Zoe Gough

S00143310

Year Level: 9

Depth Study: Making a better world:

Movement of Peoples (1750-1901)

Duration (weeks): 7 weeks

No. of Periods (50-60 mins): 24 lessons

Rationale:

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Stage 1 Desired Results

AC or AusVELS Standard: Making a better world: Movement of Peoples (1750-1901)
ACDSEH018
The influence of the Industrial Revolution on the movement of peoples throughout the world, including
the transatlantic slave trade and convict transportation

mapping the movement of peoples in the transatlantic slave trade or in convict transportation to
Australia

explaining the role of the Industrial Revolution in creating a growing need for labour and
transportation

ACDSEH083
The experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their
reactions on arrival, including the Australian experience

investigating sources that record the reactions of new arrivals to other countries in this period
(for example responses to the natural environment and climate)
ACDSEH084
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free
settlers on the frontier in Australia

investigating the experiences of a specific group of arrivals to Australia (for example convicts
in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)

describing the impact of this group on the Aboriginal and Torres Strait Islander peoples of the
region

ACDSEH085
The short and long-term impacts of the movement of peoples during this period

evaluating the effects of the movement of peoples on the indigenous and immigrant populations

Understanding (s) or Big ideas

Essential Question(s):

Students will explore the unit though the lenses of

Migration, Freedom, Diversity and Perspective.

Is the stability of society more important

than the freedom of the individual?

How does our perspective on historical

events change over time?

Can we ever present an unbiased account?
Whose history is ignored or forgotten in

everyday people.
The negative and positive effects of

migration?
How does immigration influence the

migration on the freedom of individuals.

development and stability of society?

Is it important to acknowledge our

Students will understand that:

Different levels of society are impacted by

change differently.
How large societal shifts like the
industrial revolution impact the lives of

Zoe Gough

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collective or personal histories?

That historical events can be presented

differently depending on the perspective

of those involved.
How diversity impacts the foundation of a
society.

Student Outcomes:
Students will be able to:

Use chronological sequencing to demonstrate the relationships between events and personal
histories over time.
Analyse primary and secondary sources and use historical terms and concepts to discuss the
reliability and context of different representations of historical events.
Use information from historical sources to evaluate a contention and to use as evidence in a
historical argument.
Identify and analyse different historical perspectives and develop texts and discussions about
migration and experience presented using a range of communication forms and ICT.

Stage 2 Assessment Evidence

Formal Assessment task

Other Evidence (Informal assessment)

Formative:
Week one begins with the class discussing their
knowledge of their own personal history of
migration, and they will then be asked to go
home and talk with family members and put
together a small poster or Personal history map
outlining their own familys migration story to
Australia.

Students will be informally assessed throughout the

unit be their participation in informal presentations
and class discussions about what they are studying
in class, though collecting student workbooks
regularly and keeping notes on students
comprehension of work and ability to complete
exercises, and through meeting briefly with each
student before each summative assessment task to
establish where they are and discuss with the student
what they need to do to achieve.

Students will be research a specific trial of a

convict from a database (as outlined in the
lesson plan below). Students will then begin a
diary in the voice of this person and complete a
small entry at the end of most classes over the
rest of the unit reflecting as their character on
the events or issues examined in the lesson. This
will form as Exit ticket to be presented to the
teacher before they can leave class. It will also

Zoe Gough

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aid the students in preparation for their final

summative task.
The source analysis of the convict and
aboriginal experiences that will be completed in
class (see lesson plan below) will be collected as
a piece of informal assessment, and returned to
the students will constructive feedback.
Students will be required to submit a PMIQ
chart about their experience at the Immigration
Museum, asking them to reflect on what they
enjoyed and found useful, what can be
improved, and what they would like to further
investigate.
Leading up to their final summative students
will be required to have an informal meeting
with the teacher to discuss their plan for their
final assessment piece due at the end of the unit.
Summative:
The first summative to occur at the half way
point of the unit will involve a whole class
debate on the topic Australia day or Invasion
day? The class will be divided and each student
will be required to use they evidence that
examined in the source analysis and their
knowledge from the unit so far to each form an
argument to present.
Students will be required to hand in their
argument paragraph they used in the in class
debate and will be marked on their use of
evidence, argument, and presentation.
The final summative task for the unit will be
based on the class excursion to the Melbourne
Immigration Museum. Students will be required
to curate and present an interactive class
exhibition about their immigration stories and
the diversity of their class. The assessment
pieces will ask the students to use creative skills
3

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to construct a historical narrative that is

supported by historical evidence and reason.
Their assessment can be based either on a family
member or the convict they chose in week 2
according to information available or family
sensitivity to the subject. Each student
individually will put together diary entry
extracts discussing the reasons they are
travelling to Australia, an annotated photo story
of their journey presented using ICT, and finally
they will be asked to come up with questions
and answers for their person about their
experiences of settling in Australia and their life
in a new country. As a class students will discuss
and organise how to present everyones work,
and on the final day of class students will be
encouraged to dress up as that person and will
each have their questions on cards alongside
their work. Different class members, other
classes for the year or from different year levels,
and perhaps even family members will be
invited to the class exhibition and will be able
to walk around and ask the students questions
from their cards and the students will be able to
discuss their answers with them.
To be assessed, during this time the teaching
will review each students work and participate
in asking questions.

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Stage 3 Learning Plan

Wee Essentia Concep

k
l
ts
questio
n/s
Is it
Diversity
1
Perspective
important to
acknowledge
our collective
or personal
histories?

