Learning Sequence 1: The Original Inhabitants and First Encounters
Original Sample Lesson Plan for initial lesson in Learning Sequence 1 attached
Original Sample Lesson Plan for initial lesson in Learning Sequence 1 attached
lesson_plan_original_inhabitants_and_first_encounters.doc | |
File Size: | 60 kb |
File Type: | doc |
Learning Sequence 2: The British Arrival
This learning sequence will look conditions in Britain at the time, why the British came to Australia, how they travelled, the conditions in transit and on arrival. Resources will include a model of the globe, which will be used to demonstrate the journey from Britain to Australia.
We will examine who was on board the First Fleet, how they survived, what they brought with them, including social systems, laws, diseases, animals, supplies, beliefs and attitudes.
Learning experiences will include viewing videos of dramatisations of the First Fleet arrival such as the story of Mary Bryant. Students will also refer to First Fleet database to discover information about the first convicts, officers, soldiers and settlers.
After conducting further research the students will perform their own dramatisations of significant events surrounding the British arrival.
Learning Sequence 3: Diary of…….
Students will be given time to research historical figures at length and then create a diary entry in character, incorporating historical facts. Their diary entry will be posted on the class wiki. Students will be invited to visit the class wiki for “British Colonisation” which provides links to appropriate web resources to help them complete the following activities. Other resources such as reference books, Encyclopaedias and picture books will also be provided.
Option 1: Choose a prominent Aboriginal figure from the time of the British Colonisation eg Bennelong, Barrangaroo or Pemulwuy. What did this person do? Why do you think they acted as they did? What would they have been thinking or feeling? Imagining you were this person, write a diary note as that person. Where possible incorporate historical facts found from your research.
Or
Option 2: Choose a figure from the First Fleet. What did this person do? Why do you think they acted as they did? What would they have been thinking or feeling? Imagining you were this person, write a diary note as that person. Where possible incorporate historical facts found from your research.
Learning Sequence 4:
Students will visit the City of Sydney and visit sites of first contact between the original inhabitants and early British settlers. Sites/experiences may include:
The Royal Botanic Gardens: Students will meet the Aboriginal Education Officer at The Royal Botanic Garden Sydney and go on a tour of the First Encounters Garden: Cadi Jam Ora and First Farm. The Aboriginal Education Officer will recount significant events at the very sites that they occurred. Students will also have the opportunity to use smartphone technology to travel through time via satellite. Students will see a range of fascinating artefacts and taste traditional bush foods. Students will see the impressive 52-metre interpretive ‘storyline’ which tells the Aboriginal history of Sydney from The Dreaming to the present. The text on the Storyline was compiled from a variety of sources including over 40 interviews with local Aboriginal people.
http://www.rbgsyd.nsw.gov.au/welcome/royal_botanic_garden/gardens_and_domain/indigenous
The Museum of Sydney: Students learn about pre-contact ways of life that sustained people on this continent for 40,000 years. Students walk through the Edge of the Trees sculpture, hear Aboriginal voices call out their clan and place names, and discover embedded shells, fish bones, and ochre. In Gadigal Place, students watch the film Eora, which brings to life the ongoing Aboriginal connections with this place called Sydney.
http://www.hht.net.au/museums/mos/3
The Rocks: Students will attend the Big Dig Education Centre. Students will work as archaeologists to excavate artefacts from the indoor archaeological dig, and use their investigative skills to discover what life was really like for the convicts who lived in The Rocks during the early years of the colony.
http://www.shfa.nsw.gov.au/sydney-For_visitors-Sydney_Learning_Adventures-Primary_programs-Dirt_Detectives.htm
This learning sequence will look conditions in Britain at the time, why the British came to Australia, how they travelled, the conditions in transit and on arrival. Resources will include a model of the globe, which will be used to demonstrate the journey from Britain to Australia.
We will examine who was on board the First Fleet, how they survived, what they brought with them, including social systems, laws, diseases, animals, supplies, beliefs and attitudes.
Learning experiences will include viewing videos of dramatisations of the First Fleet arrival such as the story of Mary Bryant. Students will also refer to First Fleet database to discover information about the first convicts, officers, soldiers and settlers.
After conducting further research the students will perform their own dramatisations of significant events surrounding the British arrival.
Learning Sequence 3: Diary of…….
Students will be given time to research historical figures at length and then create a diary entry in character, incorporating historical facts. Their diary entry will be posted on the class wiki. Students will be invited to visit the class wiki for “British Colonisation” which provides links to appropriate web resources to help them complete the following activities. Other resources such as reference books, Encyclopaedias and picture books will also be provided.
Option 1: Choose a prominent Aboriginal figure from the time of the British Colonisation eg Bennelong, Barrangaroo or Pemulwuy. What did this person do? Why do you think they acted as they did? What would they have been thinking or feeling? Imagining you were this person, write a diary note as that person. Where possible incorporate historical facts found from your research.
Or
Option 2: Choose a figure from the First Fleet. What did this person do? Why do you think they acted as they did? What would they have been thinking or feeling? Imagining you were this person, write a diary note as that person. Where possible incorporate historical facts found from your research.
Learning Sequence 4:
Students will visit the City of Sydney and visit sites of first contact between the original inhabitants and early British settlers. Sites/experiences may include:
The Royal Botanic Gardens: Students will meet the Aboriginal Education Officer at The Royal Botanic Garden Sydney and go on a tour of the First Encounters Garden: Cadi Jam Ora and First Farm. The Aboriginal Education Officer will recount significant events at the very sites that they occurred. Students will also have the opportunity to use smartphone technology to travel through time via satellite. Students will see a range of fascinating artefacts and taste traditional bush foods. Students will see the impressive 52-metre interpretive ‘storyline’ which tells the Aboriginal history of Sydney from The Dreaming to the present. The text on the Storyline was compiled from a variety of sources including over 40 interviews with local Aboriginal people.
http://www.rbgsyd.nsw.gov.au/welcome/royal_botanic_garden/gardens_and_domain/indigenous
The Museum of Sydney: Students learn about pre-contact ways of life that sustained people on this continent for 40,000 years. Students walk through the Edge of the Trees sculpture, hear Aboriginal voices call out their clan and place names, and discover embedded shells, fish bones, and ochre. In Gadigal Place, students watch the film Eora, which brings to life the ongoing Aboriginal connections with this place called Sydney.
http://www.hht.net.au/museums/mos/3
The Rocks: Students will attend the Big Dig Education Centre. Students will work as archaeologists to excavate artefacts from the indoor archaeological dig, and use their investigative skills to discover what life was really like for the convicts who lived in The Rocks during the early years of the colony.
http://www.shfa.nsw.gov.au/sydney-For_visitors-Sydney_Learning_Adventures-Primary_programs-Dirt_Detectives.htm