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Migrant Influences on Pre-Federation Australia

Unit Focus

Unit Duration

Year Level

History

1 hour lessons x 8

5-6

Unit Overview
This unit of work will provide students with the opportunity to learn about how different countries influenced Australia as a nation. Students will choose a
country to research and find out how that country influenced Australia. Students will create a presentation to the class in the form of a PowerPoint or
posters. ICT will be implemented throughout the unit as students will have the opportunity to explore different websites and other ICT resources. With their
final presentation it will be in the form of a report.

Focus Question
How did migrants from different countries influence our nation during and prior to Australia’s federation?

Learning Outcomes
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.

(ACHHK096)

Elaborations

Identifying the reasons why people migrated to Australia in the 1800s (for example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)
Investigating the experiences and contributions of a particular migrant group within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)

Year 6 Outcomes : Historical Knowledge and Understanding
Australia as a nation:
Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and
government.(ACHHK113)

Elaborations

Studying Australia’s path to Federation through an examination of key people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900)

The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and migrants, to the development of Australian
society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)

Elaborations

Investigating the role of specific cultural groups in Australia’s economic and social development (for example the cattle industry, the Snowy
Mountains Scheme, the pearling industry)

Historical Skills: Chronology, terms and concepts
Use historical terms and concepts (ACHHS099)

Elaborations:

Using historical terms (such as the gold era, the Eureka Stockade, the Myall Creek Massacre, colony)

Historical questions and research:
Identify questions to inform an historical inquiry (ACHHS100)

Identify and locate a range of relevant sources (ACHHS101)

Elaborations:

Using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)
Understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source

Analysis and use of sources:
Locate information related to inquiry questions in a range of sources(ACHHS102)
Compare information from a range of sources (ACHHS103)

Elaborations:

Finding relevant historical information about colonial Australia from primary and secondary sources
Examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past

Explanation and communication:
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

Elaborations:

Using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals

Lesson Plan
Lesson

1

Teaching and Learning Experiences





Introduce ‘How did migrants from different countries
of the world influence our nation during and prior to
Australia’s’ using KWL chart.
Discuss and complete as a whole class a KWL chart
using the interactive whiteboard. (what you KNOW
and what you WANT to learn and what you have
LEARNED) about this focus question.
Students will then create their own KWL chart which
they will constantly refer to throughout the unit
Introduce the use of iPads and explain they will be
used throughout the unit.
Show students how to use the iPads, e.g. connect to
the internet, apps available etc.
Students to then create their own Word Wall using
iCardsort application teacher to demonstrate
Note* Students will need to keep adding to their Word
Wall throughout unit and also constantly check it for
more understanding of the different concepts. If there
is no icardsort app get students to write word wall in
their book.
View an array of different video clips that will help the
students to get a ?better understanding of migration.
(www.youtube.com) (horrible-histories.co.uk)
Explain to students that they will be going on an
excursion next lesson and will be taking notes which
they will then be able to add to their KWL.

Adjustments for needs of Learners
Teaching Strategies



Teacher needs to model, explain and scaffold the KWL and Word Wall
Model the types of notes/ note taking that would support their
excursion experience
Students will need to have their permissions notes signed by their
parents/carers
SSO or Indigenous support worker

2





3


Excursion to Maritime Museum
Students will be allocated into their groups and then
given the opportunity to choose their country.
Students to take notes, photos and audio to support
their group inquiry
Students to use worksheet to support their research
inquiry.
The provided student worksheet will be designed to
keep students on track in collecting relevant
information in regards to the unit overview and final
assessment task.

Using the internet on the iPads students write down
five facts about what they found on the excursion in
icardsort.
Students add to their KWL chart with any new
information that they may have found.
Class brainstorming of information gathered with
worksheets during excursion, this will extend
individual group research.

Confirm that all student’s excursion notes have been signed by a
parent/caregiver
Provide a rundown of the day’s itinerary prior to departure(catering for
all student needs- not all students are comfortable with change of
routine)
Review with students behaviour expectations for the excursion
including consequences.
Student’s to be placed into groups for the excursion, these will also form
their research groups
Pre planning of groups will occur to aide all student needs. This will
involve placing higher level students with lower level students for
support. Other strategies will include having learning needs students in
a group and assigning an SSO to oversee the group. Behaviour will also
be a major factor when assigning students to groups.
SSO or Indigenous support worker

SSO or Indigenous support worker



4


5


Teacher to inform students that they will be going
outside to locate areas of interest which the teacher
has placed items/information of which resemble
something migrants introduced to our country pre
federation.
Students are required to identify the correct country in
which the items/station represents.
A class discussion at the end of the lesson will occur to
discuss the correct answers and findings for each
station.
Students add to their KWL chart with any new
information they may have found.

