Stories of our Fleeting Past
Multi-Stage Unit – Stage 1& 2
(Our Stories/Our Fleeting Past)
Connected Outcomes Group (G)
Connection focus: Understanding and exploring the impact of British colonisation
through objects, songs, dance and story and how these cultural activities helped to
shape Australia.
HSIE
Students undertake a study of the British colonisation of
Australia and its effects on the British settlers, convicts
and Aboriginal people. Students will acquire information
about the voyages of James Cook and the first fleet
under the leadership of Captain (later Governor) Phillip.
They will acquire information about some of the people
who contributed to the success of the colony, the
problems for both the early settlers and Aboriginal
people, inclusive of Aboriginal resistance e.g. the actions
of Pemulwuy and Tedbury. Students use an inquiry
process to identify changes that have occurred as a
result of British colonisation. Students develop values
and attitudes associated with social justice, ecological
sustainability and democratic processes.
Creative Arts
Students will be engaged in:




Researching events in Australia’s
history
Exploring consequences for Aboriginal
people
Telling stories through visual arts,
music, drama and dance
Creating a tableau depicting a stage in
Australia’s history
Students develop an understanding of heritage as a
sense of change through time and place, by sharing
stories, oral histories, photos and artefacts related to their
own and other families in their community.
SciTech
Humans have an impact on the natural environment
as they build communities and make use of natural
resources to satisfy their needs and wants. Students
may examine the effects of European settlement on
the natural environment. Students can investigate:
habitats of native animals.
‘Stories of our fleeting past’ provides opportunities for
students to select and a range of equipment and
media to undertake an investigation or design task.
The arts often record and comment on issues,
activities and events from particular viewpoints. An
artist or writer can represent a specific view of history,
representing places, people and events in a way to
give an audience a particular impression. Viewing
historical works may also allow students to place
people, actions and places into a relevant context.
Students can use storytelling as a tool to investigate
the work of artists and as a stimulus for making works.
PDHPE
Planned assessment:



PDHPE outcomes are addressed in other units within
this stage. There are no PDHPE outcomes linked to
this unit.
observation o a musical composition
using artwork as inspiration
viewing of a character dramatisation in
an imaginative story
analysis of detailed drawings of
personal artefacts.
Page 1
Planning page
Student work:
Resources needed:
Students will be asked
to bring in a personal
artefact (something of
importance to them),
and an artefact from
their family.
Copies of DET and BOS resources have been sent to all schools.
Organise for an older
community member to
share stories from
when they were young.
Students will need to
prepare appropriate
costumes for the early
settlers day to be held
at the end of the unit.

books on European explorers who visited Australia

books on the First Fleet

Images of botanical drawings and paintings (web links can be found in the
Visual Arts activity ‘Botanical drawings)

Globe or world map

Digital camera/computer

Procedural/exposition text type template

Vocal Ease modules 3 & 4 (DET) #

Musical Instruments

Artefacts from museum

Isabellas Bed – Alsion Lester

When I was young – James Dunbar & Martin Remphry

Books on Native Australian Animals
Site Links
Literacy links include:

uses visual texts including maps,
timelines and artwork to gather
information





http://www.hht.net.au/museums/mos/main
Collaborate with your teacher-librarian for teaching and resource support.
works in small groups to write an
information report or diary of events
determines
direction of
countries from
Australia

with guidance, discusses complex
issues and supports position with
evidence in discussions
describes a
route on a map

analyses, summarises and
presents information through
drama
reads and
interprets simple
timelines

organises information in a variety of
formats to demonstrate conclusions
of an investigation
describes
location on a
map

uses coordinates
to describe
position

compares and
orders events in
time
with support, writes an historical
narrative based on research, an
understanding of the era and key
figures.
Works in groups to write and
perform a musical composition for
other students

