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OneSchoolUnit Plan

Name: Unit 1 - HASS Year 4 (V8)Duration: 32 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Australia before, during and after European settlementIn this unit, students:

draw conclusions about how the identities and sense of belonging for Aboriginal and Torres Strait Islander peoples in the past and present were and continue to be affected by British colonisation and the enactment of terra nullius.

analyse the experiences of contact between Australia's First Peoples and others, and the effects these interactions had on people and the environment make connections between world history events between the 1400s and the 1800s, and the history of Australia, including the reasons for the colonisation of Australia investigate the experiences of European explorers, convicts, settlers and Australia's First Peoples, and the impact colonisation had on the lives of different groups of

people examine the purpose of laws and distinguish between rules and laws explore the diversity of different groups in their local community consider how personal identity is shaped by aspects of culture, and by the groups to which they belong.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 36

Unit Plan Plan Name: Unit 1 - HASS Year 4 (V8)

Year: 4Learning Areas/Subjects: Humanities and Social Sciences

Duration: 32 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Australia before, during and after European settlement (Yr 04)Students explain aspects of life before, during and after European settlement of Australia.

Portfolio Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

James Cook's first journey How and why life changed for

convicts on the First Fleet Points of view Profile of a friend

Resources Attachments Plan Resource Bank

Assessment Portfolio - Australia before, during and

after European settlement (Yr 04)




Duration: 32 Weeks

Australian Curriculum

F-6/7 HASS - Year 4

Year 4 Achievement StandardBy the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.




Duration: 32 Weeks

Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching

Locate and collect information and data from different sources, including observations (ACHASSI074)

Sequence information about people's lives and events (ACHASSI076)

Evaluating and reflecting

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Interact with others with respect to share points of view (ACHASSI080)

Analysing

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)

Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)

Questioning

Pose questions to investigate people, events, places and issues (ACHASSI073)

Communicating

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Civics and citizenship

The differences between 'rules' and 'laws', why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)

The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

History

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)

The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

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 (ACHASSK084)

The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)




Duration: 32 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Locate and collect information and data from different sources, including observations (ACHASSI053) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Draw simple conclusions based on analysis of information and data (ACHASSI058) Interact with others with respect to share points of view (ACHASSI059) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061) Why people participate within communities and how students can actively participate and contribute (ACHASSK072)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Why regulations and laws are enforced and the personnel involved (ACHASSK117) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095) Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098) Evaluate evidence to draw conclusions (ACHASSI101) Work in groups to generate responses to issues and challenges (ACHASSI102) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI105)




Duration: 32 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Recognising and using patterns and relationships Using spatial reasoning

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Social awareness

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross-Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs




Duration: 32 Weeks

and environments, and the connections between the peoples of Asia, Australia and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Australia before, during and after European settlementAssessment description: Students explain aspects of life before, during and after European settlement of Australia.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

Students may think that everyone experienced the past in the same way. Explain to students that each person’s experience is unique and the same event can be experienced in many different ways.

Students may think that the past is a story made of fixed facts. Explain to students that because people’s experiences are different, the way they tell the stories of what is happening can be different, too, so the ‘facts’ they record can be different and interpreted in different ways.

Students may think that every change in the past was for the good – they see change as progress. Explain to students that sometimes things change for the better, sometimes for the worse and can affect different people in different ways.

Students may think that when change happens, it is always quick. Explain that some changes can be immediate and dramatic, while others can occur slowly and be difficult to observe while they are happening.

Feedback may also relate to the development of students' knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to: pose questions and use information to answer them identify and record information from a range of primary and secondary source analyse and interpret sources describe how and why life changed and stayed the same in the past sequence events and developments




Duration: 32 Weeks

identify cause and effect relationships use information to distinguish facts from opinions use information to identify the points of view of others past and present, and to develop personal points of view present ideas about the differences between the features of rules and laws explain the importance of laws describe diversity of groups in the community using civics and citizenship terms develop and present a personal profile that identifies groups they belong to and influences on their identity reflect on their cultural identity and how it might be similar to and different from others.




