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Lesson Plan

Date: 17/09/2013
Unit: History Level: Year 6

Time: 40 minutes
Lesson #1

(Learning Statements that this lesson is building towards) Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)
Lesson Objectives: (Key Knowledge and Skills students should achieve in the lesson)
Understand that diverse groups have made significant contributions to the development of Australian society. Describe relevant events that caused diverse groups to migrate to Australia Examine the different experiences migrant groups have within Australia

Students Prior Knowledge: Students have prior knowledge of previous units in which there was the learning of Australia as a nation and previous learning of immigrants.

LESSON STRUCTURE: Time 2min Introduction & Motivation: Focus question Which significant events caused, changes to Australian society in the 20th century? Recap on previous history lesson. What is diversity? What is migration? What large groups do we know have migrated to Australia? What reasons did they come for? Teaching Approaches & Resources

migrant: a person who migrates from one region or country to another migration: the process or act of people moving from one region or country to another Diversity is: differences within and between groups of people


Main Content:

Teaching Approaches & Resources

Students will work in rotation groups. Resources A & B. Visual aids Group 1. British Colony group. Students will be creating a venn diagram by comparing the lives of the british convicts in different periods. The first resource see appendix A will be a description of life in the colonial stage. The second resource see appendix B is a journal entry from the convicts on board ship to Australia. Students are to identify similarities and differences between the experiences in order to highlight what has really changed. Group to work with teacher aide. Students who are slower to read are to work with the aide in reading the resources together. Students who are fast finishers are to write a diary entry from the perspective of someone in the colony stage using two aspects from the list either education and food or travel and work etc.

Group 2. Chinese Gold rush

Students in this group will use the resources available to describe life in this specific time set focusing on what it was like for the Chinese in this time. Students will represent this in comic strip form. Students are to create a comic that depicts what was happening from the stories theyve read.

Group 3. Vietnamese timeline

Students will identify the reason the Vietnamese migrated to Australia and begin a timeline using resource E. Students are to complete the timeline in detail, describing what happened each significant year.

Group 4. Sudanese War Cause and Effect Students will use the available resources to show the cause and effect of an event. In this case the event being the civil war in Sudan, students will identify the event and what has happened from that event (immigrants moving to Australia). Students need to identify at least four aspects of what has happened after the event.

Students to rotate through groups until all have completed each activity.

Support and/or Extension Activities Support group: Jesse, Destiny, James, Roger and Lucy to work with teacher aide in the rotation groups and do the readings together as a group out loud. Extension: students are to use the various books available on the topic at the back of the

room to research one chosen migrant group. They are to write a description of the migrants life from their point of view after they have moved to Australia.



Teaching Approaches & Resources

Share students discoveries in each activity. Remind students that they will be continuing their research in the library on specific migrant groups.

Historical journal

Assessment of Learning
Evidence of learning Can the student: Describe examples of specific migrant groups in the history of migration to Australia in the 20th century?

Colonial life
Life in the New South Wales colony was hard. We are going to have a look at some of the parts of people's lives. The settlers only had the food they had brought, when they arrived. Eventually they had vegetables from crops, and there was lots of seafood. There was not very much entertainment in the early days. Some enjoyment came from horse racing, cricket, boxing and music. Convicts were given one coat, a shirt, a pair of trousers, a pair of breeches (short baggy pants) hat and a pair of shoes. See image 1. Others were wearing the clothes that were fashionable in England. People came to New South Wales in ships. People travelled around the colony on horse or by horse and cart. Most people walked to the places they needed to go. See image 2 People lived in tents when they first arrived. See image 3. The governor's house was then built in brick. The soldiers lived in small wooden homes. Convicts lived in 'barracks', where they all were together.There was no running water or bathrooms. They cooked on open fires. There were no schools for the first ten years. A few small primary schools were then built. Children learnt reading, writing, arithmetic and religion. Children did not have to go to school and many did not. Convicts worked on the land removing trees, building houses and farms, and building roads. Other people worked as labourers, farmers, builders and traders.

Food Entertainme nt






Convict journal Entry We have been travelling on this ship for five months. Or at least thats how long we have been told. I have lost track of time stuck in the dark damp depths of this ship. I hear voices of the other convict and wails of pain from the sick and injured. I cant see very far in front of me but I can tell, just tell that bad things must be happening. I can feel the rats around my feet nibbling on my flesh. I cannot move to shoo them. My body is too exhausted to do so. The food we are given in such proportions would not sustain even a small child, yet we are expected to live on this. The food we are given only adds to the stench we must endure every waking moment. The smell of vomit and rotting flesh are but some of the accompanying odours. I remain in the clothes I began this journey in. Although my crime was not severe, I was sent on this ship. I could be back living as a tradesmen if I had not stolen a womans jewels. I must go as the warden does not approve of our writings although it is all I can do on this ship. There is nothing else in this gaol and no chores to complete.