HISTORY-+5

=﻿YEAR 5 HISTORY=

= The Australian Colonies =

Key inquiry questions
What do we know about the lives of people in Australia’s colonial past and how do we know? How did an Australian colony develop over time and why? How did colonial settlement change the environment? What were the significant events and who were the significant people that shaped Australian colonies?

•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) || Critical and creative thinking, Intercultural understanding. , Numeracy, Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHK094) || •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 licence fees?’ || Critical and creative thinking, Intercultural understanding. , Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHK095) || •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) •connecting (where appropriate) stories of migration to students’ own family histories || Critical and creative thinking, Intercultural understanding. || Asia and Australia’s engagement with Asia || (ACHHK096) || •exploring the motivations and actions of an individual or group that shaped a colony || Critical and creative thinking, Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHK097) || •understanding the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban) || Literacy ||  || (ACHHS099) || •understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source •visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area || ICT, Literacy, Numeracy ||   || (ACHHS101) || •using pro formas and datasheets to develop questions, and record information and sources/references || Critical and creative thinking , Literacy ||   || (ACHHS102) || •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 || Literacy ||   || (ACHHS105) || •using communication technologies to exchange information and to foster a collaborative response (for example a wiki) || ICT, Literacy, Personal and social competence ||  || (ACHHS106) ||
 * SUB-STRAND || ELEMENT || ELABORATION || GENERAL CAPABILITIES || CROSS-CURRICULA PRIORITIES || ELEMENT CODE ||
 * Knowledge and Understanding || Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) || •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) || Critical and creative thinking, Personal and social competence ||  || (ACHHK093) ||
 * Knowledge and Understanding || The nature of a convict or colonial settlement in Australia, including the factors that influenced patterns of settlement, aspects of the daily life of its different inhabitants, and how they changed the environment. (ACHHK094) || •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 household chores
 * Knowledge and Understanding || 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. (ACHHK095) || •investigating an event or development and explaining its economic, social and political impact on a colony (for example the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy)
 * Knowledge and Understanding || The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096) || •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)
 * Knowledge and Understanding || 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. (ACHHK097) || •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)
 * Chronology, terms and concepts || Sequence historical people and events (ACHHS098) || •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 || Numeracy ||  || (ACHHS098) ||
 * Chronology, terms and concepts || Use historical terms and concepts (ACHHS099) || •using historical terms (such as the gold era, the Eureka Stockade, the Myall Creek Massacre, colony)
 * Historical questions and research || Identify questions to inform an historical inquiry (ACHHS100) || •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?’) || Critical and creative thinking, Literacy ||  || (ACHHS100) ||
 * Historical questions and research || Identify and locate a range of relevant sources (ACHHS101) || •using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as stories, songs, diaries, official documents, artworks)
 * The analysis and use of sources || Locate information related to inquiry questions in a range of sources (ACHHS102) || •finding relevant historical information about colonial Australia from primary and secondary sources
 * The analysis and use of sources || Compare information from a range of sources (ACHHS103) || •examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past || Critical and creative thinking, Literacy ||  || (ACHHS103) ||
 * Perspectives and interpretations || Identify points of view in the past and present (ACHHS104) || •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) || Critical and creative thinking, Intercultural understanding. , Personal and social competence ||  || ACHHS104) ||
 * Explanation and communication || Develop historical texts, particularly narratives and descriptions, which incorporate source material (ACHHS105) || •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)
 * Explanation and communication || Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106) || •using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals.