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EDUP4080 – Cross-Curricula Unit of Work – Gold Fever!Sally Ho, Gabriella Jones, Madeleine Perkins& Jelan Scherief

EDUP4080

Cross-Curricula Unit of Work– Gold Fever! –

Sally Ho, Gabriella Jones, Madeleine Perkins& Jelan Scherief

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Contents Page

CONTENT PAGE NUMBERUnit Description 3

Background Information for Teachers 4 to 5Completed Backward Mapping Scaffold 6

Teaching and Learning Sequence: Lesson One 7 to 8 Lesson Two 9 to 10 Lesson Three 11 Lesson Four 12 to 13 Lesson Five 14 to 15 Lesson Six 16 to 17 Lesson Seven 18 to 19 Lesson Eight 20 to 21

Criteria for Summative Task:Gold Rush Class Documentary

22

Glossary 23Annotated Reference List 24 to 25

Pedagogical Considerations 26 to 27Appendix 28

Lesson 1- Letter Writing Scaffold 29Lesson 2 - Gold Rush Timeline 30Lesson 2– Gold Rush Pictures 31Lesson 3 – Excursion Worksheet for Bathurst Goldfields 32Lesson 4 – World map from World Vision 33Lesson 7 - ‘Critical Friend’ Feedback Form 34

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Title: Gold Fever!Stage: 3, Year 6Key Concept: Differing perspectives from the same event

Driving QuestionHow did different groups of people, who migrated to Australia, experience and contribute to the

Gold Rush?

RationaleThis unit of work focuses on the Gold Rush as a significant event in Australia’s history. It allows students to understand the importance of single events in shaping a nation, specifically, the importance of the migration of the Chinese to Australia’s population and migration policies. Another goal of this unit is to open student’s eyes to exploring an event from various perspectives in order to avoid bias and to empathise with the experiences of people from diverse backgrounds. Students will learn Historical Concepts and Skills (for example: analysis and use of sources, perspectives and significance) in a learning context that is engaging and as a result, foster a passion for exploring the past.

Syllabus Outcomes Describes and explains the significance of people, groups, places and events to the

development of Australia HT3-1 Describes and explains different experiences of people living in Australia over time HT3-2 Applies a variety of skills of historical inquiry and communication HT3-5Content:- 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)Students:

Identify events that have shaped Australia's identity and discuss why they were significant

Use a range of sources to investigate ONE significant development or event and its impact on the chosen colony

- The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony (ACHHK096)Students:

identify the European and Asian countries from which people migrated to Australia during the nineteenth century and reasons for their migration

investigate the experiences of a particular migrant group and the contributions they made to society

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Background Information for Teachers

This unit is looking at an event in Australian history that shaped its future – the GOLDRUSH! In particular, this unit examines the period from 1851 onwards in New South Wales. In order to teach this unit, teachers have to have a knowledge and understanding of this period (culture, attitudes, content, global activities), key figures and events and also what long lasting impact it had on shaping the identity of Australia and her peoples.

Gold was first discovered in New South Wales in 1851 by Edward Hammond Hargraves; an English gold panner who also discovered gold in California. As a result of this discovery, diggers from across the globe came to Australia to try their luck. By 1852, 370,000 immigrants had arrived in Australia from Britain, America and across Asia. The population continued to swell as more gold was found and immigration acts and laws were changed. This immigration and creation of wealth transformed New South Wales and Australia as a nation. The economy grew and fortunes were found and lost.

The following select resources have been curated, as they will provide teachers with a comprehensive and diverse range of information on the ‘Goldrush’.

1. State Library of NSW is a great resource. Online, teachers can learn all about the ‘Goldrush’ and about early life in Australia. Furthermore, the State Library has additional links to other gold resources which will help build teacher background knowledge.

http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/index.html

2. The Original Goldrush Company has a detailed explanation of immigration pertaining to the time of the ‘Goldrush’. It has pages on the topic of Chinese of the goldfields, British perspective and general information about the population and life on the goldfield.

http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrant- influences-australian-gold-fields

3. Australian Bureau of Statistics have composed an article which includes information about the discovery of gold, the quantity of gold produced, the methods of gold mining and the modes of occurrence of gold by Australian state. Also included in this article are remarkable nugget finds and Australia's gold production in comparison with the Commonwealth & World Gold.

http://www.abs.gov.au/ausstats/[email protected]/Previousproducts/1301.0Feature %20Article21911?opendocument&tabname=Summary&prodno=1301.0&issue=1911&num=&view=

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http://www.abs.gov.au/ausstats/[email protected]/Previousproducts/1301.0Feature%20Article21911?opendocument&tabname=Summary&prodno=1301.0&issue=1911&num=&view



http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrant-influences-australian-gold-fields

http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrant-influences-australian-gold-fields

http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/index.html


4. The following two documentaries have been listed here, to assist the teacher who learns through hearing and watching, rather than reading. The two part Prospectors documentary explains the ‘Goldrush’ in an easy to understand manner.

