UNIT TITLE: The Gold Rush
PRE-PLANNING
LEARNER PROFILE: (Identify the students in you class who are to be catered for:
NEP / STAR
High Achievers (G&T ?)
Other
Comment
UNIT PLANNER
Title: The Gold Rush
Year: 9
Subject/Course: SOSE
Designer: Mitch Gillies
Step 1 – Desired Results
Established Goals/Skills: (G/S)
Students will be able to…
 Read written and visual information from a video source
 Read written and visual information from various literary sources including books
and primary sources
 Create a timeline
 Apply and articulate knowledge in clear sentences in response to written and
verbal questions
 Synthesise information from a variety of mediums including books, Internet
sources, videos and class discussion
 Effectively interpret and reconfigure information using an established note-taking
system (Cornell System) with appropriate referencing
 Conduct individual research that is relevant and reliable
Essential Questions: (Q)
 What was life like for the diggers on the goldfields?
 What happened at the Eureka Stockade and what is its relevance in Australian history?
 How did the events of the gold rush shape the current face of Australian culture and
society?
 What kinds of resources can be used to effectively compile and collate research to create a
written product of work?
 How can images and digital technologies be used to effectively demonstrate and share
understanding?
 How are historical figures such as Ned Kelly represented in Australian history?
Knowledge and Understanding: (KU)
Students will know and understand…
 The events that triggered the gold rush in Australia
 How the news of the discovery of gold changed the face of the colonies in Australia
 How the gold rush influenced immigration into Australia
 The difficulties faced by the Chinese diggers
 The connection between current issues and issues from the gold rush era
 Differing representations of bushrangers and Ned Kelly in Australian history
Step 2 –Assessment Evidence
Assessment Tasks:
1. ‘First in, Best Gold!’ Q. 1, 2, 3, 4, 5 Easton et al, SOSE Alive 3, John Wiley & Sons, QLD,
2004
2. ‘Bushrangers Q. 1, 2, 3 Easton et al, SOSE Alive 3, John Wiley & Sons, QLD, 2004
3. ‘Constructing the Myth’ Worksheet Jacaranda Project, www.jacoline.com.au
4. Virtual Classroom discussion board tasks
5. Photostory about living conditions on the goldfields
6. Research Portfolio
7. Essay Plan
8. Essay based on information drawn from Research Portfolio and Essay Plan
Other Evidence:
 ‘Peach’s Gold’ Documentary task
 Bookwork
 Class discussions
 ‘Mud Fights … and Hope’ Q. 1, 3, 4, 6 Easton et al, SOSE Alive 3, John Wiley & Sons,
QLD, 2004
 ‘Chinese Diggers’ Q. 1, 2, 5 Easton et al, SOSE Alive 3, John Wiley & Sons, QLD, 2004
 ‘After the Rush Was Over’ Q. 1, 2, 3, 4 Easton et al, SOSE Alive 3, John Wiley & Sons,
QLD, 2004
Step 3 – Learning Plan
Learning Activities/Resources
 Peach’s Gold Documentary – Clickview Online
 SOSE Alive 3, John Wiley & Sons, QLD, 2004
 Jacaranda Online SOSE Alive 3 Worksheets, jaconline.com.au
 Photostory
 YouTube
 Virtual Classroom discussion boards
 Interactive Whiteboard
 Prezi
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Analysing
(Breaking information
down into its component
elements).
Applying
Lower-order thinking
(Using strategies,
concepts, principles and
theories in new
situations).
Understanding
(Understanding of given
information).
Remembering
(Recall or recognition of
specific information).
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
ASSESSMENT: Written Responses to Questions
SOME
Evaluating
Products
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Painting
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label Outline
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction
MOST
Higher-order thinking
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking).
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
ALL
Actions
Creating
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Analysing
(Breaking information
down into its component
elements).
Applying
Lower-order thinking
(Using strategies,
concepts, principles and
theories in new
situations).
Understanding
(Understanding of given
information).
Remembering
(Recall or recognition of
specific information).
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Painting
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label Outline
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction
ASSESSMENT: Research Portfolio
SOME
Higher-order thinking
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking).
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
MOST
Creating
Products
ALL
Actions
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Analysing
(Breaking information
down into its component
elements).
Applying
Lower-order thinking
(Using strategies,
concepts, principles and
theories in new
situations).
Understanding
(Understanding of given
information).
Remembering
(Recall or recognition of
specific information).
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Film
Story
Project
Plan
New game
Song
Media product
Advertisement
Painting
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive
speech
Survey
Database
Mobile
Abstract
Report
Graph
Spreadsheet
Checklist
Chart
Outline
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label Outline
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction
ASSESSMENT: Essay Plan and Essay
SOME
Higher-order thinking
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking).
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
MOST
Creating
Products
ALL
Actions