e.g. mud bricks, fish traps INVS2.7 Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. Investigates traditional Aboriginal structures and examples of the architecture of early settlement. DMS2.8 Develops implements and evaluates ideas using drawings, models and prototypes at appropriate stages of the design process. Recognises how designs change to better meet peoples needs Works collaboratively to generate their ideas to build a shelter Reflects on design and suggests improvements Suggests how their shelter could be improved to meet the needs of the people of the time UTS2.9 Selects and uses a range of equipment, computer-based technology, materials and other resources with developing skill to enhance investigation and design tasks.

Human Society & Its Environment

Science & Technology

Personal Development & Health Creative Arts

Selects appropriate materials and resources to construct an Indigenous shelter or settlement structure DAS2.7 Performs familiar movement patterns in a variety of dance situations. Practices and reproduces a simple bush or teacher devised dance MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. Model use of the voice and other sound sources MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire. Learn about musical concepts through recognising musical features of the music they perform/listen to VAS 2.1 - Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. Refer to Art program VAS 2.2 - Uses the forms to suggest the qualities of subject matter. Refer to Art program VAS 2.3 - Acknowledges that artists make artworks for different reasons and that various interpretations are possible. Refer to Art program VAS 2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. Refer to Art program CONTENT Repertoire recognise the importance of music in the world and how music has been used Instrumental/Vocal listening to vocal/instrumental music of various cultures Performing traditional dances from various cultures as a means of appreciating the music of these cultures and its musical characteristics

Mathematics

SGS2.3 Uses simple maps and grids to represent position and follow routes. Uses a key to locate specific places Constructs simple maps and plans of first sea routes and settlement Gives directions to follow a route on a map Uses co-ordinates on a map to describe position WMS2.3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas. Use and follow positional and directional language DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results. Conducts surveys to collect data Creates a simple table to organise data

Stage 2 Focus Question

Year 4

Estimated time: 10 Weeks

How did British settlement change the way people live in Australia? Preparing the Learning Environment

Stimulus materials and Aboriginal music to set the scene World map Focus questions are in place. Maritime maps used by early explorers. Pictures of early explorers, aboriginal life / art Books on display of Aborigines, Early Explorers, Early Australia. Word Bank Web sites displayed Excursion to Elizabeth Farm and Art Gallery ILC set up instructions for steps and expectations involved Periodically asking - What have a learnt? What have I found interesting? Which skills have I improved? What do I still need to do?

Initiating
Spontaneous dance to Aboriginal music Introduce focus questions and discuss these Brainstorm childrens understandings of Aboriginal life. In publisher create a table with two columns and two rows, a heading Students ask themselves two questions and fill in table What do I know about Our Early Australian History? What would I like to know about our Early Australian History? Label a map of the world - current Label a map of Australia Examine early maps showing how changes were made as new discoveries were made. Explore early maritime maps Watch from Clickview Australian History (Junior) 19th Century Australia Australia Birth of a nation. About the Early Exploration of Australia covering a brief introduction to Magellan, Dutch, Captain Cook, European Settlement, etc Immerse students in bulk loan and they formulate whole class research questions. After basic questions have been set students must then choose two questions that they would like of their choice Take a look at focus questions (Some questions will be compulsory) Start a word bank

Resources

Our History Volume 1 ABC Our History Volume 2 ABC Library Bulk Loan Dreamtime stories Australian History Collection by Bryce Courtney The Riddle of the Trumpalar Growing up in Phillips Sydney A.T.Yarwood The convict Era Matthew Williams Art is 1 Sandra Jane and Max Darby Art is 2. Sandra Jane Art of the Land by Joan Chambers Art in ths Sun Joan Chambers and Sophia Watson Art Inspiration Belinda Duncan Australian Aboriginal Culture Series Joanne Crawford and Lisa Tantiprasut RIC Publications Encyclopedia Brittanica Encarta Clickview video Visual Arts for teachersVeronica Stoikovich and Melinda Zanetich Art ExplorationsBelinda Duncan All related curriculum syllabus documents TrimFlinders Cat

Contributing Question: 1. What was life like for the indigenous people of Australia prior to and after British Settlement?

