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Year 4 First Contacts Unit of Study

EDSS503 - Humanities and Social Sciences Education
Rationale/Context Statement
This unit of study aims to educate Year 4 students on the history of the early British colonisation of Australia, with particular focus on the
purpose and journey of the First Fleet, the early years of British colonisation and the effects of this on the Australian Indigenous
population. The current unit builds upon the history content covered in Year 3, which focused on the long history of Indigenous Australians
and the early exploration of Australia by other nations, including Britain. The purpose of this unit is to develop the student's ability to
recognise the causes and effects of British colonisation, its significance to Australian history, to identify different perspectives and to
develop a sense of empathetic understanding. Shaun Tans picture book The Rabbits is incorporated within the unit to link the lessons and
highlight the Indigenous perspectives during different stages of British colonisation. Throughout the unit students explore and build upon
previously learnt historical skills, exploring a variety of primary and secondary sources through the use of ICT resources and both fiction
and nonfiction texts.
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First Contacts | Stage 2 - Year 4 | History

Unit Description Duration

This topic explores the reasons for the establishment of the First Fleet and the British Colony at Port Jackson, and uses 10 weeks
a range of sources to investigate the key events associated with this period. Students will explore the nature of the
Detail: 1.5hr/wk (Tuesdays 11-12.30)
contact between British settlers and Indigenous Australians, developing an understanding of their differing
perspectives and the effects that these had on both parties.

Outcomes
HT23 describes people, events and actions related to world exploration and its effects
HT24 describes and explains effects of British colonisation in Australia
HT25 applies skills of historical inquiry and communication

Key Inquiry Questions Historical Skills Historical Concepts

Why did Europeans settle in
Australia?
What was the nature and
consequence of contact between
Aboriginal and/or Torres Strait
Islander peoples and early traders,
explorers and settlers?
Comprehension: discuss, recount and sequence
events in the establishment of the British colony in
Australia.
Analysis and use of sources: Explores a range of
primary and secondary sources related to the
establishment of the First Fleet and Early British
Settlement and extracts important information from
these sources.
Research: Use sources to collect information to
form an argument and to further investigate
Continuity and Change: changes and continuities in the
lives of the passengers of the First Fleet and of the
Indigenous Australians affected by their settlement.
Cause and Effect: the way changes influenced the
establishment of the First Fleet, the British settlement and
the impact it had on Indigenous Australians lives.
Perspectives: exploring from the viewpoints of the British
settlers and the Indigenous Australians.
Empathetic Understanding: Understanding the motives
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questions posed by the students.
Explanation and Communication: Present
information and perspectives using a variety of
communication forms (oral, digital, written, graphic
and role-play).
behind the actions made by both the British Settlers and the
Indigenous Australians.
Significance: The importance of the events of the First Fleet
and Early British Settlement in shaping Australian history.

Assessment Overview
Ongoing Anecdotal Records: Student understanding is assessed through the teachers anecdotal records of student participation in class and small group discussions and activities.
Work Samples: Students complete a variety of tasks (graphs, letters, journal entries, interview transcripts, timelines, drawings, written research based activities) in order to determine the stu
Formal Assessment:
- Students choose to take on the role of either a soldier, convict or official on board the First Fleet and use class knowledge and independent research to design and present a 2 minute
Fleet, what they do on the First Fleet, how they feel to be on board the First Fleet travelling to an unknown land and the conditions they are experiencing onboard the First Fleet.
- Students complete a KWHL table which demonstrates the difference between the students knowledge of the unit content at the beginning of the unit and the end of the unit.
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Content Stage 2 - First Contacts