The Early Australian Prospectors Part 1: https://www.youtube.com/watch?v=VglWWR9SfCA (Published by Graeme Beck, on the 22nd June 2012)

The Early Australian Prospectors Part 2: https://www.youtube.com/watch?v=xo81c6GQPQM (Published by Graeme Beck, on the 22nd June 2012)

5. The culminating task for this unit is for the students to write, film and produce a documentary from the different perspectives that were present on the NSW Goldfields. Because of this, teachers need to have knowledge about how to make videos and to put them together. For video demonstrations on how to make movies in either Windows Movie Maker or iMovie (Apple computers) see the bellow links:

How to Make a Movie on Windows Movie Maker: https://www.youtube.com/watch?v=ZrFJLeF0tA0 (Published by Bennett Frazier, on the 30th November 2007)

Intro to iMovie- How to Make Home Movies: https://www.youtube.com/watch?v=qbJXYNE4Mn8 (Published by Dirty Diaper Laundry, on 10th May 2012)

IMPORTANT: All these online resources have been curated for your convenience. They are located on Scoop.it, page name: HSIE Stage 3 GOLDRUSH, web address http://www.scoop.it/t/hsie-stage-3-goldrush Simply type this web address into your search bar to build your background knowledge!

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http://www.scoop.it/t/hsie-stage-3-goldrush

https://www.youtube.com/watch?v=qbJXYNE4Mn8

https://www.youtube.com/watch?v=qbJXYNE4Mn8

https://www.youtube.com/watch?v=ZrFJLeF0tA0

https://www.youtube.com/watch?v=ZrFJLeF0tA0


Completed Backward Mapping Scaffold

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Key question: What long-term implications did the Gold Rush have on Australia?

At the end of this unit students will - Understand the importance of a single event in

shaping a nation - Will understand the importance of the migration

of people from Asian countries to Australia’s population and migration policies

- Will learn vital historical inquiry skills - Will be able to consider an event from multiple

perspectives without bias

This will be assessed through; - Formative assessments in each lesson- Cumulative assessment of the Gold Rush

class documentary

Key events, dates, places and people

Outcomes Describes and explains the significance of people, groups, places and events to the development of Australia HT3-1 Describes and explains different experiences of people living in

Australia over time HT3-2 Applies a variety of skills of historical inquiry and communication HT3-5

Lesson One- Introduction to Unit Gold panning in sand pit, why do we value gold so highly? Assessment: Write a letter back home explaining why you’ve gone to the gold fields Lesson Two- Key events Key events and places in Australian gold rush Assessment: Individually create a timeline of key events Lesson Three- Excursion to Bathurst Gold fields Students learn about gold panning techniques and different perspectivesAssessment: Answer key questions on worksheet Lesson Four- Asian perspective Introduction to Asia- locate on map, discuss migration links Assessment: Dramatic still image Lesson Five- European perspective Focus on Edward Hargreaves and European migration Assessment: Newspaper article written about his arrival to Bathurst Lesson Six- Indigenous perspective Focus on Jupiter Mosman and Charters Towers Gold Rush Assessment: Diary entry written as Jupiter on the night of his gold discovery Lesson Seven- Video preparation, planning and peer reviewing Set up classroom, devise script, create costumes, Assessment: Peer review of scriptsLesson Eight- Film documentary Film documentary with class Assessment: This is the summative assessment task for this unit.


Teaching and Learning Sequence

Lesson 1: Teacher in-roleFocus of

the Lesson:Students learn about the value of gold and why people migrated to Australia to find gold.Teacher begins the unit by doing a teacher-in-role activity in which he/she comes into the classroom revealing that they have buried some ‘gold’ in a sandpit/box. Students are given sieves to pan for the ‘gold’. Whoever finds the most gold wins a ‘golden’ prize (e.g. gold medal)Once the class has returned to the classroom, begin a discussion focusing on the key questions: What would you do if you were living outside of Australia and found out there was lots of gold discovered in Australia? Why would people want gold so much? Discuss some ideas of why gold is valuable and why people would take that long journey for the prospect of finding some gold. Then, watch the BTN video “Gold Price” (http://www.abc.net.au/btn/story/s3012467.htm), which talks about why gold is so precious and sought after, what it’s used for and its value. Have a short discussion on what the students found the most interesting about the information given in the video, and discuss whether it gives some insight into why people might leave their country for the possibility of finding gold in Australia.

Key Questions:1. What would you do

if you were living outside of Australia and found out there was lots of gold discovered in Australia?

2. Why do people want gold so much?

3. Why is gold so valuable?

Formative Assessment Task:Students are then given the task of imagining they are living in another country and must write a letter to their family explaining their reasons for leaving for Australia to find gold. Scaffold students writing by going through a rough outline of what their letters may contain as a class, including, the correct structure (e.g. date, opening greeting, etc.), state where you are going, how you found out about the gold, why you want to look for gold, when/if you are coming back. This lesson will be further differentiated as some students will receive a scaffold handout that will provide them with the basic structure and some sentence starters to help frame their writing.