Listens to oral recount from a guest
speaker

Discusses how pictures can convey
a message or story

Interviews a gamily or community
member about an artefact and
shares his information with the
class
http://www.anmm.gov.au/
http://www.hht.net.au/education/k__12_subject_areas/hsie


http://www.atmitchell.com/journeys/history/terra/firstfleet.cfn
Numeracy links include:
#Additional
copies of these DET resources are available from DET sales at:
https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.
htm
Page 2
Term planner (teachers may want to use this to plan the work over a term)
Week Creative Arts
HSIE
SciTech
PDHPE
Introduction
PDHPE outcomes are addressed in
other units within this stage. There
are no PDHPE outcomes linked to
this unit.
The ‘discovery’ of Australia
1
Captain James Cook
Captain James Cook
2
3
Drama – Telling a story in sound
4
Drama – Developing a performance
piece “First Fleet”
5
6
7
Telling a story through movement
8
9
10
Animal adaptation: identifying structure
and function
The First Fleet
Australia before British Colonisation
Diversity of animals
Personal Heritage
Classifying Animals/Adaptation of Animals
Our Heritage
A growing colony
Visual Arts – Botanical Drawings
Final “Day in the life of the Early Settlement”
Page 3
Outcomes
HSIE:
CCS2.1
Learning Experience
Planned Assessment
Introduction
• Write the words Terra Australis Incognita on the board. Ask students what they
think these words mean. Identify the meaning as ‘the unknown south land’.
The French called it France Australe. The Dutch called it New Holland. Ptolemy, a Greek
scholar, drew a map in 150 AD showing Terra Australis. He reasoned that the world needed a
land mass in the southern hemisphere to balance the land mass in the northern hemisphere.
Stories of a fabulous land of great cities, wealth, spices and gold began, but there were also
other stories of barbarians in a barren land south east of the South Sea.
NB shaded text is background information for teachers.
• Use a globe or world map to identify the northern hemisphere and the southern
hemisphere. Locate the Equator. Identify England, Europe and Indonesia
(point out Timor and Sulawesi). Discuss the differences in seasons between
the two hemispheres.
(Numeracy link: determines direction of countries from Australia)
(Literacy link: explores subject specific vocabulary; generates an hypothesis;
uses visual texts to gather information.)
HSIE:
CCS2.1
Captain James Cook
Background information
Cook’s orders were that, if the ‘Great South Land’ was uninhabited, he should lay claim for
England, but if there were people living there he should take possession of those parts of the
country that inhabitants agreed to.
Explain the concept of terra nullius - Latin for ‘land belonging to no one’. Even though Cook
encountered Aboriginal people, he claimed the east coast of Australia as a British possession as
if the country was terra nullius. Cook’s decision was based on a European understanding of land
ownership. He saw no fences, buildings or other features that indicated land ownership in
European terms, and he assumed that the land was unused. As a result, Aboriginal peoples did
not have the rights to which other conquered people were entitled to under European law at the
time.
• Provide a variety of suitable texts on James Cook for students to read.
Enhance student understanding of different aspects of his voyage by drawing
a rough plan of the Endeavour (at only 32m long, it was a tiny ship), using
chalk in the school playground.
Page 4
• Map and date the routes of Cook’s journeys.
• Students prepare and write questions they would like to ask Captain Cook (or
a member of his crew) in an interview, making sure that there are clues for the
answers in the texts they have read.
• Students work with a partner to conduct the interview they have prepared,
taking turns to be the interviewer and the interviewee. Record, if possible.
(Numeracy link: estimates then measures the length of the Endeavour;
describes a route on a map)
(Literacy link: uses a range of texts on the same topic to compare information; writes
interview questions)
HSIE:
CCS2.1
ENGLISH:
RS2.6
MATHEMATICS:
MUS1.1, 1.2, 1.3, 1.4
Assessment strategy
The First Fleet
Captain Arthur Philip was appointed as captain of the First Fleet. He had a variety of skills
including being a successful farmer.
11 ships were assigned to the First Fleet to transport about 770 convicts (official numbers vary)
made up of 568 men, 191 women and 13 children of convicts. There were also about 247 Royal
Marines (guards and soldiers), 210 Royal Navy sailors, 233 merchant seamen, 20 civil officers
