Students in years 5 and 6 explore gold, gold mining, laws, taxes, immigration, decision-making, resources, social justice and capitalism in the Australian Gold Rushes. They learn about art, drama and how to write an information report.
Australian history, laws, taxes, immigration, decision-making, resources, social justice, capitalism.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Organise and represent data in a range of formats including tables, graphs and large-and small-scale maps, using discipline-appropriate conventions (ACHASSI096, ACHASSI124)
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)
Examine primary and secondary sources to determine their origin and purpose (ACHASSI098, ACHASSI126)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100, ACHASSI128)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI129)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI132)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
Visual Arts
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
Histories and Cultures
Develop and apply techniques and processes when making their artworks (ACAVAM115)
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
Drama
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
English
Expressing and developing ideas
Year 6: Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
Interpreting, analysing, evaluating
Year 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Year 6: Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources(ACELY1703)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Year 5: Creating texts
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience(ACELY1704)
Re-read and edit student’s own and others’ work using agreed criteria for textstructures and language features (ACELY1705)
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
Year 6: Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience(ACELY1714)
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
Use a range of software, including word processing programs, learning new functions as required tocreate texts (ACELY1717)
Learning Intention: To share what we know about gold.
In this learning module we will explore the following Inquiry Questions
With a partner discuss the following questions:
What is gold?
How is gold used?
Where does it come from?
Why is gold valuable?
Who has panned for gold?
Who has been to Ballarat?
What do you know about the Australian Gold Rush?
Comment: Reflect on your discussion today. What are the 2 most important ideas you identified today in the discussion of Gold. Comment on the comment of at least one other student extending on their idea and why you think it's important too.
Introduce the unit concept of Gold.
Using the Key questions students identify what they know about Gold.
Students create their title page in Integrated Unit books.
Using the Heading "Gold" students record ideas of what they know about Gold in Australia.
Students.
Using the Think Pair Share to ascertain current levels of understanding / knowledge.
Students then share their ideas and answers to the "Student" questions then share back to the class discussion.
View the Life on the Goldfields Virtual Exhibition.
Learning intention: I am learning to interpret artworks.
- What do you think is happening in the painting?
- What do you think happened before this scene?
- What do you think is about to happen after this scene?
- What techniques did the artist using?
- How has this artwork been created?
Teaching Tips:
As students are viewing the painting, use Think, Pair, Share to ensure all students are thinking about the images.
Ask the students to identify questions to ask each other about the artworks.
Share students questions as a whole class discussion at the end of the viewing activitiyy
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Visual Arts
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
Learning Intention: I am learning to use the roles of the reader to understand the text I am reading.
Cooperative Reading:
Use the following links for Cooperative Reading Text during Cooperative Reading sessions.
2. It's Australia's Brand New Gold Rush - Viewing
4. Austrlian Gold Rush History - Law and Order
7. Immigrant Influences - Australian Gold Fields
8. Chinese on the Australian Gold Fields
9. Living Conditions on the Australian Gold Fields
10. Indigenous Australian Aboriginal and Koorie Culture
Leading Questions
In groups students are to read, interpret and analyse a variety of texts using the Cooperative Reading Roles.
Discussion Manager, Code Breaker, Investigator, Illustrator
Students break into jigsaw groups and share information that they have found, read, heard or viewed at the end of each week.
Using ICT resources for Cooperative Reading children expand their knowledge of the Gold Rush using the Roles of the Reader.
These resources need to be used for Cooperative Reading Sessions throughout the unit.
At the end of each week students participate in the jigsaw activity discussion and are grouped with those who have read different information to create the opportunity to be experts.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Researching
English
Interpreting, analysing, evaluating
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources(ACELY1703)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Learning Intention: I am learning to participate with the text.
Looking at the diggers diary discuss:
Students picture themselves as a digger and write a diary entry on the days events. OR you can draw a picture of what happened on the day or how the digger is feeling.
Share these with the class.
(Look at diary entries of people on goldfield.) Some students may use a pictorial diary.
Share A Digger’s Diary.
Discuss the kinds of things that miners wrote about in their diaries or journals.