Ways to support students during this lesson:The teacher models the basic structure of the letter and what needs to be included. Lower ability students also receive a scaffold (See Appendix 29) to assist them in structuring their letter.

Ways to extend students during this lesson:Higher ability students are encouraged to gather extra information from the internet or books on specific dates and historical information to make their letter historically accurate.

Literacy links:

EN3-2A - Composes, edits and presents well-structured and coherent texts- Compose imaginative and informative texts that show evidence of developed ideasEN3-5B - Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

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- Compose more complex texts using a variety of forms appropriate to purpose and audienceEN3-6B - Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies- Understand that language is structured to create meaning according to audience, purpose and context

Resources: Sandbox/pit (either found in school or temporary sandbox)Small pieces of ‘gold’(e.g. rocks wrapped in yellow/gold paper)SievesIWBWriting books & PencilsLetter scaffold (See Appendix 29)‘Gold Price’ video from Behind the News: (http://www.abc.net.au/btn/story/s3012467.htm)

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Lesson 2: TimelineFocus of

the Lesson:Students learn about each event throughout the Gold Rush during 1823-94 and place these events on a scaled timeline.

Show the class a video from the BBC called ‘Gold Rush’ that provides an introduction to the discovery of gold in NSW. Students will write down some key points from the video or what they found interesting and share with the class afterwards. Through a whole class approach, discuss the video focusing on some key questions such as, ‘Who discovered gold in Australia?’ After watching the video, introduce students to primary sources using examples from the video such as gold pans. Explain that if we have a gold pan from the Gold Rush it is a primary source (because it is from the time in question) and can be used as an historical artifact. Sources such as these can be used to make judgments on the time, place and events that occurred in history. Show students images and texts describing the main events of the Gold Rush during 1823-94 on the IWB. As a class, students attempt to place the events into the correct order (See Appendix 31), discussing the reasoning behind the placement of each event. The teacher reveals the correct order of the events.Explain that we will be placing these events onto a scaled timeline. Provide students with the timeline scaffold and model how to label each part of the timeline including the scale, title and first and last year on the timeline. Explain that the scale will be ‘1cm = 3 years’. Explain that this will help to space the events out and ensure that it highlights the main events and demonstrate the time between events. Model placing the first two events onto the timeline, showing students how to measure the space between each event according to the scale.

Key Questions:1. Who discovered gold in Australia?2. Where did they discover gold in Australia?3. When did the Gold Rush start?4. When did people start migrating to Australia for the Gold Rush?

Formative Assessment Task:Students will work independently to create their own timeline using the given Gold Rush pictures and the timeline scaffold worksheets. They place the pictures onto the scaled timeline in the correct order according to the ordered events completed as a class. To differentiate the activity, students may work with a partner. Towards the end of the lesson, students compare their timeline with a class member sitting at a different table. Students provide each other with peer feedback checking for the correct order of events, labels and use of the scale.

Ways to support students during this lesson:Lower ability students will complete the task with a partner as well as guidance and scaffolding (See Appendix 30) from the teacher.

Ways to extend students during this lesson:Higher ability students are encouraged to complete this task individually.

Numeracy links:

MA3-13MG – Uses 24-hour time and am and pm notation in real-life situations, and constructs timelinesMA3-1WM – Describes and represents mathematical situations in a variety of

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ways using mathematical terminology and some conventions- Determine and compare the duration of events- Construct and read a timeline

Resources: Gold Rush’ video from Behind the News (http://www.abc.net.au/btn/story/s2823680.htm)Timeline Scaffold (See Appendix 30)Gold Rush pictures (See Appendix 31)IWBScissors, Glue Sticks, Pencils, and Rulers

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Lesson 3: ExcursionFocus of

the Lesson:Students attend an excursion to the Bathurst Goldfields and work in groups, focusing on a specific perspective.

Students attend an excursion to the Bathurst Goldfields in order to develop their knowledge of the history and the different experiences of people during this Gold Rush. Students attend a tour around the goldfields that looks at the history of the gold discoveries in NSW, gold panning and life on the goldfields. Students will be encouraged to focus on primary historical sources throughout the excursion that will provide each group with insight into their particular perspective. Students are divided up into four groups and encouraged to look at each part of the tour from the perspective of either the Chinese migrants, Europeans, Indigenous Australians and Australians. Each group is given key questions that will encourage them to gain insight into the different experiences of these four groups of people that were mainly involved in the Gold Rush.

Key Questions:1. What were their experiences upon arriving in Australia?2. How were these groups of people treated?3. What was life like in the mines?4. What are some significant people that you have found throughout the tour related to your perspective?5. What are some significant events that you have found throughout the tour related to your perspective?6. List primary sources you have found from the tour.