Discuss in detail the requirements of the assessment
task- cover the assessment criteria sheet as a class
prior to the commencement of the assignment
Allow time for student questions and queries prior to
beginning research
Students to begin on their assessment item



SSO or Indigenous support worker
Teacher to explain and model the type of activities.
Ensure all students understand the specifics of the task including the
time frame and number of stations


Ensure all students understand the specifics of the assessment
Reiterate and confirm the information with students who may not have
grasped the specifics. Do this once the rest of the class has begun their
research
SSO or Indigenous support worker

collaboratively with the group they were assigned to in
lesson 2.
6

7

8


Students to continue with the assessment item
collaboratively

Students to continue with the assessment item
collaboratively

Students present presentations to the class
Students complete Peer assessments whilst listening
to presentations.
 Class Summarise Discussion:
Guiding Questions;
 Name two things you learned during this unit that
surprised you?
 Shocked you?
 Made you feel happy or sad?


Continue to monitor student progress and assist individual student
needs where adequate
SSO or Indigenous support worker




Reiterate the timeframe until completion
Teacher to explain and model appropriate presentation techniques
Teacher to facilitate material supply.
SSO or Indigenous support worker




Teacher needs to explain, model and scaffold
Teacher to reinforce listening and behaviour strategies.
SSO or Indigenous support worker
Teacher to ask a student in the audience(peer) a question on the
previous classmates presentation to ensure student focus and
engagement at all times.


Was there anything that you didn’t understand?
Was there any information that you previously
thought you knew that has changed?

Students to complete self assessment task

Resources
Computer room or computer/Ipad access
Poster paper, pens, textas, rulers, scissors, glue.
Printer access
Library access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Country list for each group to research

Excursion permissions, Hazard Assessment, Bus booking and confirmation, extra support (SSO, Indigenous support worker or Parents), class lists
Camera/s
SSO or Indigenous Support Worker
Internet access
Maps
Interactive whiteboard
iPads

Teaching Strategies
Selecting groups to support all learners
Consideration of cultural backgrounds when selecting groups and nominating countries
Additional learning aids eg, communication tools, modified learning mediums,
Planning and visualising explicit processes.
Working non-verbally with self-reflective, hands-on methods.
Learning through images, symbols and metaphors.
Learning through place-responsive, environmental practice.
Using indirect, innovative and interdisciplinary approaches.
Modelling and scaffolding by working from wholes to parts.
Connecting learning to local values, needs and knowledge.
Additional learning aids eg, communication tools, modified learning mediums,
Modification of presenting factors, eg. Learners with difficulty presenting in front of whole class could present to just the teacher, or a smaller group.
Presenters can choose to stand at the front ofthe class or at their desks.

Learning experiences
Maritime Excursion
Role Play
Research phase
Presentation

Peer assessment

Develop Assessment

Type of
assessment

What will be assessed

Participation

Organization,Collaboration and Responsibility

Research

Knowledge, research and ICT skills

When it will be assessed
Throughout the assignment
(20%)
On Completion/Marking
(20%)

Excursion

Knowledge and researching skills

Presentation of
Learning

Poster/Powerpoint, Oral, audio and supporting documents (rough copies) Identifying of learning
journey and demonstrating historical understanding and knowledge

On completion (10%)

On Completion/Marking (40%)
Self and Peer
assessment
On Completion (10%)

References
All the World’s At Sea : The Navy and WW1, Teacher Resource, Departmentt of Education and Children’s Services, South Australian Maritime Museum,
Accessed 9/915, From http://education.maritime.history.sa.gov.au/documents/AlltheWorldsatSea-TeacherResource.pdf
Association of Independent Schools of SA.(2012). Support and Resources. Retrieved September 6, 2015, from http://www.ais.sa.edu.au/teachinglearning/australian-curriculum/support-and-resources.
Australian Curriculum Assessment and Reporting Authority(ACARA). (2013). The Australian curriculum. History. Retrieved August 27, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1
Australian Communities: Chinese Australians. Retrieved on September 9, 2015 from
http://www.racismnoway.com.au/teaching-resources/factsheets/74.html
Australian National University. Biographies. Retrieved on August 31, 2015, from
http://www.aab.anu.edu.au/biography
History Teachers Association of Australia.(2013). AC History units. Retrieved September 5, 2015, from http://www.achistoryunits.edu.au/year-6/unitprogram/y6-overview-v2.html
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning. Victoria, Australia: ACER Pres

Appendix 1
Country List for students to research







Ireland
Germany
Netherlands
England
Scotland
Australia
United States of America
China