Write your own diary or journal entry describing your life on the goldfields. Describe everyday scenes such as the weather and the food you have eaten, describe the people you meet and work with, your concerns for your family and how you miss them and your feelings of hope or despair at your success (or not!) at finding gold).
Share A Digger’s Diary.
Discuss with students the contents of a typical miners diary or journal; List thoughts from students about what miners wrote about:
Look for: every day scenes. weather, food, family, people, hopes, despair
Get students to
write their own diary or journal entry describing life on the goldfields. Link to Goldfields game. Describe everyday scenes such as the weather and the food you have eaten, describe the people you meet and work with and your feelings of hope or despair at your success (or not!) at finding gold.
Students continue to write regular journal entries as the Gold Game progresses to share their experiences from the Gold Game. The Gold Game Progresses.
Australian Curriculum
History Content Descriptions
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Learning Intention: to understand the sequence of events during the gold rush era.
Timeline of events:
Create a timeline of significant events between 1788 and 1900.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)
Learning Intention: to understand what life was like on the Australian goldfields in the 19th century.
Participate in Gold Fields game as per class/teacher instruction. This game will run throughout the whole unit of work.
Staking your Claim
Stake your claim on the oval
Back in class students discuss how they measured and created their plot
What did you use to measure the plot?
Why did you pick that particular location for your plot?
What was difficult / easy?
How were you feeling?
Students write a diary entry covering the above questions and pictures of their experience.
Gold Fields Experience Game
My Own Mining Plot Activity on the oval
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100, ACHASSI128)
Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI129)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI132)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
In research groups, explore the different methods of obtaining gold during the gold rush.
Use Google to assist you in your research or click on the link to obtain an information sheet.
Key questions for the investigation –
Explore historical goldmining techniques using multimodal and electronic resources (Labelling activity).
Form research groups to explore the different methods of obtaining gold during the gold rush. Groups to explore specific methods used.
Concept Map
Using key questions to guide students, produce a concept map about mining techniques and life of a miner (Think-Pair-Share first).
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
English
Interpreting, analysing, evaluating
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources(ACELY1703)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
I am learning to understand the value of Gold in Gold Rush times.
Build a model of a gold nugget in paper mache. Name it, give it’s weight, location, how it was found, it’s value, etc.
Go to the ‘worth your weight in gold’ website (www.ga.gov.au/education/minerals/calculator/calculator.html) and calculate your nuggets weight and value.
Is it worth selling or holding on to?
Build a model of a gold nugget (name it, give it’s weight, location, how it was found, value, etc).
Is it worth selling now or hold onto it?
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI132)
Learning Intention: I am learning to identify the impacts of mining on the Environment in the past and present.
On the internet, research how current and past mining methods have affected the environment and people.
As a class, do a PMI chart on the various mining methods impact and people and environment.
Put the information you have gathered about past and present mining techniques in to a categorisation table – using the headings:
What? When? Where? Who/What does it affect? Why?
Analyse the impact of each method on the environment / miner’s life expectancy (Categorisation table – First Steps Resource Book Ch4).
Compare gold rush mining methods with current mining methods.
On the internet, research how current and past mining methods have affected the environment and people.
As a class, do a PMI chart on the various mining methods impact and people and environment.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100, ACHASSI128)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Learning intention: I am learning to creatively present my knowledge and understanding.
Make a list of the different mining techniques you researched in Activity 6.
Select one of these techniques to creatively display as a diorama.
Make sure you include the key components of the techniques in your artwork.
If you require more information on what a diarama is or how to create a diorama click this link.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
Visual Arts
Years 5 and 6 Content Descriptions
Histories and Cultures
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Students may work in small groups to create their diorama of a mining technique.
Learning Intention: To learn about the visual features of landscapes and the cross-hatching technique.
As a class analyse two images from the gold rush times. Discuss the differences and similarities and create a class Venn diagram.
Watch Cross-Hatching for Beginners and follow/do.
View Hatching and Cross-Hatching and practise the various cross-hatching techniques.
Analyse the visual features of the two provided images.