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)
Students:
identify reasons for the voyage of the First Fleet and explain why various groups were passengers
describe the establishment of the British colony at Port Jackson
using a range of sources, investigate the everyday life of ONE of the following who sailed on the First Fleet and lived in the early colony: a soldier, convict, ex-convict, official
The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on,
for example, families and the environment (ACHHK080)
Students:
describe the nature of contact between Aboriginal people and/or Torres Strait Islander peoples and others, including Aboriginal resistance
explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander peoples
use sources to identify different perspectives on the arrival of the British to Australia
outline the impact of early British colonisation on Aboriginal and Torres Strait Islander peoples' country

Week Content Teaching, learning and assessment Resources

1 Students:
Identify reasons for the
voyage of the First Fleet
and explain why various
groups were passenger.
1. As an introduction to the unit the Ss are asked to individually complete a KWHL table in their History Students History Books
books (The learnt column is left blank so it can be completed at the units conclusion). The Ss are to
complete the table in regards to what they already know about the First Fleet and early British settlement
in Australia and then the following two columns with what they want to know and how they will find this
out (enabling T to understand Ss current understandings and misconceptions)
18th Century England:
2. Watch up to the 1 minute and 50 second mark of an an engaging BTN video about the First Fleet BTN First Fleet Video:
which shows what life was like in England during the 18thC. http://www.abc.net.au/btn/stor
http://www.abc.net.au/btn/story/s3934600.htm y/s3934600.htm
- Discuss as a class the problems in England at the time: crime, poverty, too many criminals, etc.

2 Students:
Identify reasons for the
voyage of the First Fleet
and explain why various
groups were passenger.
Using a range of sources,
investigate the everyday life
of ONE of the following
who sailed on the First Fleet
and lived in the early
colony: a soldier, convict,
ex-convict, official.
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- In small mixed ability groups (3-4) students discuss and record ideas as to how England could
deal with these problems. Ideas are then discussed in a classroom setting with individual groups Paper and pencils
presenting their ideas.
3. Watch up to the 2 minutes 25 second mark of the BTN video which shows the Ss that the English
criminals were sent to Australia.
- Discuss as a class whether this video is a reliable source of evidence and brainstorm other
sources of evidence (primary and secondary sources) to use in further investigations.
Reasons for the First Fleet and its Passengers: BTN First Fleet Video:
1. Show remainder of the BTN First Fleet video (from 2 minutes and 25 seconds) in which the the http://www.abc.net.au/btn/stor
different ships involved in the First Fleet and the route taken are explored. As a class discuss why the y/s3934600.htm
different types of ships were needed.
Data sets retrieved from:
2. Group Activity: (Numeracy Based) T divides Ss into six mixed ability groups giving each group a
specific passenger ship to work on. The groups are given data sets which show how many male and http://gutenberg.net.au/ebooks/
e00010.html#section1
female convicts, captains, lieutenants, sergeants, corporals, etc. were on their specified ship. Each group
is to construct a graph on A3 Paper to represent this data to be displayed in the classroom. A3 Paper, Rulers and Coloured
Pencils
3. Individual Activity (Literacy, Investigation, ICT and Source Skills Based): After the group activity has
been completed and the graphs have been added to the classroom walls, Ss are to select two questions
Blue Tac (to stick graphs up
from their KWHL tables (in workbook) related to the reasons for the First Fleet and the people on the around the classroom)
First Fleet and find the answers to these questions using their constructed graphs and the websites
provided by the T using the class iPads (These online resources include images/copies of primary Websites Resources:
evidence in addition to a large amount of secondary evidence. Sources available on these websites http://www2.sl.nsw.gov.au/arc
include artwork, data, journal entries and information sheets allowing Ss of different abilities to still hive/discover_collections/histo
extract information from and engage with the resources). Early finishers are to choose one of their ry_nation/terra_australis/tales.
html
answered questions to present on a A4 poster to be displayed around the classroom.
http://lrrpublic.cli.det.nsw.edu.
au/lrrSecure/Sites/Web/13651/
http://www.convictrecords.co
m.au/timeline/1787
Class iPads (1 per student,
pairs if necessary)