together with 27 wives and 19 children.
The 11 ships were:
HMS Sirius (Flagship, in which Captain Phillip travelled) HMS Supply (escort ship), six convict
ships: Alexander, Charlotte, Friendship, Lady Penrhyn, Prince of Wales and Scarborough and
three store ships: Borrowdale, Fishbourn, Golden Grove.
The teacher:
-
Observes student
participation in class
composing activity.
-
Stage 1 students will
perform teacher directed
interpretations of stimulus
materials.
-
Stage 2 students will
develop and perform
individual interpretations
using stimulus materials.
Telling a story in sound
ENGLISH:
TS1.2, TS1.3
• Study an artwork such as Untitled (First Fleet entering Botany Bay). This
image can also be seen at:
http://www.atmitchell.com/journeys/history/terra/firstfleet.cfm
• Explore the artwork by:
WS1.9
-
discussing the people, what they look like, what they are doing
describing the objects and background in the image
where are the aboriginal people, what might they be thinking as they watch this scene?
why are the English officers saluting?
creating sounds for the different characters and objects in the image e.g. the rustling of
trees, waves breaking against shoreline, soldiers & sailors moving on land.
• Encourage students to use voices and found objects e.g. environmental
sounds as well as traditional classroom instruments. Vary the loudness and
Page 5
Assessment Criteria
The Student:
-
Creates sounds in response
to a visual image
-
Performs sounds in
response to a visual image
-
Uses symbols to represent
sound
-
Discusses their
compostions and gives
•
•
•
•
•
CAPA:
DRAS2.1, 2.2, 2.3, 2.4
ENGLISH:
TS2.2, 2.3
RS2.7, 2.8
softness of the sounds.
Use the picture as a score, pointing to different people and objects for the
students to practise producing their sound.
Experiment with overlapping sounds as well as separate sounds. Create a
class composition based on the artwork.
Have each group invent a graphic symbol to represent their sound.
Use these symbols in a graphic score to create a new class composition.
Perform the class composition. Discuss which version students like best and
why.
Developing a performance piece using “First Fleet” artwork as stimulus:
reasons for their choices
-
Organises and records ideas
in sequence
Assessment Strategy
The teacher:
http://www.atmitchell.com/journeys/history/terra/firstfleet.cfm
 Identify the roles and situations inherent in the descriptions, noting particular
characters or historical figures who may have been involved in these
situations, e.g. suggested situation might be the raising of the Union Jack and
the officers saluting the flag
Divide students into groups of 5–6, allocating two situations to each group, e.g.
in the suggested scenario above, the second situation might be the aboriginal
‘unseen’ perspective as discussed earlier.
• Each group is to write a broad outline of the situation on A4 cardboard sheets
e.g. The landing of the Endeavour in Botany Bay.
• Allocate roles of people from the situation, e.g. James Cook, Joseph Banks,
crew of the Endeavour, Arthur Phillip, Arabanoo, Elizabeth Macarthur,
Bennelong, a cast of Aboriginal people, Francis Greenway, James Ruse,
Lachlan Macquarie, Mary Reiby, Pemulwuy. Note that either a suggestion of
costume or role can be used. Costuming could be considered, although this
may restrict a student to playing only one role.
• Create tableaus or a series of freeze frames depicting the events, people and
their activities in frozen moments of their lives and lifestyles, e.g. the series of
frozen images might be made up of:
- Aboriginal people sighting the Endeavour
- Captain Cook speaking to Joseph Banks and pointing towards the shore
- the Endeavour landing on the beach at Kurnell, with Captain Cook and crew stepping onto
sand as the Aboriginal people react
Page 6
-
Observes the students
ability to sequence the
events in correct
chronological order.
-
Stage 1 students will
perform with teacher
direction.
-
Stage 2 students are
provided a scaffold to
perform group
interpretations appropriate
to the stimulus materials.
Assessment Criteria
The student:
-
Demonstrates interaction
and communication skills
appropriate for sequencing
of events.
- a moment of interaction between the two groups of people.
• Practise, revise and refine the movement between the freeze frames as well
as the body language of the roles, e.g. the movement of the four frozen
images might be marching for the Endeavour crew and sliding for the
Aboriginal roles.
• Reflect on and discuss the revisions in groups.
• Present each of the tableaus to the rest of the class