As a class compare and contrast the two images using a Venn diagram - discuss the use of colour and the feelings they invoke.
Discuss the techniques used (one is an oil painting and one is a cross hatch sketch).
Support students as they view and do: Youtube video and website about cross hatching techniques.
Visual Arts
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
Histories and Cultures
Develop and apply techniques and processes when making their artworks (ACAVAM115)
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
Learning Intention: To apply cross-hatching techniques to your own artwork.
Using the cross-hatching techniques you've learnt, create a black and white artwork depicting yourself as a miner in the gold rush period.
Draw your image using lead pencil to begin with and then fill in with black lined cross-hatch. Leave the background white, just as the image you viewed with your class.
Before you start think about:
- what feelings do you want to show through your artwork?
- what expression will you have?
- what will you be wearing?
- what will you be doing?
APPLYING APPROPRIATELY (not creatively - change heading)
Students demonstrate their understanding of the use of colour and the cross hatching technique through an artwork.
With the second visual from the last lesson as stimulus, review the cross hatching techniques and discuss the features of the sketch (monochrome, no background, bleak etc).
Students to create their own artwork of themselves panning for gold, using cross hatch techniques.
Australian Curriculum
Visual Arts
Years 5 and 6 Content Descriptions
Histories and Cultures
Develop and apply techniques and processes when making their artworks (ACAVAM115)
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Learning intention: I am learing to identify new knowledge and learning.
Answer the following questions in your book.
What have you learnt so far about gold fever?
What have you learnt so far about gold mining?
What have you learnt so far about life on the goldfields in the 1850’s?
What would you like to know more about?
Share your answers with a friend and extend / expand your answers if there are some things you need to add.
Update your KWL chart from Activity 1.
Complete another concept map to compare with the initial concept map and identify learning to date (KWL ?) Compare to the KWL from activity 1.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
Learning intention: I am learning to examine different viewpoints in the past and present.
Using the knowledge you have gained during Cooperative Reading sessions and the links below answer the follow questions in your book.
Life for women in the goldfields
Life for children on the goldfields.
Create a timeline of a typical day in the life of a woman you know today, and that of a typical woman on the goldfields in the 1850’s.
Create a timeline of a typical day in your life, and that of a child on the goldfields in the 1850’s; include details of your daily chores, what you eat, school, free time, entertainment.
Get students to think about and discuss with a partner the roles of women and children on the goldfields.
Prompt with: What were the common jobs that women did? Did women mine? What were children doing? Which children went to schools? What was a tent school? What do you think a tent school was like?
Get students to:
Create a timeline of a typical day in the life of a woman you know today, and that of a typical woman on the goldfields in the 1850’s.
Create a timeline of a typical day in your life, and that of a child on the goldfields in the 1850’s; include details of your daily chores, what you eat, school, free time, entertainment.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Learning intention: I am learning to identify the elements of drama.
Watch the videos below.
Elements of Drama by Mrs Alicea
Make a list of the elements identified during in the clip
Is there anything that you can add to your list?
Share your list with a partner
Write a brief explanation of each element with a partner
Drama
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
Learning intention: I am learning to apply the elements of drama.
Students participate in a hot seating drama activity taking on the roles of either the diggers, women, children etc.
Possible Questions
Students use the questions and in groups of no more than 4 create a roleplay to share with the class.
Mood percussion and drama
Students participate in a hot seating drama activity taking on the roles of either the diggers, mothers, children etc.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI129)
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
Drama
Years 5 and 6 Content Descriptions
Knowledge and Skills
Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
Chinese on the Australian Gold Fields
Read the above.
In pairs, discuss what would have been some of the difficulties that miners that were not Australian/English speaking?
Consider language, appearance, religion, diet.
Write a summary of what you've read. Use your own words and paraphrase.
Ask students to read Chinese Miners and the Gold Rush (see student side) in Cooperative Reading.
Get students to discuss in pairs what would have been some of the difficulties that miners that were not Australian/English speaking?
Support students to write a summary of the text in their own words.
Australian Curriculum
History Content Descriptions Year 5
The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
Using your knowledge from The Gold Fields Game and from the unit so far answer the following questions in your book.