3 Stories of the First Fleet,
including reasons for the
journey, who travelled to
Australia, and their
experiences following
arrival
Students:
Identify reasons for the
voyage of the First Fleet
and explain why various
groups were passengers.
Using a range of sources,
investigate the everyday life
of ONE of the following
who sailed on the First Fleet
and lived in the early
colony: a soldier, convict,
ex-convict, official.
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Coloured A4 Paper, Colouring
Pencils and Textas
The Voyage: Video:
1. Watch up to the 1 minute 25 second mark of the following video which links the past lessons content https://www.youtube.com/watc
to the actual First Fleet Voyage (route and conditions) being investigated today. T emphasises that the h?v=i07ko7DZMV0
questions asked in the video are ones they want the Ss to consider today and for their assessment task
(speech).
Video: https://www.youtube.com/watch?v=i07ko7DZMV0
2. Timeline activity: (Numeracy and Literacy Based) Ss are presented with an information sheet about the First Fleet Voyage Information
First Fleet voyage from which they have to extract (highlight) the important information about the Sheet (1 per student)
journey including key events and dates to be written onto the map provided showing the outline of the Voyage Map Sheet (1 per
voyage. The Ss need to ensure that the dates follow the correct sequence and thus need to use their student)
numeracy skills in addition to their literacy and historical investigative skills. Ss with low literacy
abilities can join the T on the floor and work through the information sheet as a group.
3. Reading over the information sheet again Ss are to highlight (using a different colour to that used A3 Paper, Lead Pencils and
above) the information describing the conditions on board the ships of the First Fleet (Again struggling Coloured Pencils
Ss can read through the information sheet as a group with the T). Using this information Ss are to draw an
image on an A3 sheet of paper of life below deck on the First Fleet, including convicts and other
passengers to demonstrate the conditions on board. Ss are to include at least four speech and thought
bubbles showing how different people (e.g. soldier, convict, child) feel about life on the ship. Early
Finishers can colour in their drawings.
4. At the end of the lesson the T explains to Ss their take home assessment task and provides Ss with the Assessment Information Sheet
Assessment Information Sheet and Rubric: and Rubric
Passenger Speech: Ss are to present a 2 minute speech from the point of view of a passenger on
board the First Fleet; soldier, convict, official. Ss need to include why their character is on the
First Fleet, what they do on the First Fleet, how they feel to be on board the First Fleet travelling
to an unknown land and the conditions they are experiencing onboard the First Fleet. The Ss will
need to use resources such as those used today to research more about their specific characters
role on the First Fleet. Ss will be allocated a specific presentation day (after the two weeks
provided to complete the assessment), with presentations being spread across the week to ensure

4 The nature of contact
between Aboriginal people
and/or Torres Strait
Islanders and others, for
example, the Macassans and
the Europeans, and the
effects of these interactions
on, for example, families
and the environment
Students:
Describe the nature of
contact between Aboriginal
people and/or Torres Strait
Islander peoples and others,
including Aboriginal
resistance
Outline the impact of early
British colonisation on
Aboriginal and Torres Strait
Islander peoples' country
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S engagement.
The Rabbits
Hard Copy of The Rabbits by
1. Book: The Rabbits by Shaun Tan (Literacy) - T reads the book The Rabbits by Shaun Tan to the Ss Shaun Tan
showing them the images on each page and discussing what it is about, how they would feel in the
situations and relating it to the invasion of Australia by the British. Exploring the effect of the arrival of Recorded sound excerpts
the First Fleet on Indigenous Australians, specifically exploring the indigenous perspectives of the
invasion. Whilst it is being read through sound excerpts are played, for example gunshots in the
resistance section of the book to create a more engaging experience for the Ss, when the book discusses
how they lost and many people died there is complete silence (no sound effects) to demonstrate the
damaging effect of the British arrival on Indigenous Australians.
Sample Discussion Questions:
- What is the title of this picture book?
- After reading the book we know it is not about rabbits, what do you think it is about?
- How did you feel when the newcomers started to invade?
- How was this depicted in the book? (Show relevant section)
- What was your initial impression of the newcomers? Did this change throughout the
book? If so how? How did the illustrator/author influence your opinion of the
newcomers/invaders?
2. Individual Reflection - Students are given time to individually reflect on the events throughout the
story. Students can close their eyes and think about the emotions, feelings and events that occurred. (due
to sensitive nature of the book, a debrief or student question time may be necessary) Students can write
words, feelings and emotions, into an Answer Garden, that they associate with the book. Answer Garden
3. Boal Circle (Indigenous Perspectives): After individually reflecting on the events of the book and their
feelings related to it, the T explains that the class will be completing a Boal Circle activity to explore
Indigenous perspectives using different sections of the book.
Activity Description: The class splits in half and forms two circles, one inside the other, with
both circles facing outwards. The T then displays a section of the book on the board (listed
below), the Ss in the inner circle need to then individually create a freeze frame to depict how Digital Copy of The Rabbits
they would feel if they were an Indigenous person at that specific moment. The outer circle then by Shaun Tan
turns around and views the inner circles freeze frames, walking around the circle to view each
Ss reaction (Whilst the Ss are walking the T reads the sentence associated with the image). The