Duration: 32 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

11 Lessons James Cook's first journey Lesson 1: Diversity and longevity of Australia's First Peoples Lesson 2: Connections to Country and Place Lessons 3-4: Experiences of contact with the Macassar people Lesson 5: Significance of early European exploration Lessons 6-7: Significant journeys of discovery Lesson 8: Impacts of colonisation Lesson 9: Great South Land Lesson 10: Significant journeys - Contact Lesson 11: Assessment checkpoint - Part A

9 Lessons How and why life changed for convicts on the First Fleet Lessons 12-13: Why the British settled in Australia Lessons 14-15: The First Fleet comes to New South Wales Lessons 16-17: Early European settlement Lesson 18: Problems in the colony Lesson 19: The Eora people Lesson 20: Assessment checkpoint - Part B

7 Lessons Points of view Lessons 21-22: Changes after European settlement - the Awabakal people of Lake Macquarie Lessons 23-24: Effects of European settlement on Australia's First Peoples Lessons 25-26: Rule and laws in communities Lesson 27: Assessment checkpoint - Part C

5 Lessons Profile of a friend Lesson 28: We belong to diverse groups Lesson 29: Role of groups in the community Lesson 30: Groups shape our identities




Duration: 32 Weeks

Curriculum Plan Topics

Duration Topic Lesson 31: Culture shapes our identities Lesson 32: Assessment checkpoint - Part D

32 Lessons Total Unit




Duration: 32 Weeks

Teaching Sequence

Topic James Cook's first journey Topic Duration 11 Lessons

Overview Throughout this lesson series, students will: locate information from different sources to answer questions recognise the significance of events in bringing about change describe the experiences of an individual in the past sequence information about the lives of individuals in chronological order with reference to key dates.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Diversity and longevity of Australia's First Peoples

Lesson objectivesStudents will:

Understand the diversity and longevity of Australia's First Peoples.Evidence of learningCan the student:

Recognise the diversity and longevity of Aboriginal and Torres Strait Islander peoples?

Example learning sequence Explore the unit focus. Explore the meaning of 'diversity' and 'longevity'. Sort and record information from provided sources about aspects

of life for selected groups of Aboriginal people.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images and names of persons who may now be deceased.

Supporting learning resource - HASS Glossary Year 4 Unit 1 Slideshow (with script) - Diversity and longevity of Australia's First Peoples Sheet - Diversity of Australia's First Peoples Supporting learning resource - Diversity and longevity of Australia's First peoples

Attachments Lesson plan

Lesson 2

Connections to Country and Place


Understand Aboriginal peoples' connections to Country and Torres Strait Islander peoples' connections to Place and how they care for Country and Place.

Evidence of learningCan the student:

Recognise Aboriginal peoples' connections to Country and Torres Strait Islander peoples' connections to Place and how they care for Country and Place?

Example learning sequence Examine sources that communicate information about the

importance of Country and Place. Locate and record information from provided sources about ways

Country and Place are cared for, and how features are used. Draw simple conclusions about the long and continuous

connections of Australia's First Peoples to Country and Place.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow (with script) - Importance of Country to Aboriginal peoples Slideshow (with script) - Importance of Place to Torres Strait Islander peoples Sheet - Using Country and Place Sheet - Caring for Country Supporting learning resource - Connection to Country and Place





Duration: 32 Weeks

Teaching Sequence




Lessons 3-4

Experiences of contact with the Macassar people


Understand the nature and effects of interactions between Aboriginal peoples and early traders from Macassar.


Identify how aspects of life changed or stayed the same for an Aboriginal group after contact with the Macassar traders?

Example learning sequence Explore sources that communicate information about contact

between an Aboriginal group and Macassar traders. Identify ways life changed and stayed the same for an Aboriginal

group as a result of contact with Macassar traders. Draw simple conclusions about how life changed or stayed the

same for an Aboriginal group after contact with Macassar traders.

ResourcesNote: Aboriginal and Torres Strait Islander people are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Early contacts - Macassar traders Sheet - Aspects of life for the Yolngu people Supporting learning resource - The nature of contact with others (Part 1) Supporting learning resource - Criteria for determining significance

Helpful information Video - Twelve canoes: The Macassans (Indigimedia Inc, Christensen Fund, South

Australian Film Corporation and Screen Australia) www.12canoes.com.au


Lesson 5

Significance of early European exploration


Understand that European explorers between the 1400s and 1800s made significant journeys of exploration around the world.