Formative Assessment Task:Throughout the tour each group will be given a worksheet with key questions which will encourage them to look at each part of the tour from their given perspective. The key questions will focus on life in the gold mines and the experiences of migrants upon arriving in Australia. Good quality work should include detailed responses, evidence of investigation during the tour and use of background knowledge gained from the previous lessons. As part of the making of the video, students are encouraged to take pictures relevant to their perspectives, which they can use as a guide for recreating the goldfields in the classroom.

Ways to support students during this lesson:Lower ability students are encouraged to complete the questions with their group members and teacher support will be assisted throughout the tour

Ways to extend students during this lesson:Higher ability students are encouraged to answer all questions in detail and gather extra information from the internet or textbooks on their given perspective. The information gathered will be shared amongst all group members.

Resources: Excursion Worksheet (See Appendix 32)Pencils and ClipboardsPhoto Camera

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Lesson 4: Chinese PerspectiveFocus of

the Lesson:Begin the lesson by explaining that the Chinese were one of the main populations to migrate to Australia during the Gold Rush. Using some of the key questions, have a class discussion about student’s initial thoughts on Chinese migration to Australia, including why they migrated, how, when, etc. With each of the resources given during this lesson, the teacher will discuss with students whether the resource is a primary or secondary source, when it was created, the author of the resource and given these details, whether it is a reliable source of information.Provide students with a world map and explain that, as a class, students will mark where China is on the map. Each lesson, the class will be focusing on one group of people and marking where these people came from. By the end of the unit, students will understand that many people from around the world travelled long distances to come to Australia during the Gold Rush. Using the world map, students follow along as the teacher shows how and where to mark China and Australia on the map using red and green coloured pencils.Students will be placed in groups of 4-5 and each group will be given a passage from the ‘Trouble in China’ fact sheet. The factsheet summarises life in China in the 1850’s as well as the Chinese people’s journey from China to Australia during the Gold Rush. In their groups, students will read and discuss the key points of their passage.

Key Questions:1. When did the Chinese migrate to Australia?2. What was their method of travel?3. Why did they come to Australia?4. What was life like in China during the Gold Rush?5. What were their experiences upon arriving in Australia?6. How did the Chinese impact on Australia’s settlement patterns and immigration?

Formative Assessment Task:Students are then given time to create still images that encapsulate what they read in their passage. The still image can represent the main point of the passage or can be something they found particularly interesting. Each group presents their still image to the class. Choose a few students to try and predict what the still image is about. Students can ‘tap in’ certain members of the group who can provide insight into their characters’ thoughts. Finally, the group explains their still image and the key points from their passage that inspired the still image.After observing all 5 still images, students will have a class discussion focusing on the key questions, such as, ‘what was life like in China during the Gold Rush?’ and ‘How do you think this may have impacted on Australia’s population?’ Assess students on observations of their gained knowledge of the Chinese people’s experiences during the Gold Rush through the discussion.

Ways to support students during this lesson:Students are placed in mixed ability groups to encourage them to help and support each other.

Ways to extend students during this lesson:Groups who complete their still image satisfactorily may go on to create 30 second role-plays depicting their passage.

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Resources: PencilsWorld map from World Vision (See Appendix 33) (http://www.worldvision.com.au/Libraries/School_Resources/World_map_p_6-7.pdf)IWBChina in the 1850s factsheet (http://www.council.robe.sa.gov.au/webdata/resources/files/Trouble_in_China.pdf)

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Lesson 5: European PerspectiveFocus of

the Lesson:The focus of this lesson will be to explore the role of Europeans in the Gold Rush, in particular that of Edward Hargreaves. Furthermore, they will map the common origins of Europeans who moved to Australia in the search for gold.

Begin this lesson by explaining that many people migrated from all over Europe to Australia to find gold. Using a world map displayed on an IWB, the class will discuss the general location of Europe and will identify key countries from which people migrated, such as Great Britain, and mark it on the class map. Students will brain storm difficulties that migrants might have faced upon arrival if they came from a non-English speaking European country.

Students will watch a Youtube video (https://www.youtube.com/watch?v=h53d63lQHrk) about Edward Hargreaves produced by a child of their age and will take notes on important facts and dates. As a class, devise a timeline of places related to Edward (e.g. born in England, moved to California to search for gold, moved to Australia) and mark on the class map.

Key Questions:1. When did the Europeans join the? Where did they come from?2. What were their experiences upon arriving in Australia?3. Who was Edward Hargreaves?4. How did he have an impact on the Gold Rush?

Formative Assessment Task:In small groups of 3-4, students will become journalists from the ‘The Western Advocate’, the local Bathurst newspaper, in 1851. Using their notes from the YouTube video and additional information found from researching on the internet or using library books, students will write an article informing the town of the arrival of the famous English gold panner Edward Hargraves. The article will cover Hargreaves’ early life in England, his role in the Gold Rush in California, and his potential role in the Bathurst Gold Rush.

Ways to support students during this lesson:Lower ability students will be supported through teacher directed scaffolding throughout this lesson. They will be provided with an information sheet detailing the content they need to include in their article, as well as reminding them of the structure of a newspaper article.