Why do you think some free settlers and miners may have turned to bushranging?
Consider their own misfortune on the goldfields or the opportunity to make an easy living by robbing other more fortunate people.
Many of Australia’s bushrangers have been remembered as heroes although this reputation is not always deserved. Many of the bushrangers were poor farmers or unlucky diggers, unable to afford land or gold licences and so forced to bushranging to support their families.
There was often a poor feeling towards the wealthy and authorities and so extracting information about bushrangers from the public was very difficult.
No bushranger was completely good and certainly many of them were far from being entirely bad.
Choose a bushranger from the goldrush period and find out more about his life.
Share The Bushrangers.
Why do you think some free settlers and miners may have turned to bushranging? Consider their own misfortune on the goldfields or the opportunity to make an easy living by robbing other more fortunate people.
Many of Australia’s bushrangers have been remembered as heroes although this reputation is not always deserved. Many of the bushrangers were poor farmers or unlucky diggers, unable to afford land or gold licences and so forced to bushranging to support their families.
There was often a poor feeling towards the wealthy and authorities and so extracting information about bushrangers from the public was very difficult.
No bushranger was completely good and certainly many of them were far from being entirely bad.
Choose a bushranger from the goldrush period and find out more about his life.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Examine primary and secondary sources to determine their origin and purpose (ACHASSI098, ACHASSI126)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
# What is life like on the Goldfields?
# T, P, S: what are some of the advantages and disadvantages?
# Would the ‘lifestyle’ be worth the hardship?
‘A Golden Life, letters from the Goldfields’- What information does the letters tell us about life on the goldfields?
TASK: write your own letter home.
Life on the Goldfields - Advantages and Disadvantages
1. Review what life is like on the Goldfields.
2. Students identify (Think Pair Share) advantages and disadvantages.
‘Would the ‘Lifestyle’ be worth the hardship?
3. Read the story ‘A Golden Life, letters from the Goldfields’. Discuss letters and life on the goldfields. Students write their own letters home.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
Inquiry and skills - Years 5 and 6
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103, ACHASSI132)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
1. Discuss Alan Boardman & Roland Harvey version of Eureka Stockade.
What are they really telling us?
Do they have the same view point?
2. Concept map the word ‘protest’. Would it be a good way to get what you want? Circle time or group: Would a minner or solder behave in the same way towards a protest? Explain why or why not?
Eureka Stockade Rebellion
1. Read the Eureka Stockade by Alan Boardman and Roland Hervey.
2. Introduce the concept of protest and how to get what you want. Through group work and discussion (circle time) help students simplify the issue and clearly articulate a point of view either the minners or solders.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
English
Interpreting, analysing, evaluating
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources(ACELY1703)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
The Fight
Eureka Stockade Rebellion
Why a significant event?
Relevance to today.
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Learning Intention: To understand how to take notes and to write an information text.
There are three sections in this Update.
1. In a group of 3-4, use a placemat to read and respond to the information text about Caroline Chisholm. In your part of the placemat, record what you observe such as:
2. As a class, observe your teacher modelling how to take notes from a text. Use a highlighter to colour key words.
Practise the reading comprehension strategies of determining importance and paraphrasing.
Record key ideas as dot points. Later you can turn these into complete sentences in your own words.
3. As a class use the "One Text Model" strategy to analyse the information text on Caroline Chisholm.
Then in your groups complete the Information Text Analysis Chart, finding examples from the Caroline Chisholm text to complete the middle column.
Comment: What are 1 or 2 important things you have learned about writing an information text? Read through other students' comments and comment on any that you particularly agree with.
Purpose: This Update covers three knowledge processes and focuses on closely reading and analysing a model information text, preparing students for the research task in the Update that follows. The activities will take a few sessions.
1. Firstly, have students read and respond to the information about Caroline Chisholm. The attached word file has a modified version of the website text to empahsise and clarify aspects of the structure of an information text.
Use a Placemat for students to discuss what the text is about and anything they note about how it is written. This will value their prior knowledge and engage them in the activities that follow.