Supporting information for teachers
Ireland: Thomas Jamison from Northern Ireland, was Colony’s principal Surgeon and a lead part in the Rum Rebellion.
Germany: Pastor August Kavel, negotiated passage for over 200 parishioners to escape religious persecution and establish the German sector in South
Australia.
:Johann Menge, Geologist, Mine and quarry agent.
Netherlands: Willem Janszoon, he was the first recorded European to land on the Australian continent.
: Abel Tasman, Sailed around the east coast of Van Diemens land and claimed it for the Dutch, Mapped the top of Australia and confirmed that
WA and QLD were all part of the same continent.
England: William Bligh, 4th Governor and Commander of HMS Bounty (Mutiny on the Bounty fame)
:Francis Greenway, sent to Australia as a convict for forgery, worked for Governor Macquarie as Australia's first Government Architect.
: John Macarthur, Pioneer of the Australian Wool Industry.
:Joseph Banks, Naturalist, Botanist and patron of the Natural Sciences.
:Bede Poling, First Roman Catholic Bishop then Archbishop of Sydney.
Scotland: Robert Ross, Lieutenant Governor of N.S.W., arrived with the first fleet.
: John Hunter, 2nd Governor of N.S.W.
Australia: Bennelong, served as an intermediary between Aborigines and colonists.
: John Batman, Grazier. Negotiated a treaty with local Aborigines for land in the Port Phillip area and founded a settlement that is now Melbourne.
United States of America: James Matra, Sailor and Diplomat, first person of Corsican Heritage to visit the Future Australia. Recommended to the British
Government that Australia would be an ideal location for the settlement of American loyalists and/or Convicts, he wrote the ‘Proposal for establishing a
settlement in New South Wales. ( Australian National University)
China: Ahuto, The first recorded Chinese born settler was a carpenter, who came to Australia as a free man in 1803. (Australian Communities: Chinese
Australian.

Appendix 2
Rubric Year 5/6 History Unit
Curriculum
Knowledge
and
Understanding
of the unit

Criteria/
outcomes
·

·

·

Identify
the causes
and
effects of
change on
particular
communit
ies and
describe
aspects of
the past
that
remained
the same.
(change
and
continuity
)
Describe
the
different
experienc
es of
people in
the past
(empathy)
Describe

Excellent
Insightful and
comprehensive
knowledge and
understanding of
the concepts of:
·
change
·
empathy
·
significance

Good

Satisfactory

Partial

Minimal

Substantial
knowledge and
understanding
of the concepts
of:
·
change
·
empathy
·
significance

Adequate
knowledge and
understanding of
the concepts of:
·
change
·
empathy
·
significance

Partial
knowledge and
understanding of
the concepts of:
·
change
·
empathy
·
significance

Minimal
knowledge and
understanding of
the concepts of:
·
change
·
empathy
·
significance

the
significanc
e of
people
and
events in
bringing
about
change.
(significan
ce)
Historical skills

When
researching,
students
develop
questions to
frame their
historical
inquiry on

Include highly
relevant and
focussed questions
about the correct
time frame

Pose mostly
relevant
questions about
the correct time
frame

Pose fairly
relevant
questions about
the correct time
frame

Pose some
relevant
questions about
the correct time
frame

Pose minimal
questions about
the correct time
frame

Identify a
range of
sources and
locate and
record
information
related to this
inquiry

Source a diverse
range of sources

Identify a wide
range of
sources

Identify an
adequate range
of sources

Identify a narrow
range of sources

Identify a limited
range

Source highly
relevant and
sophisticated
information

Locate mostly
relevant
information

Locate
reasonably
relevant
information

Locate some
relevant
information

Locate minimal
information

Record information
in a highly accurate

Record
information in a

Record
information in a

Record
information in a

Record
information with

Use of ICT

and precise
manner

mostly accurate
manner

moderately
accurate manner

partially
accurate manner

limited accuracy

Examine
sources to
identify points
of view

Examine sources to
identify points of
view in a highly
competent and
discerning manner

Examine
sources
proficiently to
identify points
of view

Examine sources
competently to
identify points of
view

Partially
examine sources
to identify points
of view

Attempt to
examine sources
to identify points
of view

Develop,
organise and
present texts,
particularly
narratives and
descriptions
using
historical
terms and
concepts

Development of
highly effective
texts that
articulate complex
ideas in a coherent
and extensively
reasoned manner

Development of
mostly effective
texts that
articulate wellconsidered
ideas in a clear
and mostly
logical manner

Development of
reasonably
effective texts
that articulate
thoughtful ideas
in a moderately
clear manner

Development of
texts that
articulate some
ideas in an
partially clear
manner

Development of
texts that are
inarticulate

Students
develop ICT
capability
when they
locate,
process,
analyse and
communicate
historical
information
using a range
of ICT sources
and methods

High levels of ICT
resources present
throughout the
unit and
presentation from
many different
sources

A good range of
ICT resources
used
throughout the
unit and
presentation

Evidence of
several areas of
ICT use in the
unit and
presentation

Evidence of
minimal ICT
resource use in
the unit and
presentation

Little or no use
of ICT resources
in the unit and
presentation

Evidence of
working
collaboratively

Teacher
observation of
students
helping,
participating,
questioning,
respecting
and sharing as
a group from
the beginning
of the unit
until the final
presentation
is complete

High levels of
teamwork present
at all times

A good attitude
and work ethic
towards the
best interests of
the group

Evidence of
teamwork
throughout the
unit most of the
time

Low levels of
team work
throughout the
unit. Some
evidence of
input towards
the group

Little or no input
towards the
group, separated
from discussions
and showed little
care towards
group dynamics

Appendix 3
Maritime Museum Excursion Worksheet
In your groups, brainstorm the following questions during the excursions, and write some dot points. Answers will be discussed as a class in the next
lesson.

Why and how did Australia become a nation?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------How did Australian society change throughout the twentieth century?
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Who were the people who came to Australia? Why did they come?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What contribution have significant individuals and groups made to the development of Australian society?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------