Ways to extend students during this lesson:Higher ability students will be supported and extended in this article through being encouraged to utilise their research skills to find additional information on the internet.

Literacy links:

EN3-1A- Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features- Students participate in and contribute to group discussions in order to write the

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newspaper article, discussing ideas, information and opinions.EN3-2A- Composes, edits and presents well-structured and coherent texts- Students develop and apply their contextual knowledge of the Gold Rush to the newspaper article- Students plan, draft and publish their newspaper article, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience- Students use word processing softwareEN2-10C- Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts- Identify the different organisational patterns and features to engage their audience as newspaper readers

Resources: Internet access to Youtube to view- https://www.youtube.com/watch?v=h53d63lQHrkStudent workbooksClass mapPencils and pens

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Lesson 6: Indigenous PerspectiveFocus of

the Lesson:The focus of this lesson will be to explore the role of Indigenous Australians in the Gold Rush. Jupiter Mosman will be a key personality discussed in his role in the development of the Gold Rush in Charters Towers. Students will develop their mapping skills by locating and mapping Queensland; where Charters Towers is located. At the start of this lesson, students will discuss whether or not they think Indigenous Australians had a role in the Gold Rush. Using the following painting, students will discuss what they think is happening and the ethnicity of each character depicted.

(Image retrieved from http://www.hithold.com/Images.asp#Charter_Towers_Historical, painter not known)The teacher will explain that Jupiter Mosman was a young Indigenous boy, working as a stockman for a rural family in central Queensland and discovered gold at Charters Towers on 24th December 1871, sparking the Charters Towers Gold Rush using the text on http://www.citigold.com/about/charters-towers-story as stimuli for a class discussion.The class will devise a set of questions they would ask Jupiter Mosman if we was still alive. Students will take turns pretending to be Jupiter and will respond to questions in a “Hot Seat” activity as if they were him .

Key Questions:1. Did Indigenous Australians have a role in the Gold Rush in Australia?2. Who was Jupiter Mosman?3. What was his role in the development of the Gold Rush in Charters Towers?

Formative Assessment Task:Using the questions devised in the hot seat activity and answers as stimuli, students will write a diary entry as Jupiter Mosman the day after he discovered gold in Charters Towers.

Ways to support students during this lesson:Students who need assistance will complete the task with guidance and scaffolding from the teacher.

Ways to extend students during this lesson:Students who need extension will complete this task independently and will be encouraged to research Jupiter Mosman to include further information.

Literacy links:

EN3-1A- Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features- Students participate in and contribute to group discussions relating to Jupiter

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Mosman, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinionsEN3-2A- Composes, edits and presents well-structured and coherent texts- Students develop and apply contextual knowledge of the Gold Rush to their diary entry- Students plan, draft and publish the diary entry using purpose and audience appropriate structures, language features, images and digital resources- Students use word processing software to publish their diary entryEN2-10C- Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts- Identify and analyse the different organisational patterns and features to engage their audience (readers of Jupiter’s diary)

Resources: Classroom chairIWB accessStudent exercise books

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Lesson 7: Video preparation, planning and peer reviewingFocus of

the Lesson:This lesson will be preparing for their summative assessment task, which is a video documentary around the classroom ‘goldfield’. The documentary will be filmed from the four different groups perspectives (Indigenous, Chinese, European and Australian). The audience will be taken through the goldfield, coming across the different groups who explain to them key information about their group. The classroom will be the set for the documentary and the students will be in charge of decorating it with appropriate props and decorations (In the previous weeks for homework, students have been tasked to work as a group to collect, create and curate artefacts, decorations or props that can be used in the documentary as well as creating an appropriate costume for themselves). Students will finalise their 4-5min *script from their groups perspective. The script should include information such as: immigration from their groups perspective (if applicable), daily life (including routine, clothing, food, religion, home-life, etc.), culture, gold panning or digging techniques, what it is like to be on the goldfield (how are they treated?), why they came to Australia (if applicable) and who are significant people and what were some key events that impacted their group. There should also be an introduction to the whole documentary (explain the format of the documentary and to contextualise it) and a conclusion (brings everything together). As the students finalise their scripts, the teacher should walk around and provide advice where needed.Additionally, students in this lesson should be given the opportunity to practice their scripts individually, then as a whole (the four groups). This will help the filming run smoother. Furthermore, students should start decorating the room with decorations and props. Once this has occurred, before the lesson has finished, each group should be paired with another group. The pairs will act as Critical Friends and provide support, advice and feedback to each other.*Students should be monitored to ensure that what they are creating is appropriate and culturally sensitive so as not to offend anybody.

Example of how the classroom could be set up:

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“River” of fabric running through the Goldfield.

Classroom divided into quarters. Each group should be responsible for the props and decorations for their quarter, although collaboration amongst the groups should be

encouraged.