Sequence major journeys of European explorers between the 1400s and 1800s on a timeline?

Draw simple conclusions about the significance of selected journeys of exploration?

Example learning sequence Examine information about European explorers and their journeys

of exploration and/or discovery between the 1400s and 1800s.

Resources Slideshow (with script) - European exploration 1492-1800 Sheet - Comparing world maps Sheet - World explorers timeline Supporting learning resource - World explorers 1 Supporting learning resource - Criteria for determining significance





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Sequence important journeys of exploration on a timeline. Draw simple conclusions about the significance of European

exploration between 1400 and 1800.

Lessons 6-7

Significant journeys of discovery


Understand the reasons for a significant journey of European maritime explorers, their experiences of contact with other societies, and the significance of the discoveries.


Record information from sources about the significant journey of a European maritime explorer and his contact with other societies?

Example learning sequence Review reasons for European maritime exploration between the

1400s and 1800s. Locate information from provided sources about the journey of a

European maritime explorer. Sort and record information from sources about the journey of a

European maritime explorer.

Resources Sheet - Christopher Columbus sources Sheet - Historical inquiry into the journeys of Christopher Columbus Sheet - Vasco da Gama sources Sheet - Explorer research Sheet - European colonisation of the world (1400-1660) Supporting learning resource - Criteria for determining significance


Lesson 8

Impacts of colonisation


Understand the impacts of European colonisation on other societies.


Record information from sources about the impacts of European colonisation on other societies?

Example learning sequence Review colonisation as an outcome of maritime exploration.

Resources Sheet - European colonisation of the world (1400-1660) Sheet - Effects of exploration and colonisation sources Sheet - Spanish colonisation of the Americas Supporting learning resource - Colonisation and its impacts Supporting learning resource - Criteria for determining significance





Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Examine the impacts of the Spanish colonisation of the Americas. Draw simple conclusions about the significance of Spanish

colonisation of the Americas.

Lesson 9

Great South Land


Understand what early European navigators and explorers knew about the Great South Land and which explorers mapped the Australian continent.


Identify what early European navigators and explorers knew about the Great South Land and which explorers mapped the Australian continent?

Example learning sequence Review information about groups of people with knowledge of the

Great South Land before European settlement in Australia. Examine routes taken by European navigators and explorers who

mapped the Australian coastline. Draw simple conclusions about the significance of these journeys.


Slideshow (with script) - The Great South Land Slideshow (with script) - Mapping the Australian coastline Sheet - Mapping the Australian coastline Supporting learning resource - Great South Land

Helpful information Website - Mapping the Australian Coast (Splash ABC)

http://splash.abc.net.au/home#!/digibook/1594262/mapping-the-australian-coast Website - Captain Cook, Obsession and Discovery (ABC)

http://www.abc.net.au/tv/captaincook/#


Lesson 10

Significant journeys - Contact


Understand the outcomes of James Cook's journey of discovery in the Pacific.

Understand the nature of contact between Australia's First Peoples and early European explorers.


Recognise the outcomes of James Cook's journey of discovery in the Pacific?

Describe the nature of contact between Australia's First Peoples


Assessment task - Australia before, during and after European settlement: Sources Supporting learning resource - James Cook sources Sheet - The nature of contact between James Cook and the Dharawal people

Helpful information Website - Cook's Endeavour journal

http://southseas.nla.gov.au/journals/cook/contents.html Website - Secret instructions to Lieutenant Cook

http://www.foundingdocs.gov.au/resources/transcripts/nsw1_doc_1768.pdf




Duration: 32 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesand early European explorers?

Example learning sequence Explore events and developments that took place during James

Cook's journey of discovery in the Pacific. Identify effects of change brought about by contact experiences. Draw conclusions about the significance of contact experiences to

the lives of a group of Australia's First Peoples.


Lesson 11

Assessment checkpoint - Part A

Assessment purposeTo explain aspects of life before, during and after European settlement of Australia.Example assessment sequence

Understand the assessment. Review the Guide to making judgements and understand the

standards A-E. Conduct the assessment.