5 Students:
Describe the nature of
contact between Aboriginal
people and/or Torres Strait
Islander peoples and others,
1.
including Aboriginal
resistance
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outer circle Ss then discuss the Ss freeze frames identifying the emotions portrayed and then as
a whole class the Ss discuss why this emotion was portrayed, linking it to the effect of British
settlement on Indigenous Australians. The outer and inner circle then swap and the process is
repeated for another section of the book. In total both groups will construct three freeze frames
each with the discussions happening after each freezeframe.
Sections of the Book to be used and displayed on board (Associated pages from book
displayed):
1. At first we didnt know what to think, they looked a bit like us, there weren't many of
them, some were friendly
2. They came by water
3. The rabbits spread across the country. No mountains could stop them; no desert, no
river
4. Sometimes we had fights, but there were too many, too many rabbits
5. We lost the fights
6. Where is the rich, brown earth brown and moist? Where is the smell of rain dripping
from the trees? Where are the lakes alive with long-legged birds?
The Encounter Digital Copy of The Rabbits
by Shaun Tan
Teacher note: Content covered in this lesson may include images of deceased Indigenous peoples.
Students need to be informed of this prior to activities. Due to the sensitive nature of these issues,
students may need to be given copies of the content covered that do not include these images.
1. Refer to the relevant sections in the The Rabbits by Shaun Tan, that pertain to the Indigenous
perspective of the arrival of the British settlers. The picture book should help create a better
understanding of the initial conflict between the two groups. T introduces a video called The Encounter The Encounter video:
which shows the Indigenous perspective of the arrival of the British settlers (Literacy and ICT based). http://www.myplace.edu.au/tea
The message of the video is more direct, because Waruwi (Indigenous character) explicitly refers to the ching_activities/1878_-
British settlers as ghost people, unlike the subtle reference made in the The Rabbit. Sample discussion _before_time/1788/1/the_enco
questions: unter.html
a. Have you ever encountered something you have never seen before?
b. How did you feel?
c. When you are overseas, how do you act around the locals?
d. What are some of the things we should remember when we are encountering/meeting