Key Questions:1. What strategies can you use to ensure good communication and collaboration within your own group and with the whole class?2. Have you covered the essential information of your perspective in your script?3. What sources of evidence can you/are you using to support what you are saying?4. What information or meaning do your props, decorations and costume add to the documentary?

Formative Assessment Task :Each group should swap scripts and be given the opportunity to investigate their pairs section of the classroom – looking at their decorations and costumes (if costumes are not at school – each group member should explain their costume). Next, each group member should be given a ‘Critical Friend Feedback Form’ (See Appendix 34) to fill out. This form will provide each group with instant feedback and advice on how to improve what they have done thus far. The content commented on by their peers is also what is being assessed by the teacher which makes this process more valuable and impactful. Students should then be given the time to take on this feedback and to make the necessary changes.

Ways to support students during this lesson:Teacher may write down or hand out a scaffold for the script which includes a list what essential information has to be covered. As it is a group task, students should be able to receive support from their group members or their Critical Friends.

Ways to extend students during this lesson:Students could be encouraged to create their own props and costumes, rather than to source them. Students who require support can be given help by the students requiring extension. For example, they can help them make costumes or props or help them with their script writing.

Literacy links:

EN3-6B- Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies-Understand and apply knowledge of language forms and features-Understand and apply knowledge of vocabulary-Respond to and compose textsEN3-2A- Composes, edits and presents well-structured and coherent texts-plan, draft and publish informative texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)

Resources: Props to decorate the set with; for example: flags, panning equipment, shelters/tents, fabric (to create shelters and the river), cooking equipment (Billy can), everyday items from the time, Wanted Posters etc. Students should research and work together to find or create appropriate propsCostumes – Each group will require a different sort of costume. Students should research and work together to find appropriate clothing to wear‘Critical Friend Feedback Form’ (See Appendix 34) one per student

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Lesson 8: Summative culminating assessment task – Video documentary around the classroom ‘goldfield’

Focus of the Lesson:

In this lesson, students will be filming their Video documentary around the classroom ‘goldfield’. Students will be given time to set up their area of their classroom and to get in to costume. A full dress rehearsal of the documentary should occur before filming, this would help work out any problems before filming starts.The teacher will film the documentary. It is recommended that the documentary is shot in one take – the introduction (narration by student or a student on camera) should occur, then a sequential movement through each perspective then the conclusion (narration by student or a student on camera). This one shot will reduce the amount of editing needed. If not possible, doing it in four shots will still be effective. Whilst filming occurs, students should be asked how they want it to be filmed (angles, shot types, mise-en scene etc.)Once the documentary is filmed, it should be edited and then shown to the class, the school and to the students families if possible. The film, and the filming process, will then be assessed by the teacher.

Key Questions:1. How and where will the camera be during filming? Why do you want the camera in the place you have nominated?2. Reflecting on the process of making the documentary, what did you enjoy, what do you wish you could do again, what are you proud of, what would you like to improve for next time?3. Reflecting on the documentary, what do you like about it, were you able to use the knowledge you have gained in this unit, did you enjoy making it, what do you wish you could have done differently?4. Overall, how would you rate the unit? What did you like about it? What was something interesting that you learnt? How can this unit be improved?

Formative Assessment Task:This task will be used as a summative assessment. It will assess the knowledge and skills the students have learnt as a result of participating in this unit.

Ways to support students during this lesson:Students can hold their script rather than remembering it verbatim. Furthermore, students may be assigned non-speaking roles if necessary, but all students should have some speaking part if possible.

Ways to extend students during this lesson:Students may be asked to edit the film as a group or write a reflection on the task. Students may also be asked to participate in another Critical Friend feedback session, providing feedback to their Critical Friend group about their performance in the documentary.

Literacy EN3-1A- Communicates effectively for a variety of audiences and purposes

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links: using increasingly challenging topics, ideas, issues and language forms and features-Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)-plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1700, ACELY1710)

Resources: Flip Camera (Or other suitable Audio/Visual recording device)Props to decorate the set with; for example: flags, panning equipment, shelters/tents, fabric (to create shelters and the river), cooking equipment (billy can), everyday items from the time, Wanted Posters etc. Students should research and work together to find or create appropriate propsCostumes – Each group will require a different sort of costume. Students should research and work together to find appropriate clothing to wearComputer or Laptop to edit the film onInteractive White Board or Screen to show the film onPhoto Camera to take photos of the students and set on as a record of the lesson and of the students achievements

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Criteria for Summative Task: Gold Rush Class DocumentaryGroup Members:

Developing Developed Well Developed Working Beyond

Applying(content knowledge)

Includes some information pertaining to their groups’ perspective. Does not include essential information in script or set.

Includes information on key people, places and events, everyday life, emotions & express what it was like to be on the gold fields.

Creative interpretation of the information pertaining to their perspective, that reflects their knowledge and understanding learnt in the unit.

Creative and critical interpretation of the information and sources of evidence pertaining to their perspective, that reflects their knowledge and understanding learnt in the unit and own critical thinking.

