Achievement Targets (AC): Year 5 Achievement Standard History By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.

Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. Integrated History Program English   History Maths   General  capabilities  and  cross-­‐curriculum  priorities  

Identify aspects of literary texts that convey details or information about particular social, cultural or historical contexts (ACELT1608) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Plan, draft and publish imaginative, informative and persuasive print, choosing text structures, language features that are appropriate to purpose and audience (ACELY1704) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) Create literary texts that experiment with structures, ideas and stylistic features of selected authors(ACELT1798) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text(ACELY1701) For more information see Literacy Program

Historical Skills / Chronology, terms and concepts Content description Use historical terms and concepts Elaborations using historical terms (such as the gold era, the Eureka Stockade, colony) understanding the key concepts related to the content (such as settlement, expansion, migration, protection, development, rural, urban)

Code ACHHS099

Historical Skills / Chronology, terms and concepts Content description Sequence historical people and events Elaborations compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government

Code ACHHS098 Historical Skills / Explanation and communication Content description Use a range of communication forms (oral, graphic, written) and digital technologies Elaborations . using ICT to create presentations which are suitable for

the target audience and include text, images and/or audiovisuals.

. using communication technologies to exchange information and to foster a collaborative response (for example a wiki)

Code ACHHS106 .

    Measurement and Geometry Content description Use a grid reference system to describe locations. Describe routes using landmarks and directional language Elaborations comparing aerial views of Country, desert paintings and maps with grid references

creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

Code ACMMG113

     

 

 • Literacy  

Literacy  is  embedded  inextricably  with  the  History  program  through  the  readings,  explicit  teaching  of  note  taking,  report  writing,  word  consciousness    and  historical  poetry  (Henry  Lawson).  

• Numeracy  Coordinates  will  be  explored  in  mapping  historical  events.  

• ICT  capability  Research  through  a  specifically  designed  history  web  quest  (  through  scoop  it  )  will  allow  students  to  develop  there  internet  research  skills  in  a  safe  and  appropriate  environment  

• Critical  and  creative  thinking  All  activities  will  include  a  broad  variety  of  questions  to  ensure  that  all  students  are  engaged  and  learning  inquiry  skills  through  modelling.  Students  will  create  their  own  poetry.  

• Ethical  behaviour  Students  will  examine  the  actions  of  bushrangers  and  be  asked  to  consider  their  actions  within  ethical  frameworks.  

• Aboriginal  and  Torres  Strait  Islander  histories  and  cultures  As  it  is  NAIDOC  week  during  my  prac  and  we  are  studying  history.  The  program  will  incorporate  Aboriginal  perspectives  through  the  content  of  readings.  I  have  also  organised  through  the  students  family  connections  to  have  Aboriginal  elders  Avril  Dean  and  Harley  Coyne  to  come  in  to  the  class  during  NAIDOC  week  to  speak  about  Noongar  connection  to  country.  

• Sustainability  How    did  the  landscape  change    Albany  after  the  Europeans  and  Asians  arrived  in  the  1800’s  .  What  does  this  tell  us  about  land  usage  and  what  sustainability  might  look  like  in  the  future.  

Integrated Unit of Work: History, Literacy, Maths and Arts What was life like in the 1800’s including for a variety of people including women and children, Indigenous people, Chinese, British, Irish miners? What impact did The Gold Rush and Eureka Stockade have on the development of the colonies? How did the landscape around Albany change as a result of the new British migrants?

Year Level: 5

Historical Skills / Explanation and communication Content description Develop texts, particularly narratives and descriptions, which incorporate source materials Elaborations . using sources to develop narratives (for example

reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development)

. using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story

. creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

Code ACHHS105 Historical Skills / Perspectives and interpretations Content description Identify points of view in the past and present Elaborations . identifying the different motives and experiences of

individuals and groups in the past (for example the reasons people migrated to Australia and their diverse experiences)

Code ACHHS104 Historical Skills / Analysis and use of sources Content description Compare information from a range of sources Elaborations . examining two sources of evidence to identify

similarities and/or differences, and describing what they reveal about the past

. checking publication dates to put information contained in a text in historical context (for example a 1965 Australian history book may provide a different perspective to one published in 2010)

Code ACHHS103 Historical Skills / Analysis and use of sources Content description Locate information related to inquiry questions in a range of sources Elaborations . finding relevant historical information about colonial

Australia from primary and secondary sources

. using pro formas and datasheets to develop questions, and record information and sources/references

Code ACHHS102

Historical Skills / Historical questions and research Content description Identify questions to inform an historical inquiry Elaborations

. developing key questions about the local community or region (for example: ‘Why was the area settled?’ ‘What people came to live in the area?’ ‘How did they make their living?’ ‘How did men, women, and children live?’)