2.
3.
6 Students:
Explain the term terra 1.
nullius and describe how
this affected the British
attitude to Aboriginal and
2.
Torres Strait Islander
peoples
Use sources to identify
different perspectives on the
arrival of the British to
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something/someone for the first time?
2. Introduce the First Contact Game, this will help Ss acknowledge and understand how cultures can Resources for Game e.g. cards
impact the relationship between different groups (Literacy based). Separate the class into two mixed (5 per student and 10 extra),
ability groups. Each S will be given five cards to begin with and at least ten extra cards should be around rules for each culture (1 per
the room. Each group will be given a sheet detailing the rules of their culture, give groups enough time to group) and explanation of the
familiarise themselves with the rules (approx. 10 mins). When all the Ss are ready, each group will send game(1 copy for teacher):
two members to the opposite group to just observe the other culture, no contact should be made (approx. http://www.myplace.edu.au/tea
2 mins). When the two members have reported what they have observed to their original group, five other ching_activities/1878_-
members are sent to the opposite group, but this time they can interact with the opposing group but must _before_time/1788/1/the_enco
act with respect to that groups culture. unter.html
3. Reflect on the First Contact Game. Ss finalise and present their findings about the culture of the
opposite group. When each group has shared all of their findings, each group goes through exactly what
was written on their rules information sheet. Then the T prompts students with questions that can lead to
a class discussion e.g.
a. How did you behave when you were a visitor at another group?
b. Was it difficult?
c. How did you adapt to the new culture?
d. How did the groups feel when the visitors came to observe and interact with you?
Write a paragraph based on the discussion on how their experiences during the First Contact game relate
to the first encounter of Indigenous people and British settlers. Brainstorm keywords that Ss associate
with the first encounter, to help them in their writing.
Terra Nullius Students History books
1. Brainstorm possible definitions of the term Terra Nullius (think, pair, share) (Literacy based). Create
a class definition that Ss can write into their books. Split the class into two groups (for and against), Ss
Debate question on IWB
briefly debate the question Was the declaration of Terra Nullius valid?
2. Appreciate and analyse artworks created by British artists on the First Fleet, to highlight the
perspective of British settlers during the First Fleet (ICT based). Most of the artworks focus on the Artworks:
Australian environment during that period and the Indigenous people they encountered. Ss will focus on
William Bradley
the artworks of
http://www2.sl.nsw.gov.au/arc
a. William Bradley: Entrance of Port Jackson, First interview with the Native women at
hive/discover_collections/histo
Port Jackson New South Wales, Sydney Cove Port Jackson, A view in upper part of
Port Jackson when the fish was shot, View in Port Jackson from the South Head ry_nation/terra_australis/artists
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Australia leading up to Sydney supply sailing in, Governors House at Sydney Port Jackson and; /bradley/index.html
b. Other drawings of Indigenous people created by European visitors: Aboriginal woman European Visitors
fishing, Aboriginal woman with children, View of Port Jackson in New South Wales,
http://www2.sl.nsw.gov.au/arc
Aboriginal man fishing
hive/discover_collections/histo
Sample discussion questions: ry_nation/terra_australis/educa
tion/indigenous_contact/artwor
What are some of the things you find interesting in this artwork?
ks.html
By just looking at these pictures what do you think the artist is feeling? What does he
think about Indigenous people/ the new land?
Why do you think that/ Can you explain that further?
Without looking at the Title, what do you think they are doing here?
If you were one of the people in this picture, what would you be
feeling/thinking/saying?
3. 3.Create a stamp for Australia Post or in pairs write an interview of an artist from the class discussion
and if time permits, record this using the video cameras (Literacy and ICT based).
a. Australia Post Stamp: To commemorate the joint history of Australians on Australia
Day, Australia Post has decided to open a competition for Year 4 students to be able to
design postal stamps for the special occasion. Your stamps should illustrate the joint
history of Australia (specifically from the perspective of the First Fleet and the
Activity Resources:
Indigenous people). You can also make your stamps digitally
Computers/iPads (1 per
b. Interview: In pairs write the transcript of an interview of one of the artists we have student), colouring pencils,
discussed in class e.g. William Bradley. In your interview you should highlight his stamp templates (1 per
perspective of the Early British Settlement and his impressions of the Indigenous student), video cameras (1 per
people. After you have written your transcript, use a video camera to record your student)
interview.