Analysing(critical of evidence & collating data)

Uses 1 source of evidence and data in script and set. No analysis of source.

Uses a few sources of evidence and data in script and set. Some analysis of source.

Inclusion of multiple sources of evidence and data. Evaluates the sources and data’s worth and importance to their perspective.

Uses numerous sources of evidence and data in script and set. Critical analysis and evaluation and made appropriate judgements of them.

Creativity(Presentation, costume, scene & interpretation)

Costume or set completed to a below average standard. Adds minimal meaning to their perspective. Presentation is underdeveloped.

Costumes and set is appropriate and represents some facet of their perspective. Presented in sound a manner (how they speak, timing, eye contact etc).

Costume and set demonstrate the groups understanding of their perspective and adds meaning for the audience. Presented in a manner that is clear.

Costumes and set demonstrate a critical understanding and representation of their perspective which adds meaning and comprehension for the audience. Presented in a concise manner that is exemplar.

Communication (teamwork within their group & within the class)

Minimal communication between group members and class reflected in inferior work quality.

Some communication evident between group members and class. Some communication strategies used.

Good communication between group members and class.Each group members input defined.

Excellent communication between group members and class. Each group members input clearly defined resulting in a cohesive presentation.

Organisation(how they put it together/planning)

Minimal organisation and planning resulting in work quality being affected.

Shows some organisation and planning resulting in satisfactory work.

Well developed organisation resulting in above average work. Well planned and executed.

Comprehensive organisation resulting in exemplar work. Thoroughly planned and well executed.

General Comment:

Glossary

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Gold Rush: a period of feverish migration of workers to an area that has had a dramatic

discovery of gold deposits. Major gold rushes took place in the 19th century in Australia.

Gold Fields: a term first used in 1851, it means to signify a gold-mining district.

Stockman: someone who works on a farm and rides horses.

Settlement: the act of colonising; a body of people who settle far from home but maintain ties

with their homeland.

Immigration: arrival of settlers in new country, the act of entering a new country to settle

permanently.

Migration: movement from one place to another: the act or process of moving from one region

or country to another.

Migrate: to move from one country to another.

Minor: someone who pans or digs for gold.

Gold: a soft yellow metal that is very valuable and sought after.

Jupiter Mosman: a young Indigenous boy who discovered gold on the 24th December 1871,

sparking the Charters Towers Gold Rush.

Edward Hargreaves: a famous English gold panner who found the first (recorded) gold in NSW.

National Identity: the depiction or essence of a country as a whole, encompassing its culture,

traditions, language, and politics.

Indigenous Peoples: original inhabitants of region: a people who occupy a region at the time of

its contact with colonial powers or the outside world.

Multiculturalism: supporting integration, advocating or encouraging the integration of people

of different countries, ethnic groups, and religions into all areas of society.

Historical Inquiry: the process of investigation undertaken in order to understand the past.

Historical artefact: objects to help historians learn about the past by looking at things that

archaeologists have found.

Primary Source: is a source which was written or created during the time under study and offer

an inside view of a particular event.

Secondary Source: is a document or recording that relates or discusses information originally

presented after the time or period it relates to.

Annotated Reference List

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Behind the News. (2010). Gold Price. Australian Broadcasting Corporation. Retrieved August 16, 2014 from: http://www.abc.net.au/btn/story/s3012467.htm

This video helps to explain in simple and straightforward terms what gold is, how it is used and why it is valued. It is useful as a starting point for the topic as it breaks down many of the terms, ensuring that children of many abilities can understand and gain knowledge from it. The content of the video helps to build student’s background knowledge to the Gold Rush and why it occurred.

Behind the News. (2010). Gold Rush. Australian Broadcasting Corporation. Retrieved August 16, 2014 from: http://www.abc.net.au/btn/story/s2823680.htm

This is a great resource focusing on the Gold Rush suitable for years 5-6 to provide students background knowledge on the Gold Rush. Students will learn the history of the Gold Rush as well as why hundreds of thousands of people came to Australia from all over the world to try their luck in the goldfields.

World Vision. (2007). World map. World Vision of Australia. Retrieved August 16, 2014 from: http://www.worldvision.com.au/Libraries/School_Resources/World_map_p_6-7.pdf

This is a world map retrieved from the World Vision website. It will be used for the mapping activity that runs throughout 2 lessons of the unit, an activity that will help to demonstrate to students the distances that people travelled during the Gold Rush at the chance of working in the gold fields and finding some gold. It puts into perspective the enormity of their journey and how difficult it must have been.

District Council of Robe. (2003). Trouble in China. Retrieved August 16, 20114 from: http://www.council.robe.sa.gov.au/webdata/resources/files/Trouble_in_China.pdf

This is a fact sheet by the Robe, SA council on China and the experiences of the Chinese migrating to Australia during the Gold Rush. It mentions what life was like in China before the Gold Rush and some of the reasons that pushed people to migrate to Australia. The resource is helpful in providing students with the information in a challenging but all collaborative and creative way.