• The class can link their tableaus in a sequence in chronological order to
express a living timeline of our fleeting past. The class might like to include a
narrator or a series of narrators for the combined action depicted in the
integrated tableaux, or even a series of large easily legible flash cards
highlighting the scenarios.
With practice and revision, this sequence should be developed as a presentation for exhibition,
e.g. assembly, historical performance.
• Discuss the performances:
-
what part did you enjoy the most?
how did you feel when you were performing?
were the situations clear?
what was happening?
how could it be improved?
were the roles convincing?
• Practise and refine as a whole class, then present the performance piece at an
assembly or other public venue.
(Literacy link: analyses, summarises and presents information through drama)
(Literacy link: adjusts voice to suit characters; responds to non-verbal prompts
from others; evaluates their participation in drama)
ENGLISH:
TS2.1, 2.2
Australia before British colonisation
Note: some episodes from the ABC schools programs Our History provides background
information for students.
• Draw a chalk line on the board or floor that is two or four metres long. Explain
to students that this is a timeline representing 80 000 years of Aboriginal
peoples living in Australia. Ask students to indicate by putting marks on the line
Page 7
•
•
•
•
showing how long Australia has been settled by white people. Explain that the
last centimetre (for a 4m line or only ½cm for a 2m line) represents the 200
years since British colonisation. Discuss this representation of the colonisation
of Australia compared to students’ perception of the length of time.
Display an Aboriginal language map of Australia. Available at:
http://www.curriculumsupport.education.nsw.gov.au/shared/abmaps/maps.htm
Explain that before 1788 there were several hundred, (estimated between 250
and 500), Aboriginal language groups or nations. Use the NSW interactive
map on the web site to locate the Aboriginal language group or nation of your
local area.
Jointly refer to List of Aboriginal nations on the web site, selecting the Nation in
which the school is located. Share and explain the information with students.
Identify and record local Aboriginal words and their meanings. Undertake
additional searches of the Aboriginal people of the local area as required.
Use a local area map (obtained from local council or street directory) to identify
places in the area named in the Aboriginal language.
(Numeracy link: reads and interprets simple timelines; describes location on a
map)
(Literacy link: uses internet searches, maps and timelines to gather and relate
information)
HSIE:
CCS1.1
ENGLISH:
RS1.5, 1.6
TS1.1, 1.3, 1.4
Collect information and provide a list of equipment and resources used by the First Fleet for
students to reference, or go to: http://cedir.uow.edu.au/programs/FirstFleet/s_rations.html
http://www.hht.net.au/museums/mos/main
http://www.anmm.gov.au/
Personal heritage – HSIE
•
Bring in a personal artefact of significance to show the class. Explain the story
behind the artefact, its significance, why you have kept it and what it reminds you of.
•
Identify something that is important to the class that cannot be represented by an
artefact.
•
Students discuss what is very important in their lives and identify both tangible and
intangible items:
- tangible e.g. a special toy, something that is important to their family, such as a painting or
Page 8
an old memento, perhaps from another country
- intangible e.g. love and friendship, a special relationship with grandparents or cousins, the
significance of rituals and celebrations.
•
Encourage students to bring in a personal artefact. A class letter sent home could
include the questions below to help students prepare. Ensure items are securely stored.
•
Students then share their artefacts with the class, using questions to focus their
presentation:
- what is your personal artefact?
- how did you get it? (Where, when and who from?)
- why is the artefact special to you?
•
Read books about personal artefacts e.g.:
- When I was young, James Dunbar and Martin Remphry
- Isabella’s bed Alison Lester
- identify what was important to the major characters in the story, why they kept the items and
why they were treasured.
- compare students’ artefacts with those in the story, discuss similiarities, differences and
significance of artefacts.
(Literacy link: relates events in texts to own experiences; describes an object
using focus questions)
CAPA:
Telling a story through movements