7 Students: Port Jackson Digital Copy of The Rabbits

Describe the establishment1.
of the British colony at Port
Jackson
by Shaun Tan
1. Use The Rabbits by Shaun Tan to prompt the Ss to think about how the British settlers affected the
livelihood of the Indigenous people (Literacy based). T uses speed dating so that the whole class can
discuss their ideas with each other. The class is divided into two mixed ability groups; one group makes a
Students History books
circle with everyone facing outwards. The other group then stands in front of one member of the
opposing group to make an outer circle. The outer circle group will go around each person in the inner

2.
3.
8 Students:
using a range of sources,
investigate the everyday life
of ONE of the following
who sailed on the First Fleet
and lived in the early
colony: a soldier, convict,
ex-convict, official
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circle talking about how the British settlers affected the Indigenous people. When everyone has made a
full circle, T gives Ss time to think and write down some of the ideas they have shared with each other in
their history books.
Computer/Ipads (1 per student)
2. After discussing the effects of the arrival of the First Fleet on Indigenous Australians, Ss will discuss
and research the problems that the British settlers encountered after they arrived at Botany Bay and Suggested websites for
eventually at Port Jackson. Ss create a digital poster on Port Jackson addressing the following (ICT research:
based)
http://www.australianhistoryre
a. Why did they leave Botany Bay? search.info/the-first-fleet/
b. Why Port Jackson was chosen? http://www.australia.gov.au/ab
out-australia/australian-
c. What were some of the problems they encountered at Port Jackson?
story/convicts-and-the-british-
Students can create their posters on: PowerPoint, PosterMyWall, Prezi, and other online platforms they colonies
find (must consult teacher first). Remind Ss of online safety.
http://www.historyaustralia.org
3.Discuss the posters the Ss have made, sample questions that may lead to class discussion: .au/ifhaa/ships/1stfleet.htm
a. What have you included in your poster? http://www.skwirk.com/p-c_s-
17_u-504_t-1361_c-
b. Explain your poster.
5238/qld/sose/colonisation-
c. How could they have solved their problem? resources-%20%20power-and-
exploration/british-
colonisation-of-australia/the-
british-arrival
Life of the Convicts Sydney Living Museums
1. Research the components of the daily lives of convicts in Australia in the early settlement. http://sydneylivingmuseums.co
- In mixed ability groups of 3-4, Ss are to read through the information on the Sydney Living m.au/stories/day-life-convict
Museums website and State library education resource website (Literacy and ICT based).
- Ss are to have their home groups, and then become an expert in one of these areas, to then teach
http://www.sl.nsw.gov.au/stori
their home groups about what they have learnt. (Cooperative Learning Jigsaw)
- Each group is given one of the 7 areas to focus on: rules and routines, work, food, clothes, es/convict-experience
entertainment, language and religion, behaviour, punishments, rewards and escape. Ipads/ laptops
- Ss to write down important facts about these areas on individual pieces of paper.
2. Construct (or use the already constructed templates) a Venn diagram in their home groups, with
Then on the left (convicts), Now on the right (2016) and Similarities in the middle. Pre cut pieces of paper
- This will allow students to recognise and identify the differences in lifestyles of the convicts in Venn Diagram outline on A3
the early establishment of Australia, and what might still be the same today.