Assessment task - Australia before, during and after European settlement Assessment task - Australia before, during and after European settlement: Model

response Assessment task - Australia before, during and after European settlement: Teaching

notes Assessment task - Australia before, during and after European settlement: Sources


Teaching Sequence

Topic How and why life changed for convicts on the First Fleet Topic Duration 9 Lessons

Overview Throughout this lesson series, students will: describe the experiences of an individual or group in the past explain how and why life changed in the past and identify aspects of the past that have remained the same sequence information about events in chronological order.


Lessons 12-13 Lesson objectives Resources




Duration: 32 Weeks

Teaching Sequence




Why the British settled in Australia

Students will: Understand the reasons why the British settled in New South

Wales, Australia.Evidence of learningCan the student:

Identify reasons why the British settled in New South Wales, Australia?

Example learning sequence Examine what life was like for people in England leading up to the

colonisation of Australia. Sort and record information from sources about reasons why New

South Wales was chosen by the British as a location to establish a colony.

Draw simple conclusions about cause-and-effect relationships between events and developments.

Slideshow - Life in England leading up to the British colonisation of Australia Sheet - Life in England during the Industrial Revolution Slideshow (with script) - Reasons to settle in Australia Sheet - Reasons to settle in Australia Supporting learning resource - British settlement of Australia


Lessons 14-15

The First Fleet comes to New South Wales


Understand the experiences of people who journeyed on the First Fleet to Australia.


Identify the experiences of people who journeyed on the First Fleet to Australia?

Example learning sequence Examine information about the journey of the First Fleet. Examine provided sources to investigate who travelled to Australia

on the First Fleet and their experiences. Draw simple conclusions about the experiences of people who

journeyed to Australia on the First Fleet.

Resources Slideshow - Travellers on the First Fleet Sheet - Travellers on the First Fleet Sheet - The First Fleet Sheet - Watkins Tench sources

Helpful information Website - The First Fleet http://www.abc.net.au/btn/story/s3934600.htm Website - First Fleet database http://firstfleet.uow.edu.au/





Duration: 32 Weeks

Teaching Sequence




Lessons 16-17

Early European settlement


Understand the experiences of the convicts of the First Fleet.Evidence of learningCan the student:

Identify the experiences of the convicts of the First Fleet?Example learning sequence

Examine information about the location of the first British settlement in Australia

Examine provided sources to investigate the experiences of convicts following the arrival of the First Fleet in Australia.

Present information about the experiences of a First Fleet convict.

Resources Sheet - Botany Bay or Sydney Cove? Sheet - Experiences of people at Sydney Cove Sheet - Life of a convict Supporting learning resource - Early settlement


Lesson 18

Problems in the colony


Understand the problems faced by the people of the First Fleet after their arrival in Sydney Cove.


Identify problems faced by the people of the First Fleet after their arrival in Sydney Cove?

Example learning sequence Examine provided sources to identify problems faced by the early

colonists at Sydney Cove. Sort and record information about the problems faced by the early

European colonists. Draw simple conclusions about the causes and effects of change

in the colony at Sydney Cove.

Resources Slideshow (with script) - First Fleet problems Sheet - First Fleet problems Supporting learning resource - Problems in the colony


Lesson 19 Lesson objectivesStudents will:

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources




Duration: 32 Weeks

Teaching Sequence




The Eora people

Understand different points of view about the experiences of contact between the people of the First Fleet and Aboriginal peoples of the Eora nation.


Identify the different points of view and perspectives about the experiences of contact between the people of the First Fleet and Aboriginal peoples of the Eora nation?

Example learning sequence Examine provided sources about the effects of contact between

Aboriginal peoples of the Eora nation and the people of the First Fleet.

Compare artworks and texts that show different perspectives. Draw simple conclusions about the experiences of contact

between Aboriginal peoples of the Eora nation and the first Europeans at Sydney Cove.

may contain images, voices and names of persons who may now be deceased. Sheet - Experiences of contact: the Eora peoples and the people of the First Fleet Sheet - Painting comparison Supporting learning resource - Painting comparison

Helpful information Website - Governor Arthur Phillip and the Eora

http://splash.abc.net.au/home#!/media/1910718/governor-arthur-phillip-and-the- eora Website - Invasion 1: An Aboriginal perspective (Gordon Syron)

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13651/13657/applets/12065/vid12065.htm


Lesson 20

Assessment checkpoint - Part B


Understand the assessment. Review the Guide to making judgments and understand the


ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Assessment task - Australia before, during and after European settlement Assessment task - Australia before, during and after European settlement: Model


notes Assessment task - Australia before, during and after European settlement: Sources





Duration: 32 Weeks

Teaching Sequence

Topic Points of view Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: explain how and why life changed in the past and identify aspects of the past that have remained the same recognise the importance of laws in society share points of view, respecting the views of others distinguish between facts and opinions and detect points of view when examining information.


