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Activity Title: Impact of an Event on the Colony

Year
Level: 5
Curriculum:
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)
Locate information related to inquiry questions in a range of
sources (ACHHS102)
General Capabilities:
Literacy
Students develop literacy capability as they learn how to build
historical knowledge and to explore, analyse, question,
discuss and communicate historical information,
concepts and ideas
Students understand that language varies according to
context and they develop their ability to use language flexibly.
This includes understanding and using the language features
of historical texts including topic vocabulary, past tense
verbs for recounting events, complex sentences to
establish sequential or cause-and-effect relationships,
the wide use of adverbs to describe places, people and
events, and extended noun groups employing descriptive
adjectives.
ICT
Students develop ICT capability as they learn to use ICT
effectively and appropriately to access, create and
communicate information and ideas, solve problems and
work collaboratively in all learning areas at school, and in their
lives beyond school.
Students develop ICT capability when they locate, process,
analyse and communicate historical information. They
use their ICT capability to access a range of digital
sources of information; critically analyse evidence and
historical trends; communicate, present and represent their
learning; and collaborate, discuss and debate to coconstruct their knowledge.
Cross-Curriculum Priorities:
Aboriginal and Torres Strait Islander histories and cultures
Students will examine historical perspectives from an
Aboriginal and Torres Strait Islander viewpoint. They will learn
about Aboriginal and Torres Strait Islander Peoples
prior to colonisation by the British, the ensuing contact
and its impacts.
Learning Objectives: (teacher language)
Students use technology effectively to gather the required
information
Students work effectively in pairs

Students record relevant information to answer the inquiry


questions from the research sheet
Students justify how their chosen event impacted on the
colony using information
Learning Intentions: (kid friendly language)
By the end of the activity students will:
Research the topic using the internet
Record the information they gather
Resources:
Computers or iPads
Research Sheets
Pencils
Activity Process:
1. Students are split into pairs (or small groups of 3) by the
teacher
2. As each group is allocated, they students collect their
workbooks, pencils and a computer or iPad
3. Students use the device to access the website
http://www.aushistorytimeline.com/
4. Students have 30 minutes to navigate the site in order to find
an event between 1788 and 1850 that they believe impacted
the colony
5. Students use the research sheet to collect information about
their chosen event. The teacher should remind the students
that they need to justify how the event impacted the colony.
6.
Modifications:
The teacher or teacher aid should monitor the class for
students who struggle to use the website effectively and
assist those students. For a small number of students, this
assistance should be given to students individually. For larger
groups of 5 or more, assistance should be given to the whole
class or the struggling students as a group.
Assessment:
Assessment of learning
student knowledge and progress is assessed based on their
ability to effectively answer the research questions
Research source:
http://www.aushistorytimeline.com/