Is the
stability of

Migration
Freedom

Task

Resources

Assessment

Introduction Lesson
This lesson will be the introductory lesson to
the whole unit. In order to involve students and
make the history meaningful to them the first
lesson will focus on the students own personal
histories and stories of migration. The students
will be introduced to the key concepts of
Migration, Freedom, Diversity and
Perspective through personal reflection and
discussion that will then ask students to begin
constructing a Personal History Map that
presents as personal response to the questions
How does immigration shape our lives?
The class will discuss and brainstorm: What
makes up your identity? What does it mean to
be Australian? What is migration? What causes
people to migrate around the world?
The lesson will be steered towards then
discussing how great societal change caused
migration and movement of peoples - which
will flow into the next lesson which introduces
the Industrial Revolution.
Convicts
After introducing the influence of the Industrial

Research Aids for

Students:
http://museumvictoria
.com.au/origins/

Using some class time and as

homework due at the end of this
week of classes student will be
asked to expand on the
discussion of personal histories
by putting together a small
poster or Personal history map
using family interviews and
online research outlining their
own familys migration story to
Australia to present to the class.

http://museumvictoria
.com.au/discoverycent
re/websitesmini/journeysaustralia/

Digital Achieves on
Convict Trials:

Students will be asked to

research a specific trial of a

Zoe Gough

society more
important
than the
freedom of
the
individual?

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Perspective

Revolution on the movement of peoples

throughout the world, students will now be
introduced to the concept of convicts.
Students will look at the societal impacts of the
revolution on the working classes and the levels
of poverty across the United Kingdom and
Ireland, using small excerpts of modern Oliver
Twist film clips to creatively demonstrate
living conditions.
Students will then use their laptops to access
different historical archives and find a specific
trial of a convict that resulted in deportation to
Australia. Students will then produce a fact
sheet on their specific convict including name,
age, crime, where they are from, which will
help them complete their first reflection task in
their convict diary. They will be asked to
reflect on their living conditions, the reason for
their crime, and the results of their trial and
upcoming deportation to Australia.

http://guides.sl.nsw.go
v.au/content.php?
pid=400401&sid=328
3052

convict from a database from

which they will develop a diary
in the voice of this person and
complete a small entry at the end
of this class, and other classes
http://www.convictrec throughout the unit reflecting on
ords.com.au/
the events or issues examined in
the lesson. This will form as
https://www.records.n
Exit ticket to be presented to
sw.gov.au/statethe teacher before they can leave
archives/researchtopics/convicts/convict class. It will also aid the students
in preparation for their final
s
summative task.
http://www.nationalarc
hives.gov.uk/records/l
ooking-forperson/criminal-trialor-conviction.htm

http://www.nationalarc
hives.gov.uk/records/l
ooking-forperson/transportees.h
tm
3

Is the
stability of
society more
important
than the
freedom of

Migration
Freedom
Perspective

Arrival in Australia
Students will be introduced to the process of
source analysis to compare the convict and
Aboriginal Australians experiences of the
convict arrival.
The class will analyse opposing primary and
secondary sources about the experiences and
2

Photocopies of different
diary excerpts from convicts,
and secondary analyses from
Indigenous writers.

Students will be asked to submit a

response to the question Can we
ever present an unbiased
account? using evidence from
the provided excerpts and
discussions in today lesson.

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S00143310

the
individual?

reactions of convicts and free settlers upon

arrival in Australia, and the opposing
experiences of Indigenous people.
Students will compare and contrast the
portrayal of events, the backgrounds of
different writers, bias and language used, and
the reasons for different authors accounts.
They will then discuss how events can be
presented in different ways and how
perspective can alter our views on events.

Can we ever
present an
unbiased
account?
How does
immigration
influence the
development
and stability
of society?

How does
our
perspective
on historical
events
change over
time?
Can we ever
present an
unbiased
account?
Whose
history is

Freedom
Perspective

Indigenous Australians and Class Debate

Building on the discussion of source analysis
and perspectives students will participate in a
whole class debate on the topic Australia Day
or Invasion Day? Students will have been
examining the experiences of Aboriginal people
during the settlement of convicts, incorporated
with exposure to the debate surrounding
Australia Day and how English settlement
effected and changed the way of life of people
who moved to Australia and the Indigenous
Australians. Students will have formulated a
paragraph arguing one of the sides of the debate
and each student will participate in the informal
3

The knowledge and evidence

acquired in this class will assist
students in forming the basis of
their argument for the whole
class debate summative at the
half way point of the unit.

The source analysis of the

convict and aboriginal
experiences that will be
completed in class will be
collected as a piece of informal
assessment, and returned to the
students will constructive
feedback.
The knowledge and evidence
acquired in this class will assist
students in forming the basis of
their argument for the whole
class debate summative at the
half way point of the unit.

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ignored or
forgotten in
migration?

How does
immigration
influence the
development
and stability
of society?
Is it
important to
acknowledge
our collective
or personal
histories?

debate as a class.

Migration
Freedom
Diversity
Perspective

Whole Class Excursion to

Immigration Museum
Identity: Yours, Mine and Ours
Exhibition
Students will visit the Immigration Museum
and exhibition with the purpose of
understanding different immigration stories and
answering the questions: What does it mean to
be Australian?
What is Australian identity? How does
immigration influence a society?
They will also observe how information in
presented in exhibitions.
Students will use information gathered at the
museum to begin working on their final
summative assessment for the unit.

Immigration
Museum
Educational
Resources
http://museumvictoria
.com.au/immigrationm
useum/education/

Students will be required to

submit a PMIQ chart about their
experience at the Immigration
Museum, asking them to reflect
on what they enjoyed and found
useful, what can be improved,
and what they would like to
further investigate.

http://museumvictoria
.com.au/immigrationm
useum/discoverycentr The information collected at the
museum will aid students in
e/immigrant-stories/
their preparation for their final
summative assessment task.