Code ACHHS100

Historical Knowledge and Understanding / The Australian Colonies Content description Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. Elaborations . investigating the reasons for the establishment of one

or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria)

Code ACHHK093 Historical Knowledge and Understanding / The Australian Colonies Content description The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. Elaborations . investigating colonial life to discover what life was like

at that time for different inhabitants (for example a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, language, housing and childrens' lives'.

. mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns

. investigating the impact of settlement on the environment (for example comparing the present and past landscape and the flora and fauna of the local community)

Code ACHHK094 ACHHK093 Historical Knowledge and Understanding / The Australian Colonies Content description The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. Elaborations . investigating an event or development and explaining

its economic, social and political impact on a colony (for example the consequences of the impact of the Eureka Stockade on the

development of democracy)

. creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had encouraged gold miners to pay rather than resist license fees?’

Code ACHHK095 Historical Knowledge and Understanding / The Australian Colonies Content description The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. Elaborations . identifying the reasons why people migrated to

Australia in the 1800s (for example as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances)

. investigating the experiences and contributions of a particular migrant group within a colony (for example Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)

Historical Knowledge and Understanding / The Australian Colonies Content description The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. Elaborations . investigating the contribution or significance of an

individual or group to the shaping of a colony in the 1800s (for example groups such as explorers or pastoralists; or individuals such as Blaxland, Lawson and Wentworth, G.J.Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon)

. exploring the motivations and actions of an individual or group that shaped a colony

ACHHS099

                 

Prior  Knowledge   Exemplar  Texts  Outline  relevant  previous  curriculum  and  experiences  that  will  support  this  unit  of  work.  Students  have  been  studying  History  in  Term  1.  They  have  been  introduced  to  the  first  colonies.    Students  have  been  exploring  rhythm  which  will  support  their  learning  in  literacy.    

   Webquest created on Scoopit by me with links to a variety of appropriate sources for History Gold inquiry. bit.ly/1oQqFKm Aboriginal Perspectives Kath Walker : Poet http://australianpoems.tripod.com/womens/wearegoing.htm

Tommy McCrae : Indigenous painter in Victoria – lived in the 1800’s http://ergo.slv.vic.gov.au/explore-history/fight-rights/indigenous-rights/artist-tommy-mcrae Primary Source Examples Ned Kelly http://www.nma.gov.au/collections/collection_interactives/jerilderie_letter Interactive Online Map of Gold in Australia by SBS http://www.sbs.com.au/gold/# Charles A. Doudiet Swearing Allegiance to the Southern Cross Ballarat 1864 Watercolour, pen and ink on paper http://www.sbs.com.au/gold/story.php?storyid=101 Timeline Example of the 1800’s http://www.myplace.edu.au/decades_timeline/1850/decade_landing_15_1.html ……………………………………………….. Webquest created by me on Scoop it http://www.scoop.it/t/children-s-literature-by-marianthe-loucataris Including links to: Videos Behind the News http://www.abc.net.au/btn/quiz.htm?file=/btn/quiz/js/2013-35eurekastockade.js http://aso.gov.au/titles/documentaries/riot-or-revolution/clip1/ Gold Rush Educational Game http://www.nma.gov.au/interactives/tlf/gold_rush_5-6/ Non Fiction Information http://ergo.slv.vic.gov.au/explore-history/golden-victoria …………………………………………… Poetry Henry Lawson The Roaring Days (Based on the Eureka Stockade) An Old Chum’s Advertisement (first published in the Albany Observer 1890) Song Version written by me with Guitar Non Fiction Texts Gold, Graves and Glory by Jackie French Pioneering in Western Australia by Hazel Biggs Exploring Australia: The West by Michael Dugan Australia’s Heritage in Profile by Mark Anderson and Paul Ashton Explorers of Inland Australia by Jill B Bruce First Peoples of Australia by Anne Bartlett Hidden Lives: Stories of Everyday Australia Australian Convicts by Jill B Bruce Picture Book /non fiction text Eureka Stockade by Alan Boardman. Class NOVEL The Night they Stormed Eureka by Jackie French