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https://www.youtube.com/watch?v=h53d63lQHrk , Edward Hargraves video, Retrieved 24th August 2014.

This Youtube video uses kid friendly language to inform students about the life of Edward Hargraves and his role in the gold rush and is useful because it is easy to understand.

Image of Jupiter Mosman discovering gold, retrieved from http://www.hithold.com/Images.asp#Charter_Towers_Historical painter not known

This image of Jupiter Mosman discovering gold in Charters Towers is used as a stimuli to discuss the Indigenous perspectives of the Gold Rush.

Pedagogical Considerations

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What is the purpose or goal of the learning sequence?

The purpose of this Unit of Work is to encourage students to see the way that history can explain the development of a nation. The Gold Rush was selected to be the focus as a significant event which highlights to students its importance in building Australia into the nation it is today. Looking into the causes of the Gold Rush, its beginnings and its impact on the various groups of people within Australia and the world, students are encouraged to understand the huge impact this event has had on the foundations of Australian migration policy as well as its population and the multicultural nature of our society. Students will explore the Gold Rush through the lens of different perspectives throughout the unit in order to provide a holistic and overarching view of the varying perspectives of different groups of people involved in the Gold Rush. Skills and/or development of skills that are expected of students by the end of the unit include, investigation and research of historical information, an understanding of primary and secondary sources and how to evaluate both for its usefulness and accuracy, creativity in using the knowledge to respond to information given and create their own work, and ability to communicate with their peers and the teacher about their ideas and thoughts. These skills will allow them to gain the most from this unit and ensure they are engaging with the content.

What will be acceptable evidence of student learning?

Acceptable evidence of student learning is collected throughout the unit of work with formative assessment tasks set within each lesson. These tasks encourage students to apply content knowledge they have received within that lesson, analyse primary and secondary sources and any other information they are given, show creativity and collaboration and communication skills with their peers in their work and organisation of information and work in a coherent and logical structure. These lessons and corresponding formative assessment tasks culminate in a final summative task in which students are able to display all of these mentioned skills as well as demonstrate their knowledge and mastery of the content.

What teaching and learning strategies will enable students to achieve the learning goal?

There are a number of learning goals outlined within each lesson. A variety of teaching and learning strategies are used throughout this unit of work to ensure students achieve these learning goals. A key learning goal throughout the unit of work is focusing on different perspectives of several groups and their experiences during the Gold Rush. The unit also focuses on the impact of the Gold Rush on society in the late 19th century, Australia’s population growth, ethnic makeup, economic prosperity and the Indigenous people. A number

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of strategies are used to achieve these learning goals and address these focuses. These strategies ensure that there is a varied range of engaging practical and theoretical activities that will cater to the needs of all students of any ability and learning need. These strategies include, providing a timelines of the Gold Rush marking significant events, various literacy and numeracy activities to assist students with different interests and abilities to access the content, providing primary and secondary sources for students to analyse and a multimedia task at the end of the unit, which is also a final summative task, are just some of the teaching strategies used.

Appendix27 of 34


1) Lesson 1- Letter Writing Scaffold (Page 29)

2) Lesson 2 - Gold Rush Timeline (Page 30)

3) Lesson 2– Gold Rush Pictures (Page 31)

4) Lesson 3 – Excursion Worksheet for Bathurst Goldfields (Page 32)

5) Lesson 4 – World map from World Vision (Page 33)

6) Lesson 7 - ‘Critical Friend’ Feedback Form (Page 34)

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Appendix: Lesson 1- Letter Writing Scaffold

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Appendix: Lesson 2 - Gold Rush Timeline

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Appendix: Lesson 2– Gold Rush Pictures

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Appendix: Lesson 3 – Excursion Worksheet for Bathurst GoldfieldsExcursion Worksheet for Bathurst Goldfields

As you go through the tour, answer these questions in detailed responses:

1. What were their experiences upon arriving in Australia?__________________________________________________________________________________________________________________________________________________________________________________________

2. How were these groups of people treated? __________________________________________________________________________________________________________________________________________________________________________________________

3. What was life like in the mines? __________________________________________________________________________________________________________________________________________________________________________________________

4. What are some significant people that you have found throughout the tour related to your perspective?

__________________________________________________________________________________________________________________________________________________________________________________________

5. What are some significant events that you have found throughout the tour related to your perspective?

__________________________________________________________________________________________________________________________________________________________________________________________

6. List primary sources you have found from the tour. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix: Lesson 4 – World map from World Vision

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Appendix: Lesson 7 - ‘Critical Friend’ Feedback FormCritical Friend Feedback Form

Group Members:Script

PositiveMinus

InterestingAny suggestions?

CommunicationAre they communicating

well as a team and to other teams?

CostumeAre their costumes

appropriate for their perspective?

Any suggestions?

Set/Props/DecorationIs their set an accurate

reflection of their perspective?

Any suggestions?

Overall Comment:Critical Friend Members:

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