2. Gradual Release of Responsibility for Notetaking Skills
Now model notetaking skills explicitly. This activity will enable students to look more closely at the text as they identify key ideas.
Select a passage the text about Caroline Chisholm; for example, start at the second paragraph - "Appalling Conditions".
Teaching Points
Ask students to look at the next paragraph and practise taking notes. When they have finished, model how you would take notes on this paragraph. They can then compare and contrast their notes.
Repeat this cycle as often as required on other paragraphs in the text or on a different text.
3. Now do an analysis of the text using a First Steps One Text Model strategy (First Steps Writing Resource Book). This will enable you to focus on the language features as well as the structure of the text. Students can reinforce this further by completing the table, finding examples in the model text.
Teaching Tips
The structure of an informative/explanatory text helps to achieve its purpose by:
To provide extra support to students, post the following Updates from the The Writer's Toolkit: Strategies for Writing Informative/Explanatory Texts in the New Media if they need to focus on one of the following aspects of writing at this time. These can be posted to Community. Alternatively, individualized or small group support may be provided through structured mini-lessons.
Australian Curriculum
English
Expressing and developing ideas
Year 6: Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
Interpreting, analysing, evaluating
Year 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
Year 6: Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Learning Intention: To use your research and writing skills to write a research report.
Research a famous person from the goldfields, answering the question:
What did this person contribute to the Australian Gold Rush?
Characters could include famous individuals such as Governor Charles Hotham, Governor La Trobe, Peter Lalor, Lola Montez, Caroline James Scobie, Edward Hargraves, Robert Rede, Raffaelo Carboni, S.T.Gill, or Charles Thatcher.
Use your research skills to find out as much as you can about the person. Use your notetaking skils to record dot points.
Suggested Outline
Include at least 4 paragraphs (you can have more).
Paragraph 1 - Introduction: Who the person is, where he/she comes from and what he/she is famous for. Include a brief outline in one sentence of what is to follow.
Paragraph 2 - The Gold Rushes: Describe the events during the time of the gold rushes that the person contributed to in some way and is remembered for.
Paragraph 3 - Other viewpoints: What did other people think about the person. Explain their reasons.
Paragraph 4 - Conclusion: How has he/she contributed to Australian history or way of life and culture? What is your opinion of the person?
Starting your project
To start your project in Scholar, check your Notifications for a "Work Request". Click on the "Work Request". This will take you into Creator where you can start the first draft of your work. Use the Structure Tool in "About this Work" to create an outline of your work. Then include dotpoints from your research under each heading.
Allocate students a famous person from the goldfields.
By using the Structure Tool in Scholar, students can create an outline of their work, developing their notetaking skills as they research their famous person. This can be saved as Draft 1. In the second draft, students can elaborate on their points, as they write full sentences and paragraphs under each heading.
Australian Curriculum
History Content Descriptions Year 5
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095, ACHASSI123)
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097, ACHASSI125)
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129)
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
English
Year 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
Year 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
Year 5: Creating texts
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience(ACELY1704)
Re-read and edit student’s own and others’ work using agreed criteria for textstructures and language features (ACELY1705)
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
Year 6: Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
Use a range of software, including word processing programs, learning new functions as required tocreate texts (ACELY1717)
Australian Curriculum
History Content Descriptions Year 5
The impact of a significant development or event on an Australian colony (ACHASSK108)
The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
The role that a significant individual or group played in shaping a colony (ACHASSK110)
Inquiry and skills - Years 5 and 6
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
Title: Contributions to https://ctah.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 LicenseFig.1: https://pixabay.com/en/gold-golden-gold-price-market-632048/
Fig.2: http://www.publicdomainpictures.net/view-image.php?image=37363
Fig. 3: https://pixabay.com/en/girl-book-school-reading-learning-160170/
Fig 4: http://www.publicdomainpictures.net/view-image.php?image=37547
Fig. 19: Caroline Chisholm https://commons.wikimedia.org/wiki/File:Caroline_Chisholm.jpg
Fig. 20: Peter lalor: By Biatch at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=14522767