9 Students:
Describe the nature of
contact between Aboriginal
people and/or Torres Strait
Islander peoples and others,
including Aboriginal
resistance
Use sources to identify
different perspectives on the
arrival of the British to
Australia
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3. Write a letter to a family member back home about these conditions and how they are coping paper
with the changes. (Literacy based)
- Are they enjoying the work?
- What different food they are eating?
- What entertainment they undertake to pass the time?
- What new language they have learnt? Student History Books
- What they have been punished or rewarded for etc?
- What are they missing from home?
Aboriginal Resistance
Teacher note: Content covered in this lesson may include images of deceased Indigenous peoples.
Students need to be informed of this prior to activities. Due to the sensitive nature of these issues,
students may need to be given copies of the content covered that do not include these images. Sensitive
topics will be discussed, allow for questions and debrief if necessary.
1. Read through specific pages of The Rabbits by Shaun Tan, to remind students of the way in
which life changed for the Aboriginal People. (Literacy based)
- At First we didnt know what to think. They looked like us. There werent many of them. The Rabbits Shaun Tan
Some were Friendly
- They didnt live in trees like we did. They made their own houses. We couldnt understand the
way they talked.
- They brought new food, and they brought other animals. We liked some of the food and we
liked some of the animals.
- But some of the food made us sick and some of the animals scared us.
- The land was bare and brown, and the wind blows empty across the plains.
2. Brainstorm, as a class, the changes that are presented in The Rabbitsby Shaun Tan. (ICT
based) IWB
- Changes in the landscape Bubbl.us- interactive mind
- Changes in daily life: housing, food, transport map
- Changes emotionally
- Changes with communication
T to guide discussion but allow Ss to express ideas based around the book and their own
knowledge. Use the interactive whiteboard to allow all students to see the contributions and
what ideas presented might link to an idea they have and how it is all interconnected.
3. Read through fact sheets on Case studies: Yagan, Fanny Balbuk, Bilin Bilin, Kamalyarrpa

10 Students:
Outline the impact of early
British colonisation on
Aboriginal and Torres Strait
Islander peoples' country
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Japanangka Case study fact sheets
- Examine the Primary and Secondary sources provided
http://www.nma.gov.au/__data
- Identify the significance of these individuals and their association with the Aboriginal
/assets/pdf_file/0011/131141/R
Resistance
esisting_colonisation_bw_Oct
- Recognise the effects these people had on the Early British Settlement and the relationship
2012.pdf
between British Settlers and Indigenous Australians
These case studies are multimodal, so Ss of various ability are able to explore the ideas http://tlf.dlr.det.nsw.edu.au/lea
presented and undertake the activities. rningobjects/Content/L5206/ob
ject/
Extension: Students who finish early can research other significant individuals (Bennelong,
Barangaroo, Pemulwuy) http://www.nma.gov.au/exhibit
ions/first_australians/resistance
4. Write 2-3 Journal entries about the nature of the contact between the Aboriginal people and
/bilin_bilin
British Settlers from the Aboriginal perspective, and why there was a resistance. Ss can include:
http://www.nma.gov.au/exhibit
- what caused it how the Aboriginal people felt, what they wanted to do to stop the settlement,
ions/first_australians/resistance
what were some big changes that were experienced, what were the outcomes, how did things
/yagan
resolve themselves, why was there fighting.
T is to read through journal articles to grasp the students understandings and draw upon any http://www.nma.gov.au/exhibit
misunderstandings or reiterate ideas in the next lesson. ions/first_australians/resistance
/fanny_balbuk
Student History books
Revision
1. Create a mime, in groups of 3-4, that express the events explored in the unit of work.
- Events: First Fleet, arrival in Australia, first interactions of Indigenous Australians and British
Settlers, establishment of the colony, life of convicts, Aboriginal resistance
- Each group is given a certain event to have as the focus. They are to be performed in order so Ss
are able to see the continuum. Can include one or more perspective in each mime.
- Scaffolding for the mime or the events of focus, may need to be given by the teacher for some
students
2. Class discussion after each performance to discuss:
- What event were they portraying?
- What the audience identified?
- Why do you think they were portraying this?
- What features helped you identify this?
- Who is being portrayed?
- What feelings are the characters expressing?
 14 of 16

- Whose perspective is it from?

Final Assessment: KWHL Chart - I now Know

Students are to complete the final section of their KWHL tables. This section will summarise the content
Students History Books
the students have learnt and understood from the Unit of work.
Students can see how their learning has progressed from the beginning and how their understanding of
the topic has been strengthened throughout the Unit.
T is able to see the progression of the students knowledge from the beginning of the unit and throughout
with the various assessments.