Lessons 21-22

Changes after European settlement - the Awabakal people of Lake Macquarie


Understand how aspects of life changed or stayed the same for a selected Aboriginal group after European settlement.

Understand how to recognise different points of view in sources about continuities and changes in the lives of an Aboriginal group over time.

Compile information from sources to show continuities and changes.


Recognise how aspects of life changed or stayed the same for a selected Aboriginal group after European settlement?

Examine provided sources to identify different points of view about how life changed or stayed the same for a selected group?

Sort and record information from provided sources about continuities and changes in aspects of life for a selected group?

Example learning sequence Explore provided sources to locate information about aspects of

life for a selected group over time. Examine provided sources to identify different points of view about

how life changed or stayed the same for a selected group. Sort and record information from sources to identify examples of

continuity and change. Draw simple conclusions about how life changed or stayed the

same for a selected group as a result of European settlement.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that resources may contain images, voices and names of persons who may now be deceased.

Slideshow - Types of sources Sheet - Types of sources Sheet - Awabakal peoples of Lake Macquarie: Sources Sheet - Points of view in sources


Lessons 23-24

Effects of European


Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: What were


Sheet - Tassel Bradshaw painting




Duration: 32 Weeks

Teaching Sequence




settlement on Australia's First Peoples

the impacts of European discovery and settlement on Australia's First Peoples, and how have Australian cultures, identities and laws changed since that time?


Reflect on learning to draw simple conclusions about the impacts of European discovery and settlement on Australia's First Peoples?

Example learning sequence Reflect on learning in response to the unit inquiry question. Share points of view respectfully about the longevity and diversity

of Australia's First Peoples and the effects of contact with Europeans.

Draw simple conclusions about the short- and long-term effects of European settlement on Australia's First Peoples.

Sheet - Effects of contact - Positive or negative


Lessons 25-26

Rule and laws in communities


Understand that groups and communities have rules and laws. Understand differences between rules and laws and why rules and

laws are important. Identify differences between fact and opinion. Identify different people's points of view on an issue.


Identify community rules and laws and explain their purpose? Present ideas about the differences between the features and

purposes of rules and laws? Distinguish between facts and opinions? Detect points of view when examining information?

Resources Sheet - Rules and laws flap book Slideshow - Rule or law? Sheet - Rule or law? Sheet - Is this law important? Sheet - Rules and laws: fact or opinion?

Helpful information Website - What is a rule and what is a law? (Civics and Citizenship Education)

http://www1.curriculum.edu.au/ddunits/units/mp2fq2acts.htm Website - The law (Parliamentary Education Office)

http://www.peo.gov.au/multimedia/image-library/the-law.html





Duration: 32 Weeks

Teaching Sequence




Example learning sequence Explore the differences between the features and purposes of

rules and laws. Locate information in provided sources to identify aspects of

difference between rules and laws. Draw simple conclusions about the importance of laws. Use information to distinguish facts from opinions when discussing

examples of laws.

Lesson 27

Assessment checkpoint - Part C




Resources Assessment task - Australia before, during and after European settlement Assessment task - Australia before, during and after European settlement: Model


notes





Duration: 32 Weeks

Teaching Sequence

Topic Profile of a friend Topic Duration 5 Lessons

Overview Throughout this lesson series, students will describe factors that shape a person's identity and sense of belonging.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 28

We belong to diverse groups


Understand the nature of diversity and how it may be reflected in the cultural, religious and/or social groups in the local community.

Understand how to use evidence to form a point of view about the role of groups in the community.


Describe diversity of groups in the community? Develop a point of view about the role of groups in the

community?Example learning sequence

Explore factors that shape personal identity. Locate information in provided sources about the diversity of

groups in the local community. Interact with others respectfully to develop points of view about the

role of groups in the local community.

