What was life like in the 1800’s ? What impact did The Gold Rush and Eureka Stockade have on the development of the colonies? How did the landscape around Albany, WA change as a result of the new British migrants?

1. 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

2. 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

3. . 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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_in
teractives/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