DAS1.1, 1.2, 1.3, 1.7
Digital photographs of dance performances may be used for the design task:
Making a book
• Select five or six artefacts that have been brought in by the students (personal
and/or family artefacts).
• Using one object as a stimulus, students individually develop a series of
shapes based on the object itself or how the object is used.
• Working collaboratively with a partner students design a sequence of
movements, exploring movements and shapes associated with the object.
Each pair should interact and show a connection between their individual
shapes and movements.
• Discuss ideas and ask students to demonstrate examples:
MATHS:
SGS1.3
-
what body shapes they will use? (curved, stretched, angular, narrow)
will they be walking, jumping, rolling, running? (locomotor action)
will they be bending, stretching, tilting, twisting? (non-locomotor)
what parts of the body will be moving? (head, torso, legs, arms)
how will they move? (dynamics – smooth, jerky, light, heavy)
Page 9
- will they move slowly or fast? (time - tempo, pace, speed, rhythm)
- where will they move? (personal space and pathways as they move within the performance
space)
- what levels will be used? (high, medium, low)
- how will they interact with their partner? (mirroring, canons, call and respond).
• Each pair should develop a simple movement sequence to tell a story about
the object or through using the object. Encourage imaginative and creative
responses.
Note: the students’ stories do not have to be logical or realistic.
• Pairs perform their story (movement sequence) for the rest of the class. If
possible, take digital photos of the performances for future use.
• Discuss:
-
which dances did you like best? Why?
which movements were the most interesting?
which shapes were the most interesting?
which “story” did you like best? Why?
if you were going to design a costume for your dance (story), what would it look like?
(Numeracy link: gives and follows simple directions, using terms
‘left’ and ‘right’)
HSIE:
Our heritage
CCS1.1
• Use a junior pictorial history book to explore the past. Deconstruct an era,
relative to Australia, and depicted in a history book, and explain things such as
the transport used, whether there was electricity, TV, clothing, type of food
eaten. Relate to students’ experiences.
• Discuss the images presented in the pictorial history, and describe the events,
life and time represented by the images. Consider:
ENGLISH:
RS1.5, 1.6
-
the activities occurring on the page
who is performing the activities
the types of occupations depicted
the types of play and games depicted
where these events may be happening.
• Work in groups to read and explain an allocated section of the book,
presenting information in chronological order to reinforce the changes that
have occurred over time.
Page 10
(Literacy link: with support, locates information in factual texts using
subheadings and focus questions)
CAPA:
VAS2.1, 2.2, 2.3, 2.4
ENGLISH:
WS2.9
Assessment Strategy
Visual Arts - Botanical drawings
On one of Cook’s voyages to the Pacific, a team of botanists led by Joseph Banks made
sketches, notes and watercolours of plants collected from wherever the ship struck land. One of
the artists was Sydney Parkinson, who worked on the botanical illustrations. He made numerous
field drawings, watercolours and gouache paintings, completing 264 complete paintings and
more than 900 drawings.
•
-
why do you think artists make botanical drawings? (purpose and audience)
why do the drawings look so realistic?
is there anything similar about the works?
why are details (e.g. flowers and seeds, often included in the drawings or paintings?)
what media and techniques are used? (e.g. were the brushes thick or thin? what type of pens?)
•
Botanical artists usually paint and draw from actual examples of flora rather than
photographs. Why do you think they do this?
•
Each student brings a flower, leaf, or part of a plant and makes a detailed realistic
drawing from observation. Experiment using a variety of media and techniques e.g.
pencils, coloured pencils, fine point pens.
•
The drawing should be approximately the same size as the subject, or to scale.
Concentrate on trying to make the drawing as accurate as possible, recording fine
details.
•
Make annotations on the drawing, referring to aspects such as colour, texture,
aroma and where the plant was growing. Add colour if necessary.
•
Combine the drawings into a class botanical drawing book.
(Literacy link: uses topic specific language when taking notes)
LTS2.3
-
Analyses student
drawings of objects