Resources Supporting learning resource - Diversity in groups Sheet - Diversity in groups Sheet - Developing a point of view about groups in the community Learning object - Group membership: belonging (TLF L1023)





Duration: 32 Weeks

Teaching Sequence




Lesson 29

Role of groups in the community


Understand the nature of diversity and how it may be reflected in the cultural, religious and/or social groups in the local community.


Describe roles and features of diverse groups in the community?Example learning sequence

Review information located in sources about the diversity of groups in the local community.

Interact with others with respect to show how groups can work together to identify a possible solution to an issue.

Present ideas and findings about the diversity of groups in the local community and the role of groups.

Resources Slideshow - Role-play: community groups Sheet - Role-play: community groups Supporting learning resource - Role-play: community groups





Duration: 32 Weeks

Teaching Sequence




Lesson 30

Groups shape our identities


Pose questions about how identity is shaped by belonging to groups

Use information to develop an identity profile.Evidence of learningCan the student:

Pose questions to find out information? Develop and present a personal profile that identifies groups they

belong to and influences on their identity?Example learning sequence

Examine the nature of identity and what shapes personal identity. Pose questions to investigate the identity of individuals and groups

in the local community. Locate information to develop a profile that records aspects of and

influences on identity. Reflect on identity and diversity by comparing profiles.

Resources Slideshow - My identity: who am I? Sheet - My identity: who am I? Supporting learning resource - Pose questions about the identity of individuals and

groups (Games)Helpful information

Learning object - Discovering democracy: Joining in (TLF L9512) https://learningplace.eq.edu.au/cx/resources/items/5c80ceba-b291-8929-292b-e0e0b7eea261/0/viewIMS.jsp

Website - We are Australian: Activity 1: Setting the scene: 'What is Australian identity?' (Education Services Australia) www.civicsandcitizenship.edu.au/cce/default.asp?id=9210





Duration: 32 Weeks

Teaching Sequence




Lesson 31

Culture shapes our identities


Pose questions to seek information about culture and identity Understand aspects of identity are shaped by culture, especially

that of Aboriginal peoples and Torres Strait Islander peoples in Australia.


Pose questions and use information to answer them? Reflect on their cultural identity and how it might be similar to and

different from others?Example learning sequence

Pose questions to a representative of the local Aboriginal or Torres Strait Islander community.

Examine information to identify different points of view about the connections between the local Aboriginal or Torres Strait Islander community and Country/Place.

Interact with others respectfully to develop a point of view about the identity of the local Aboriginal or Torres Strait Islander community.

Reflect on cultural identity and how it might be similar to or different from Aboriginal peoples or Torres Strait Islander peoples.


Video - Interview: Descendant of Bidjara people Carnarvon Gorge region (Note: students may have previously seen this video in Year 3 HASS.)

Helpful information Website - Yulunga - Traditional Indigenous games (Australian Sports Commission)

www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource_K-3.pdf Website - From little things big things grow - Song lyrics, Kev Carmody and Paul

Kelly (National Museum of Australia) www.nma.gov.au/exhibitions/from_little_things_big_things_grow/song_lyrics


Lesson 32

Assessment checkpoint - Part D



standards A-E. Conduct the assessment

Resources Assessment task - Australia before, during and after European settlement Assessment task - Australia before, during and after European settlement: Model


notes





Duration: 32 Weeks




Duration: 32 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - James Cook's first journey

Lesson plan - HASS_Y04_U1_LP01.docx


Lesson plan - HASS_Y04_U1_LP03-04.docx







Sequence - How and why life changed for convicts on the First Fleet







Sequence - Points of view Lesson plan - HASS_Y04_U1_LP21-22.docx




Duration: 32 Weeks





Sequence - Profile of a friend Lesson plan - HASS_Y04_U1_LP28.docx





Sequence Learning object - Discovering democracy: Joining in (TLF L9512) https://learningplace.eq.edu.au/cx/resources/items/5c80ceba-b291-8929-292b-e0e0b7eea261/0/viewIMS.jsp

Learning object - Group membership: belonging (TLF L1023)

Sheet - Aspects of life for the Yolngu people

Sheet - Awabakal peoples of Lake Macquarie: Sources

Sheet - Botany Bay or Sydney Cove?

