HISTORY-+4

=﻿YEAR 4 HISTORY=

= First Contacts =

Key inquiry questions
•Why did the great journeys of exploration occur? •What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? •Why did the Europeans settle in Australia? •What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

•mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory •investigating pre-contact ways of life of the Aboriginal people and/or Torres Strait Islanders; their knowledge of their environment including land management practices; their sense of the interconnectedness of Country/Place, People, Culture and Identity; and some of their principles (such as caring for country, caring for each other and respecting all things) •studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems || Intercultural understanding. || Aboriginal Torres Straight Is history and culture || (ACHHK077) || •discussing the treatment of prisoners at that time, and past and present views on the colonisation of Australia; investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards || Critical and creative thinking ||  || (ACHHK079) || •comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them •exploring early contact history with the British (for example Pemulwuy or the Black War) and the impact that British colonisation had on the lives of Aboriginal people (dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines) •exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects •examining landscape paintings and accounts of flora and fauna (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on the environment || Critical and creative thinking, Intercultural understanding. || Aboriginal Torres Straight Is history and culture, Sustainability || ACHHK080) || •identifying the origins of place names in Australia (for example those named by French explorers, Aboriginal place names) || Literacy || Aboriginal Torres Straight Is history and culture || (ACHHS082) || •posing questions about explorers (for example ‘Who were they?’ ‘Where were they from?’ ‘Where did they go?’ ‘What did they do?’) •posing questions about the First Fleet (for example ’Why did the First Fleet travel to Australia?’ ‘Who was on it?’ ‘What were their stories?’ ‘What was the journey like?’) || Critical and creative thinking, Intercultural understanding. || Aboriginal Torres Straight Is history and culture || (ACHHS083) || •recounting the experiences of an individual based on researched facts (for example a biography, diary or journal of a navigator or convict on the First Fleet) || Literacy ||  || (ACHHS086) || •making a podcast that features a story from the First Fleet || ICT, Literacy, Numeracy , Personal and social competence ||  || (ACHHS087) ||
 * SUB-STRAND || ELEMENT || ELABORATION || GENERAL CAPABILITIES || CROSS-CURRICULA PRIORITIES || ELEMENT CODE ||
 * Knowledge and Understanding || The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077) || •examining early archaeological sites (for example Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo, Preminghana) that show the longevity of the Aboriginal people
 * Knowledge and Understanding || The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078) || •identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery; examining the journey of one or more of these explorers (for example Christopher Columbus, Vasco de Gama, Ferdinand Magellan) using internet mapping tools, and examining their impact on one society || Critical and creative thinking, ICT, Intercultural understanding. , Numeracy || Asia and Australia’s engagement with Asia || (ACHHK078) ||
 * Knowledge and Understanding || Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079) || •discussing reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
 * Knowledge and Understanding || The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080) || •investigating contact with Aboriginal and Torres Strait Islander peoples before 1788 (for example the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people)
 * Chronology, terms and concepts || Sequence historical people and events (ACHHS081) || •placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence || Numeracy ||  || (ACHHS081) ||
 * Chronology, terms and concepts || Use historical terms (ACHHS082) || •using historical terms when talking about the past (for example ‘penal’, ‘transportation’, ‘navigation’, ‘frontier conflict’, ‘colonisation’)
 * Historical questions and research || Pose a range of questions about the past. (ACHHS083) || •generating questions about the diversity and antiquity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia (for example ‘Who?’ ‘What?’ ‘When?’ ‘Where?’ ‘Why?’ questions)
 * The analysis and use of sources || Locate relevant information from sources provided (ACHHS084) || •finding historical information to determine the nature of colonial settlement, the impact of significant events and the role of individuals in shaping a colony || Critical and creative thinking, Intercultural understanding. , Literacy ||  || (ACHHS084) ||
 * Perspectives and interpretations || Identify different points of view (ACHHS085) || •exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time (for example convicts, Aboriginal and Torres Strait Islander people, convict guards, free settlers) || Critical and creative thinking, Intercultural understanding. , Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHS085) ||
 * Explanation and communication || Develop historical texts, particularly narratives (ACHHS086) || •listing key events and people’s experiences and linking them together to form a narrative about the past
 * Explanation and communication || Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087) || •creating charts, pictorial stories, maps, digital and oral presentations to explain the past