Look at some examples of botanical drawings and paintings:
http://www.jbanks.com/
http://www.anbg.gov.au/gallery/colour.html
Discuss the examples of botanical drawings:
•
SCITECH:
The teacher:
The first British settlers to Australia encountered many plants and animals that they had never
seen. The Australian environment was vastly different to that of the Britain. This series of
activities will allow students to investigate some of the structures that assist animals to survive in
their environment.
Page 11
Assessment Criteria
The student:
-
Makes a detailed
drawing on the object
from observation
-
Explores the qualities of
different drawing media
to make a drawing from
observation
-
Discusses how pictures
can convey a message
or story
-
Sequences ideas in a
visual literary recount
Assessment Strategy
The teacher:
- Stage 1 students are provided
with the information required to
complete classification
assessment task.
Diversity of animals - research
Observing and exploring (ask questions, pose problems, find out what is
currently known)
• Inform students that they will be researching Australian native animals.
• Brainstorm and list known Australian native animals such as kangaroos,
wombats, kookaburras.
• Ask students, in pairs, to select a native animal from the list, or allocate a
native animal to each pair to research.
• Discuss with students, what do we want to find out about our animals? Ask:
-
what is its name? (common name)
where does it live?
what does it eat?
what does it look like? (have students provide a large picture of the animal to used in the
next activity)
- what are its predators?
- how does it protect itself?
• Supply students with a suitable proforma/table to complete their research.
SCITECH:
INVS2.7
Classifying animals
Collecting and recording data (use the procedure and equipment to collect
and record data)
• Place the students in small groups with their research information and native
animal pictures (teachers may like supply additional pictures of animals).
• Ask students to compare the animals:
- how are they the same? (number of legs, body covering, food they eat, habitat, location of
ears/eyes)
• Ask students to group the animals. Discuss with students what features they
could use to classify the animals.
• Have groups report to the class the grouping feature they used. Ask students
to form sub groups from their original groups.
• Have groups report on the second grouping feature they used.
Page 12
- Stage 2 students are required
to conduct their own
investigations to provide the
information required to complete
the classification assessment
task.
Assessment Criteria
The student:
- places an image of a native
animal onto a map of Australia in
an appropriate position in terms
of the animal’s natural habitat
Australian
native animals
Has 2 legs
Has fur
SCITECH:
Has feathers
Has 4 legs
Has fur
Has scales
Animal adaptation: identifying structure and function
LTS2.3,
Particular features of animals help them to better survive in certain environments. In this series
of activities, students will investigate how the shape of a bird’s beak helps it collect food.
INVS2.7
Observing and exploring (ask questions, pose problems, find out what is
currently known)
• Supply students with pictures of three birds with different shaped beaks such
as a
ENGLISH:
RS2.5
WS2.9, WS2.10
- pelican – wide, deep
- pacific black duck – flat
- brolga – spear-shaped
Images may be obtained from the Australian Museum web site
http://www.austmus.gov.au/explore/birds.htm
• Discuss with students the shape of the beaks:
- describe the shape of the beak
- what do you think the birds could use the beak to do?
- what type of food do you think they would eat?
Hypothesising and predicting (define a problem that can be investigated
scientifically)
• Record the students’ responses and jointly construct generalised statements
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such as:
- spear-shaped beaks are better at picking up small food
- wide, deep beaks are better at holding large food
- a flat beak is good for crushing food.
Devising and testing (describe a procedure for collecting data, identify
appropriate equipment to carry out the procedure)
• Ask students to suggest ways of testing the above statements. Students may
suggest a trip to the zoo or to an area where birds may be observed feeding
• Guide students towards an investigation where the various beak types may be
replicated.
• Discuss with students: what could be used to replicate the shape of the beaks
and type of food they would normally eat? Supply groups of students with:
-
a paper plate