Poetry online http://www.educationworld.com/a_special/poetrymonth.shtml

Links  to  other  learning  areas  The  history  program  is  inextricably  linked  with  the  literacy  program  as  well  as  integrating  with  maths  in  relation  to  co-­‐ordinates.  The  rhythm  program  will  reinforce  learning  in  History  through  the  poetry  of  Henry  Lawson.  

Context/Intent   Deep  Knowledge  and  Understandings   Skills  Processes/Values/Attitudes  

There is a whole school history scope and sequence. Term 2 is focussed on the 1800’s, the Gold Rush- events and people who effected the development of the colonies and Australian identity.

People from all over the world, including the Chinese, Irish, English, Scottish, Germans came to Australia during the 1800’s to find Gold. The population increase changed Australia for ever. This period also so the beginnings of Australian democracy and the founding of separate colonial states. Aboriginal people have always played an important role in the survival and success of colonies. There was also conflict between Aboriginal people and new migrants. Research shows Noongar people have been in the South West for perhaps 60,000 years and they continue to have a strong connection to Noongar country.

Be able to take notes identifying the main ideas and facts and details from non fiction historical texts. Understand how sequences and timelines convey historical information. Beginning the ability to ask appropriate questions in an historical inquiry. Know the difference between a primary source and a secondary source.

Mathematics History English ACMMG113

 ACHHK097 ACHHK095

ACHHK094 ACHHK093  

ACHHS100 ACHHS102 ACHHS103 ACHHS104  

ACHHS105 ACHHS106 ACHHS098 ACHHS099  

ACELY1703 ACELY1704 ACELT1611

ACELT1608 ACELT1610 ACELT1798  

Concepts Reading Integrated Literacy / History Guided Reading All of the guided reading sessions, shared, guided and individual writing sessions will be drawn from texts related to the 1800’s, Gold Rush, Eureka and the impact of the first Europeans on the landscape of Albany. The main writing structures focussed on in Term two through History will be poetry (Henry Lawson) and Report writing. Silent Reading All books on offer for silent reading are based on history, 1800’s, Gold Rush, Eureka Stockade, Noongar History and Early European Settlements (see Resource List) Teacher Reads aloud/ Shared Reading/ Class Novel The class Novel is The Night They Stormed Eureka by Jackie French. It is an exciting book where the main character is a ten year old contemporary girl who goes back in time to the Eureka Stockade. It very cleverly covers many of the main History curriculum points. Webquest on Scoopit built by me on Gold, Eureka and the 1800’s with games, videos, and research information pitched at all levels

Learning Activities

• Guided Reading every week in the Library in 3 Groups. Read text aloud first. Read questions to frame second oral reading around the circle Students scan text to find answers to questions Oral discussion about issues arising from questions (see Guided Reading texts and question sheets for more information)

• Silent reading before school and in 20 min blocks after lunch a number of times a week

• Novel will be read in 15 – 20 min blocks most days. Various activities will be completed by students in these times including:

-­‐ Taking notes of words which are unfamiliar on post it notes

-­‐ Construct a word wall with post it notes -­‐ Transfer into History Glossary -­‐ Asking “ Did that really happen? / Is that

historically accurate?’ -­‐ A list of questions for further research -­‐ Write a recount in history books of the days

reading -­‐ Completing a sensory chart – write down all the

words which evoke the senses… “The dogs barked”, “The scent from the roses drifted across the room” etc

-­‐ Drawing a picture associated with the images in the book

-­‐ Character interviews/ Have a conversation with a partner with each student being one of the characters. Ask questions to do with intention, “Why did you want to leave the time you were in?”- “Were you scared when you stood up to the bushrangers?”

-­‐ Ask questions randomly drawing reading to make sure students are engaged in the content.

