Part A

TEACHING AND LEARNING PROGRAM, 2XXX

SUBJECT: History DURATION: 3 weeks/12 hours

STAGE: 5 FOCUS OUTCOMES: HT5-2, HT5-3, HT5-6, HT5-8, HT5-9, HT5-10

YEAR GROUP: 10 TEACHER: Mr McLoughlin CLASS:10HistS

Unit Overview: Learning Across the Curriculum:

Critical and creative thinking
Depth Study 4: Rights and Freedoms (1945-Present) Information and communication technology capability
Intercultural understanding
The focus of this unit is on establishing a firm baseline understanding of what rights and
Civics and citizenship
freedoms are and how they were denied to aboriginal people. From there a picture will be
Aboriginal and Torres Strait Islander histories and cultures
developed of how this picture changed over time.

Personal and social capability

The Depth Study focuses on the following key inquiry question: Ethical understanding
How was Australian society affected by other significant global events and changes Assessment Overview:
in this period?
Task 2: Research Essay 30%

Outcomes:
 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2
 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and
Australia HT5-3
 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6
 selects and analyses a range of historical sources to locate information relevant to an historical inquiry HT5-8
 applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
Related Life Skills outcomes: HTLS-5, HTLS-6, HTLS-8, HTLS-10, HTLS-11, HTLS-12, HTLS-13

Content Teaching, Learning & Assessment Strategies Reg Resources



Definitions: Define the concepts of 1. Brainstorming and creating a glossary to establish knowledge base and Teacher talk & class
invasion, occupation, colonisation explore concepts of invasion, occupation, colonisation and settlement. discussion.
and settlement. Understanding of these concepts to be reinforced throughout their
application in this unit.

Indigenous American Culture: 2. Year 8 Assessment Task 3:

HT4-3 describes and assesses the Students are to prepare and present a FOUR minute oral presentation Year 8 Assessment Task
motives and actions of past individuals addressing the question below: 3: Oral Presentation (see
registration docs. 2015)
and groups in the context of past “Explain the reasons why the chosen Indigenous culture was colonised.”
societies Library Lessons &
In their response they must refer to internal factors that weakened indigenous resources.
HT4-6 uses evidence from sources to cultures and external factors that motivated and enabled colonising powers.
support historical narratives and
Their answer, MUST be with reference to ONE of the following options:
explanations
 The Incas and the Spanish
HT4-7 identifies and describes different
contexts, perspectives and Or
interpretations of the past
 The Aztecs and the Spanish
HT4-10 selects and uses appropriate Or
oral, written, visual and digital forms to
communicate about the past
 The Plains Indians and the settlers in the United States of
America

Australia 1788-1900: the nature

and impact of colonization and 3. Reviewing the main features of Aboriginal culture prior to British
contact colonisation & recalling the nature of early British contact with Aboriginal
peoples to 1820
Contact history prior to
 pre-contact Aboriginal 1788 Power Point
culture  Map work – Australian indigenous territories and language
 Aboriginal and non- groups prior to European contact.
Film – Alinta the Flame
Aboriginal perspectives of (click view)
the relationship to the land  Film Study: Alinta the Flame from Women of the Sun Series.
Seale Film Study Guide –
and country Students select 2 group work activities (on study guide). This
Alinta the Flame
 British contact with the study is highly empathetic and introduces students to the
(Goldmine)
Aboriginal peoples to 1820 exploration of depth study focus questions 2, 3, 4 & 6:

 What was the nature of early British contact with Aboriginal and Torres
Strait peoples?
 What were the different relationships that Aboriginal and non-Aboriginal
peoples have toward the land?
 What were the different experiences of contact?
 What were the results of colonisation for Aboriginal and Torres Strait
islanders?
Analysing Historical
 Source Activity: use the ADAM ANT framework to analyse the Sources: ADAM ANT ppt
film Alinta the Flame slide (Goldmine)

 The differing experiences of Source Study – Smallpox

contact between Aboriginal Epidemic (Goldmine)
and non-Aboriginal peoples 4. Battling to Survive:
from 1820 to 1900. These Seale Small pox Writing
include- impact of disease,  Cases Study: The Smallpox epidemic – Source Study & Task (Goldmine)
land disputes, Extended Writing Task
dispossession, massacres  The Black War & The Myall Creek Massacre Retroactive 1 Ch. 6d:7
and frontier wars, Aboriginal – Retroactive Ch. 6d:7; Read & complete Activities section
responses to dispossession

5. Case Study of the life of an Aboriginal person: choice between First Australians, Episode
Bennelong, Pemulwuy, Patyegarang or Windradyne 1 ‘They have come to stay’
(click view)
First Australians Study guide
 View documentary film: First Australians, Episode 1 ‘They have Ep. 1(Goldmine)
come to stay’ (clickview). Select activities from First Australians
study Guide Ep. 1

 Students to work in pairs to create 2 minute multimedia

presentation on their chosen individual.