two paddle-pop sticks (duck’s beak)
a plastic spoon (pelican’s beak)
a tooth pick (brolga’s beak)
small round lollies or beads
small pieces of paper
stopwatch or watch with a second hand
a paper cup.
• Supply students with the following procedure:
1. Place 10 lollies/beads in the paper plate
2. Take turns, using the spoon, to collect lollies/ beads and place them into the paper cup
within a 20 sec period
3. Record the results of each student’s attempts on an observation chart.
Student’s name
Beak type
Object
Number
John
pelican
beads
8
- repeat steps 2 and 3 using the 2 paddle-pop sticks
- repeat steps 2 and 3 using the tooth pick
- repeat the investigation using 2cm squares of paper
Analysing and drawing conclusions (reach a conclusion which is communicated
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to others)
• Guide students in producing a graph of their observations. Students may use
graph paper or an electronic spreadsheet program to generate their graphs.
• In groups ask students to review their results:
- which beak type was most successful at collecting beads/jellybeans?
- which beak type was most successful at collecting the pieces of paper?
• Supply students with a printout of the fact sheets from the Australian Museum
web site http://www.austmus.gov.au/explore/birds.htm Do the results of the
group’s investigation support the information supplied in the sheet. ie does the
shape of the beak help the birds capture and eat their prey?
• Have students write an evaluation of the investigation in their science log
books. The students should answer the following questions:
- was the simulation of the birds’ beaks a good way of investigating their function?
- how could you improve the investigation?
Further investigations
• Students select an animal or plant and discuss how some of its features help it
to survive in its environment.
(Literacy link: organises information in a variety of formats to
demonstrate conclusions of an investigation;gathers information
from observations; jointly constructs generalised statements based
on observations and discussions; organises a procedure to test an
hypothesis )
HSIE:
CCS2.1
ENGLISH:
TS2.1
Consequences for Aboriginal people
Background information
The Eora people lived in the area around Sydney Harbour. To the west between the coast and
the mountains were the Dharug people. Not a lot happened until the Indigenous people realised
that the invaders were not going to leave.
The colonists stole tools and weapons from the Aboriginal people to trade for food with other
colonists. They accessed local food supplies, particularly fish, to feed the people of the First
Fleet. There was not enough food for both groups to survive.
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RS2.5
WS2.9, WS2.13
Governor Phillip was keen to establish good relationships with the Aboriginal people. He
intervened when problems occurred and endeavoured to meet with the Eora. He had no way of
communicating with them, so he had the marines capture some Aboriginal men at different
times. These include Arabanoo (first known as Manly), Bennelong, Yemmerrawannie and Colby.
Later, Governor Phillip was not as supportive of the Aboriginal people as they continued to
plunder food supplies of the colonists, on Aboriginal land, in order to survive.
Small pox and other white mans’ diseases
Aboriginal people did not have any resistance to the diseases that the people on the First Fleet
carried. Small pox, influenza and measles were some of the diseases that killed many Aboriginal
people. At times half (others estimate up to two thirds) of the people in the Aboriginal
communities died. Many of these were women and children.
• Organise the class into four groups (one group for each task).
• Task 1 - read about these famous Aboriginal men and what happened to them,
and share information with the rest of the class.
• Task 2 - read about the time Governor Phillip was speared by Aboriginal
people at Manly. Retell the story to the class.
• Task 3 - imagine what it would be like if half the people you know became ill
and died. What would happen to the community? How would the community
continue to function? What would happen to the surviving people? Present
findings to the class.
• Task 4 - create a consequence chart (or flow chart) of the short term and long
term effects of disease. What happened to the knowledge of the Elders and
other important people in the Aboriginal communities? Present chart to the
class.
(Literacy link: gives possible reasons for an event and creates a consequence chart)
HSIE:
CCS2.1
ENGLISH:
TS2.4, 2.1