Teaching and Learning Experiences

Assessment Product

Tuning in Stimulus materials and Aboriginal music to set the scene. Brainstorm childrens understandings of Indigenous life Watch the ABC DVD series Vol 1 Our History Indigenous Australians (3x10mins) Make some notes as a class

Gathering Children are given an area of focus to investigate in small groups. E.g. shelters, culture, food, weapons and spiritual beliefs. Record in small groups. Sorting Out Information transferred to a class matrix. Each group reports back to the whole class.
Describe examples of the different types in each category that the Aborigines used.

Childrens notes

What did the Aborigines use these for?

What makes it different to how Aborigines are today?

Complete class matrix

Art Stories Shelter Weapons Food Clothing

Making connections Children compare/contrast Indigenous lifestyle to own through class discussion and a venn diagram Children then write a reflection
My cultural beliefs are different to Aboriginal beliefs because. I now have a better understanding of . It was interesting to learn I never realised that

Going Further Students appreciate the art work of Emily Kam Kngwarry and create their own dot painting. The painting can tell a story. Look at the work of some early Australian artists and use their to create w work of art

Completed art work

Going Further Students write an exposition to state whether colonization was beneficial for the Indigenous people. Using Kidspiration to plan it. The exposition will need to written after completing all focus questions Students write a poem to express what happened to the indigenous people as a result of early settlement

Completed Exposition

Reflecting and Acting Think about and record their new understandings of Aboriginal culture / history.

Contributing Question: Who were the explorers of Australia and why was Australia chosen as a place of British settlement? Teaching and Learning Experiences Tuning in Children look at and compare maps modern day/old Maritime charts. Discuss the differences Watch Our History DVD Colonists Arrive (this will need to watched at different intervals) Gathering Teacher models one explorer using shared reading Australian History Collection by Bryce Courtney. Make notes on facts learnt. Children are allocated an early explorer in groups. They then watch a video on early Australian explorers and take notes. Each group goes to a table equipped with further information on that explorer and answers matrix questions. The children then map their explorers route on the class map
Who Country of origin Why were they interested in exploring Australia What were they interested in achieving When did they explore Hardships they faced

Assessment Product

Matrix and map

Sorting Out
Present to the class a brief report on the explorer

Completed Biographical recount

Making connections De Bono's Thinking Hats. What was it like to be a maritime explorer in the 17th and 18th centuries? Gathering Read First Fleet chapter in book Australian History Collection by Bryce Courtney to identify why Australia was a favoured destination for a new settlement.

Childrens notes

Sorting Out Organise information into a flow chart Draw big pictures of people who came out with the First Fleet convicts, soldiers, free settlers, dignitaries, religious, farmers, teachers, army and add speech bubbles explaining why they came to Australia.

Flow Chart Speech Bubbles

Making connections Children fill in a job application form to become a crew member of the first fleet or to be considered for a position in the new settlements

Completed job applications

Going Further Children are introduced to Australian ballads that focus on leaving England and coming back to a new land

Bush Dances and Ballads

Reflecting and Acting Discussion comparing exploration of that time to ways of exploration today. View a video of a modern day explorer. Create generalisations to answer question. Begin planning Step Back in Time video.

Generalisations

Contributing Question 3: What was like for the settlers?

Teaching and Learning Experiences Tuning in Watch Colonists Arrive ABC Our History DVD Look at images of Sydney over time, especially photographs and visit Sydney harbor compare and contrast Gathering Students recall the Now and Then tour at Elizabeth Farm. Children share their observations from the excursion. Students select a person from history and gather further information on the life of an early settler. (ie: a convict, free settler, officer, child). Sorting Out Children complete a now and then chart
Then School Dress Shelter Transport Food Games Responsibilities Now

Assessment Product

Childrens notes

Now and Then chart

Making connections Using cut-out shapes from previous question, children write a description of the persons life. (concessions, responsibilities, constraints) They use these descriptions to travel back in time and tell about that persons life using Movie Maker. To begin presentation have a photoshopped image of themselves having travelled back in time. Going Further Children write an Exposition titled Living in the year 2007 is better than living in the 1800s because Look at changing images of Sydney Harbour then using the artwork of an Australian artist students create their own piece Using digital cameras record Sydney Harbour and display next to art work of early Sydney to show changes Reflecting and Acting Generalisations What was life like for the settlers? * Celebrate film festival Step Back in Time. To cap off end of unit.

Description

Exposition Artwork representation of Sydney Harbour

Generalisations