6. Protectionism:
Retroactive 1 Ch.6d.8 &
complete Activities p.437.
 Read Retroactive 1 Ch.6d.8 & complete Activities p.437.
First Australians, Episode
 Truganini and the Tasmanian Experience: View the 2 ‘Her will to Survive’ (click
documentary film First Australians, Episode 2 ‘Her will to view)
Survive’. Select Activities from the First Australians Study Guide
Ep. 2. First Australians Study
Guide Ep. 2. (Goldmine)

 Group Task – Discuss the aim of the government policy of Retroactive 1 Ch.6d.9
segregation and then write a letter from the perspective of an
aboriginal person impacted by this policy, explaining the effect of
this on the community.

 Class Discussion – Create a class mind-map of the pros and

cons of the government policies toward Aboriginal people in the
early stages of European settlement. Ask students to put forward
their own (supported) view of what happened in Australia
National Museum of
7. Site Study – National Museum of Australia; Bells Fall Creek Exhibit Australia website -
http://www.nma.gov.au/
education-kids/
  In pairs students are to go through the exhibition (Cabinet Items) classroom_learning/
online identifying the key themes. A class discussion will follow multimedia/interactives/
creating a class list of the key themes and points regarding the bells_falls_gorge_html/
results of colonisation for Aboriginal people. bells_falls_gorge_html_versi
on
 In small groups students are to consider the ‘Why is the display
controversial’ section and read the material coming up with a
group judgement.
 Class discussion regarding the exhibition and the controversy
surrounding its content and presentation
 Individual reflection on the exhibition with students to write an
extended response in response to the question:

‘The Bells Forge Gorge exhibition at the National Museum provides an

accurate depiction of European colonisation and Aboriginal experiences at this
time.’ Discuss the arguments for and against this statement.

8. The Colonial Legacy:

 Read Retroactive 1 Ch.6d.9 & complete the Source Skills in the

Activities box.
 Comparison Table: compare the Aboriginal and Torres Strait
islander people’s experiences of colonisation with those of your
chosen indigenous American culture.

Part B

Lesson 3 – Missions and Reserves

Name: Nicholas McLoughlin Date:

Subject: History Period: 3
Topic: Rights and Freedoms -Missions and Reserves Lesson duration: 60 minutes
Period begins – ends: 10:55-12:05 Class size: 22
Syllabus Outcomes:
 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2
 Explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and
Australia HT5-3

Applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
Lesson Outcomes: Assessment (Diagnostic/Formative/Summative):
Describe life in a reserve or mission
Examine a case study of a Reserve
Introduce the Aborigines Protection Board

Key / Foundational ideas to be addressed in this lesson are:

Equipment / Resources:
Power Point ‘Missions and Reserves’, Missions and Reserves Worksheet

LESSON PLAN
Stage/Timing Teacher Activity Student Activity
Settle in Task Instruct students while outside, go in, sit down Answer questions using prior knowledge
5 minutes and write an answer to the question on the
board. If you have a problem, raise your hand
Where did the white settlers move the
Aboriginal People?
Body
Brief
introduction Brief Explanation of both missions and reserves Answer the prior knowledge questions placed on board. (Hands up/class discussion)
10 minutes in dot point format.

Eugenics
Discussion Elicit student memories of the topic from WWII Students discuss questions about the nature of the subject and answer the
~10 minutes then provide definition and present discussion philosophical debate questions in a group.
questions. Break students up into groups to
discuss it among themselves and circulate.
Consolidation:
~10 minutes Students are invited to share their answers to Students provide their answers arrived at in groups and discuss them among
the questions and the teacher moderates and themselves.
expands on answers.
Source
worksheet Hand out worksheet, read questions out loud Students complete worksheets individually
~10 minutes for those who struggle, circulate and assist
students.
Consolidations
~10 minutes Contribute to class discussion and answer questions
Elicit student answers to questions, and discuss
source analysis

Conclusion Briefly summarise missions and reserves, and

~5 minutes then state that the Board would get more
powers, which we’ll discuss next lesson

Lesson 4

Part C
Missions and Reserves Worksheet
William Barak and the Aboriginal community of Coranderrk National Museum of Australia

1. Describe how are these people dressed?

_________________________________________________________________________________________________________________

_______________________________________________________________________________________________

2. Do you think that is how they would normally dress? Yes / No

3. Explain why you think they’re dressed that way?

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________

4. Evaluate what this picture tells us about life on a

reserve___________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________
Kinchela Boys Home Kinchela Boys Home Aboriginal Corporation

1. Compare this picture with the previous one.

_________________________________________________________________________________________________________________

_______________________________________________________________________________________________
2. Describe the purpose of this picture.

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________

3. Evaluate the reasons this picture might have been taken.

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________

4. Considering both pictures, analyse how you think most people thought of aboriginal people at this time.

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

______________________________________________________________________________________

Missions and Reserves Powerpoint