Aboriginal resistance to British colonisation
As the country was progressively settled, Aboriginal lands were invaded. In many places around
Australia these invasions were resisted with force. Notable Aboriginal resistance fighters include
Pemulwuy, Windradyne, Yagan, the Kalkadoons and Jandamurra.
Note: some episodes from the ABC schools programs Our History provide background
information for students.
• Read a text about Pumulwuy or Windradyne to the class. Alternatively, provide
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RS2.6
WS2.10, 2.14
HSIE:
CCS2.1
WS2.10, 2.13, 2.14
TS2.4, 2.1
a text suitable for students to read. Refer to the DET Multistage unit Australian
Democracy (DET) page 8 for a list of suitable texts..
• Develop students understanding of the text.
• Identify and list reasons why Pemulwuy or Windrayne did what they did to try
and defend their land.
Assessment Strategy
A growing colony
On December 11 1792, Governor Phillip left Sydney to return home. He was disappointed at the
progress he had made. There were 700 huts, some substantial homes, a hospital, observatory,
jetties, dockyards, government stores, a Governor’s house, a windmill and two small schools. He
left the colony almost self-sufficient in food, and it was finally over its most difficult years.
Note: some episodes from the ABC schools programs Our History provide background
information for students.
• Discuss: Do you agree that Governor Phillip should have been disappointed at
the progress of the colony? Ask students to give reasons to support their
opinions.
Assessment:
• Write an historical narrative (about 1–2 pages) about life in the early colony.
Imagine you are one of the people on the First Fleet, or an Eora person, and
write about your life, where you lived, the clothes you wore, the food you ate
and your friends. Include an imaginary event that could have occurred (e.g. the
complication) and show how this was resolved. Limit characters in the
narrative. (see assessment notes in side box)
The teacher:
-
Observes the interaction
of students whilst in role
play
-
Observes students ability
to communicate or
express an opinion
effectively to their peers
-
Stage 1 students will use
teacher directed
scaffolding to jointly
construct a historical
narrative.
-
Stage 2 students will
individually construct a
historical narrative.
Assessment Criteria
The student:
-
Interacts in role to
communicate meaning to
an audience.
-
Responds to their own
drama and that of others
by describing their ideas
and feelings in class
discussion
• Activites to model aspects of this narrative. Each student could:
- role play and describe themselves as a character set in this time (a drawing and description
of themselves as the character may be helpful)
- write a diary entry of themselves as the character in the first person
- read diary entries of imaginary characters set in a similar time e.g. Journal of Watkin Tench,
by Meridith Hooper
- draw and describe the setting (paying particular attention to historical aspects – transport,
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cooking arrangements)
ENGLISH:
TS1.1, 2.1, 2.2, 2.3
“DAY IN THE LIFE OF THE EARLY SETTLEMENT”
-
WS1.9, 1.13, 2.9
MATHEMATICS:
MS1.3, 2.3
-
HSIE:
CCS1.1, 2.1
Expresses an opinion
and argue a point of view
Assessment Strategy
As a celebration of the learning that has been undertaken in this unit of
work, students are invited to experience a simulated day in the life of the
early settlement. Students will take on different roles, wear appropriate
clothing eg convicts, soldiers, early settlers and native Aboriginal people
etc.
Activities to include: role playing, the arrival of the first fleet, traditional
bush dance and Aboriginal stories through dance, cooking and
culminating with a verbal exposition between “European Settlers” and
Native Aboriginal People”.
(note: only stage 2 assessment)
The teacher:
- Stage 2 students will use
digital camera to record the day’s
events and will develop a
PowerPoint presentation using
the digital images captured on
the day.
Assessment Criteria
-
The two sides will argue the positives and negatives of the first fleet’s
arrival.
The student:
-
Chosen students will collect written data, media data and use these to
create a power point presentation with teacher assistance.
- capture digital images of the
role play and verbal exposition
CAPA:
DRAS2.1, 2.3
-
- will operate a digital camera
- use computer technology to
collate the data from the day and
develop a presentation in regard
to the same.
DAS2.7
SCITECH:
ICS1.2
UTS1.9
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