One of the three groups in the library use the computers to research and explore the History report topics  

Group Structure Groups Individual Individual Pairs Whole Class, Individual Individual /pairs  

Resources Photocopied texts Photocopied Question sheet Word sleuths and crosswords of related words for students who finish early. An assortment of history books for all reading levels. The book – The Night They Stormed Eureka – by Jackie French Post it Notes History Books Sensory Charts Paper and Drawing Materials Computers Sheet with links to scoop it site bit.ly/1oQqFKm Post it notes for note taking Note taking journal

Assessment Guided reading question sheets Oral reading and discussion observation and checklist Students take it in turns to read aloud to teacher during these periods. Post it notes with Note taking placed into History books Recounts marked Sensory charts placed into English Books Observations and oral language check list for oral question / Character interviews Observation of notes Asking questions in round up to discover what students had discovered Notes in journal marked with feedback

Concepts Integrated History/English Writing I do, We do, You do approach to writing instruction with report writing focus

Learning Activities

• Note taking with History Texts using various note taking templates and various texts (see Resources) Identify main idea, identify facts and details Who, what, where, when, Why Highlight with different colours the Who, What , Where etc Highlight main idea and facts and details, then place Do this as an example Then Shared / together Then on their own

• Transfer notes into report writing structure

(see resources) Do this as a whole group on the Electronic White board. Then as individuals- share and edit with a partner

Group Structure Pairs, Whole Group, Individual

Resources Note taking templates and report writing templates History books Various history texts Highlighter pens

Assessment Templates glued into History books and marked. Highlighted texts into History Books and marked Final Report Marked

Concepts Poetry Henry Lawson Eureka poem

Learning Activities

• Place poem on electronic white board Teacher reads aloud while students follow. Questions: “Who do you think wrote the poem?” “When do you think they wrote it?” “What did you notice about the structure of the text?” Talk about rhyming, ABAB structure Language features, where the emphasis is Underline emphasis of the first few stanzas on the white board

• Students work in pairs – pick out a stanza from a hat Underline where the emphasis is Give students white board/ laminated A4 with rhythm template on it Students write syllables into template

• Students write their own ABAB poem using the rhythm template

Group Structure Pairs, Whole Group, Individual

Resources Electronic version of Poem for electronic white board Laminated A4’s with rhythm template on it (see resources).

Assessment Poems written into to English books Shared orally – use oral language checklist

Concepts Sequencing and timelines Looking for words that relate to sequencing make it easier to work out the sequence of events in recounts and historical texts. First, then, later, 1856, the season, month, time of day etc Sequences tell us the when of events and can also help us work out cause and effect.

Learning Activities

• Using a variety of texts, go through as a class and individually and highlight the ‘when’ in texts.

• Then, using a timeline template, place these events into a time line.

Group Structure Whole Group, Individual

Resources Timeline templates A variety of history texts with a clear sequence of events

Assessment Templates glued into History books and marked. Highlighted texts into History Books and marked

Primary and Secondary Sources In historical inquiries it is important to know the difference between primary and secondary sources.

• Drawing on Museum web resources for the Eureka Stockade and Ned Kelly, explore the interactive sites which explore the primary sources they have in their collections.

• Read through and hand out definitions of primary

and secondary sources- paste in to history books.

• Create a primary source quiz

Whole Group, Individual

Websites Ned Kelly http://www.nma.gov.au/collections/collection_interactives/jerilderie_letter Eureka Stockade ABC website with links to primary sources from the Eureka Stockade

Primary /secondary source quiz

Mapping Using maps to understand where events are taking place in History inquiries helps to locate history into the known world.

• Make use of maps during Historical investigations.

• Explore SBS online interactive Gold Map

• Transfer onto laminated class map of Australia

• Transfer on to individual map – pasted in to History book

Whole group Individual

SBS interactive Gold map http://www.sbs.com.au/gold/GOLD_MAP.html Laminated Map of Australia Photocopies of Australia dot to dot

Some mapping questions could be incorporated in to end of unit quiz.

Viewing The same comprehension and note taking techniques can be used when viewing videos and documentaries

• Watch Behind the news items on the Eureka Stockade, Ned Kelly and the Gold Rush

• Watch once straight through and then replay

videos and stop and start to ask questions and see if students have questions

• Questions

What was the main idea of that section? What was the most interesting thing in that section? What do you want to discover more about?

Pairs, Whole Group, Individual

Note taking templates and report writing templates History books Various history texts High lighter pens

Templates glued into History books and marked. Place questions in History book