Sheet - Caring for Country

Sheet - Christopher Columbus sources

Sheet - Comparing world maps

Sheet - Developing a point of view about groups in the community Sheet - Diversity in groups




Duration: 32 Weeks


Sheet - Diversity of Australia's First Peoples

Sheet - Early contacts - Macassar traders

Sheet - Effects of contact - Positive or negative

Sheet - Effects of exploration and colonisation sources

Sheet - European colonisation of the world (1400-1660)

Sheet - Experiences of contact: the Eora peoples and the people of the First Fleet

Sheet - Experiences of people at Sydney Cove

Sheet - Explorer research

Sheet - First Fleet problems

Sheet - Historical inquiry into the journeys of Christopher Columbus

Sheet - Is this law important?

Sheet - Life in England during the Industrial Revolution

Sheet - Life of a convict

Sheet - Mapping the Australian coastline

Sheet - My identity: who am I?

Sheet - Painting comparison Sheet - Points of view in sources




Duration: 32 Weeks


Sheet - Reasons to settle in Australia

Sheet - Role-play: community groups

Sheet - Rule or law?

Sheet - Rules and laws flap book

Sheet - Rules and laws: fact or opinion?

Sheet - Spanish colonisation of the Americas

Sheet - Tassel Bradshaw painting

Sheet - The First Fleet

Sheet - The nature of contact between James Cook and the Dharawal people

Sheet - Travellers on the First Fleet

Sheet - Types of sources

Sheet - Using Country and Place

Sheet - Vasco da Gama sources

Sheet - Watkins Tench sources

Sheet - World explorers timeline

Slideshow - Life in England leading up to the British colonisation of Australia Slideshow - My identity: who am I?




Duration: 32 Weeks


Slideshow - Role-play: community groups

Slideshow - Rule or law?

Slideshow - Travellers on the First Fleet

Slideshow - Types of sources

Slideshow (with script) - Diversity and longevity of Australia's First Peoples

Slideshow (with script) - European exploration 1492-1800

Slideshow (with script) - First Fleet problems

Slideshow (with script) - Importance of Country to Aboriginal peoples

Slideshow (with script) - Importance of Place to Torres Strait Islander peoples

Slideshow (with script) - Mapping the Australian coastline

Slideshow (with script) - Reasons to settle in Australia

Slideshow (with script) - The Great South Land

Supporting learning resource - British settlement of Australia

Supporting learning resource - Colonisation and its impacts

Supporting learning resource - Connection to Country and Place

Supporting learning resource - Criteria for determining significance Supporting learning resource - Diversity and longevity of Australia's First Peoples




Duration: 32 Weeks


Supporting learning resource - Diversity in groups

Supporting learning resource - Early settlement

Supporting learning resource - Great South Land

Supporting learning resource - HASS Glossary Year 4 Unit 1

Supporting learning resource - James Cook sources

Supporting learning resource - Painting comparison

Supporting learning resource - Pose questions about the identity of individuals and groups (Games)

Supporting learning resource - Problems in the colony

Supporting learning resource - Role-play: community groups

Supporting learning resource - The nature of contact with others (Part 1)

Supporting learning resource - World explorers 1 Video - Interview: Descendant of Bidjara people Carnarvon Gorge region (Note: students may have previously seen this video in Year 3 HASS.)

Video - Twelve canoes: The Macassans (Indigimedia Inc, Christensen Fund, South Australian Film Corporation and Screen Australia) www.12canoes.com.au

Website - Captain Cook, Obsession and Discovery (ABC) http://www.abc.net.au/tv/captaincook/#

Website - Cook's Endeavour journal http://southseas.nla.gov.au/journals/cook/contents.html

Website - First Fleet database http://firstfleet.uow.edu.au/

Website - From little things big things grow - Song lyrics, Kev Carmody and Paul Kelly (National Museum of Australia) www.nma.gov.au/exhibitions/from_little_things_big_things_grow/song_lyrics




Duration: 32 Weeks


Website - Governor Arthur Phillip and the Eora http://splash.abc.net.au/home#!/media/1910718/governor-arthur-phillip-and-the-eora

Website - Invasion 1: An Aboriginal perspective (Gordon Syron) http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13651/13657/applets/12065/vid12065.htm

Website - Mapping the Australian Coast (Splash ABC) http://splash.abc.net.au/home#!/digibook/1594262/mapping-the-australian-coast

Website - Secret instructions to Lieutenant Cook http://www.foundingdocs.gov.au/resources/transcripts/nsw1_doc_1768.pdf

Website - The First Fleet http://www.abc.net.au/btn/story/s3934600.htm

Website - The law (Parliamentary Education Office) http://www.peo.gov.au/multimedia/image-library/the-law.html

Website - We are Australian: Activity 1: Setting the scene: 'What is Australian identity?' (Education Services Australia) www.civicsandcitizenship.edu.au/cce/default.asp?id=9210

Website - What is a rule and what is a law? (Civics and Citizenship Education) http://www1.curriculum.edu.au/ddunits/units/mp2fq2acts.htm

Website - Yulunga - Traditional Indigenous games (Australian Sports Commission) www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource_K-3.pdf’

Assessment Planner - Australia before, during and after European settlement

Assessment task - HASS_Y04_U1_AT_AustEuroSettle.docx

Assessment task - HASS_Y04_U1_AT_MR_AustEuroSettle.docx

Assessment task - HASS_Y04_U1_AT_SH_AustEuroSettleSources.docx

Assessment task - HASS_Y04_U1_AT_TN_AustEuroSettle.docx

Assessment Assessment task - Australia before, during and after European settlement: Model response

Assessment task - Australia before, during and after European settlement

Assessment task - Australia before, during and after European settlement: Sources

Assessment task - Australia before, during and after European settlement: Teaching notes




Duration: 32 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Australia before, during and after European settlement (Yr 04)Type Portfolio

Date

Description Students explain aspects of life in Australia before, during and after European settlement.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Recognise the significance of events in creating change.Explain how and why life changed or remained the same in the past.Describe the experiences of people in the past.Recognise the importance of laws in society.Describe factors that shape a person's identity and sense of belonging.

Develop questions to investigate.Locate information from different sources to answer questions.Sequence information about events and the lives of individuals in chronological order with reference to key dates.

Distinguish between facts and opinions and detect points of view when examining information.Share points of view, respecting the views of others.

Present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

A ◄

Explains significance of Cook's journey in bringing about change.Explains cause-and-effect relationships between events in the settlement of Australia. Explains how groups have shaped a person's identity.

◄

Uses findings to compile concise profile of identity.Creates logical sequences in cause- and-effect chart.

◄

Analyses a source to identify point of view and supporting fact.Explains friend's profile with effective analysis of collected information.

◄ Explains ideas clearly, using relevant information and terminology.

B ◄

Identifies significance of key event in Australia's history.Identifies relevant events in cause- and-effects sequences.Explains why a statement is a rule or law.

◄

Develops appropriate questions and extracts relevant information from sources.Sequences events in chronological order with key dates.

◄ Describes reasons for different points of view about a law.

◄ Supports ideas and opinions with information.

C ◄ Recognises the significance of a key event.Identifies ways life changed in the

◄ Poses questions and locates information to answer them.Orders key events in Australia's

◄ Distinguishes between facts and opinions and detects points of view.Shares points of view and develops

◄ Presents ideas, findings and conclusions using discipline-specific terms.




Duration: 32 Weeks

Assessment Task - Marking guide

AssessmentTask Name

Australia before, during and after European settlement (Yr 04)Type Portfolio

Date

Description Students explain aspects of life in Australia before, during and after European settlement.

Learning Area Humanities and Social Sciences

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

past.Identifies experiences of people in Australia in the past.Recognises the importance of laws.Identifies factors that shape a person's identity and sense of belonging.

history. profile, respecting the views of others

D ◄

Makes a selection about significance.Recalls a law.Records groups to which a person belongs.

◄Collects information from sources and interview.Adds event to a sequence.

◄ Develops a profile. ◄ Records ideas and findings.Uses given terms.

E ◄Recalls an event.Names an aspect of identity.

◄ Lists facts. ◄ States a point of view. ◄ Uses everyday language to share ideas.




Duration: 32 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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