1. Skills
1.1. Questioning and Researching
1.1.1. Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)
1.1.1.1. Students complete a KWL chart on the Round House Fremantle. Working from their prior knowledge, before commencing excursion.
1.1.2. Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)
1.1.2.1. Archaelogical Dig. Students will complete an "archaelogical dig" at school where they will use digging and sifting tools to uncover hidden objects similar to those that would have been found in early Fremantle colonial settlements. Students will take photos of the items they discover.
1.1.2.1.1. Recount writing
1.1.2.1.2. Descriptive writing piece
1.1.2.1.3. Photographic evidence anaylsis
1.1.2.1.4. Maths - measurement and accuracy
1.1.3. Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others' work) (WAHASS30)
1.2. Analysing
1.2.1. Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information) (WAHASS32)
1.2.2. Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)
1.3. Evaluating
1.3.1. Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)
1.3.1.1. Photo Comparisson. Students will compare and contrast photos / paintings of Fremantle in present day and in the past. They will look for similarieties and differences and create a chart listing these.
1.3.2. Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)
1.3.2.1. Students will create role plays to show the different points of view of the First settlers, convicts and the Aboriginal People. Role plays should include some of the issues or conflicts experienced by the different parties and how they were resolved. Students could suggest ways that the conflicts could have been solved with their present day knowledge.
1.4. Communicating and reflecting
1.4.1. Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)
1.4.1.1. "Green Screen' Film. Students take footage from excursion to Round House and use as a background, for their own green screen movie. The theme will be, what life was like for a convict.
1.4.2. Develop texts, including narratives and biographies, that use researched facts, events and experiences (WAHASS38)
1.4.2.1. Book creator. Using the stories students have read and information they have gained through research, students will create a book using Book Creator about the First Fleet. The book must contain factual information, pictures, maps, experiences etc. about aspects of the lives of the people on the First Fleet prior to leaving England, during their travels and once they landed at the new settlements. Students will narrate and record their book.
1.4.3. Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)
1.4.3.1. Students complete an entry in their humanities 'learning log', adding to a previously started KWL chart. On the topic 'Where were the aboriginal people during the first settlement of the swan river colony?"
1.4.3.2. Students complete an entry in their humanities 'learning log', adding to their knowledge of the Round House and indigenous people's relationship to it, as well as Rottnest Island (content to covered by Indigenous WA Tour Guide)
2. Civics and Citizenship
2.1. Government and Society
2.1.1. People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity (ACHASSK093)
2.1.1.1. Language Experience. Students will read text, Noorn by Kim Scott, taking particular note of the Noongar terms and language. Students will then create their own dreamtime story using some of the Noongar words they have learnt.
3. History
3.1. First Contacts (Knowledge and understanding)
3.1.1. The diversity and longevity of Australia's first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life (ACHASSK083)
3.1.1.1. Students will explore the nature of the contact between First Fleet settlers and Aboriginal people in the early days of colonisation. Ask students to watch the following videos. The first clip explains Indigenous life before contact http://aso.gov.au/titles/documentaries/first-australians-episode1/clip1/ What did the video tell you about Indigenous life before European settlement? Students will explore this concept in groups and will report back to the class in any way they like e.g keynote presentation, role play, chart
3.1.2. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)
3.1.2.1. Captain Cook and the Endeavor by Mike Lefroy. Students will participate in shared reading experiences of this book. It details the story of James Cook before, during and after his journey to Australia. Students will use the story to create recounts and narratives around the life of James Cook and some of the others aboard the Endeavor.
3.1.2.1.1. Students will research a prisoner on the First Fleet and tell their story. The following website will provide a starting point for their research Convicts transported to Australia in 1787
3.1.2.2. What was life on board the ships like? Research what daily life was like for the convicts on board the First Fleet. Create an artwork or write a letter to your family home in England describing the conditions and how you’re feeling. http://www.portcities.org.uk/london/server/show/ConNarrative.56/chapterId/429/Prison-hulks-on-the-RiverThames.html What was a typical day on board the ships? http://members.iinet.net.au/~perthdps/convicts/ships.html What were the daily routines on board convict ships? What do the routines tell us about conditions on board the ships? What was the source of the information? Whose point of view is being given? Reconstruct the voyage of the First Fleet using the information in the BtN story and the following website http://firstfleet.uow.edu.au/s_chrono.html Show the journey including places and dates by either hand drawing or using an online mapping tool like Google maps http://maps.google.com or Scribble maps http://scribblemaps.com/
3.1.2.2.1. Language experience. Students will make Hard Tac, a bread made and eaten by the voyagers on the First Fleet. Students will then write a procedure for making Hard Tac.
3.1.3. The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
3.1.3.1. Mind map. Students will explore their current ideas on the changes experienced by the Aboriginal Peoples due to the colonisation of Australia.
3.1.3.1.1. students will watch a clip that gives an Indigenous perspective of the First Fleet arriving http://aso.gov.au/titles/documentaries/first-australiansepisode-1/clip2/ How is the landing of the First Fleet described in the video? What do the videos tell you about contact between the First Fleet settlers and Aboriginal people? Students will create a second mindmap and explore the differences between what they initially thought about the effect of the arrival of the FIrst Fleet on the Aboriginal Peoples, and what they have since learned.
4. Geography
4.1. The Earth's environment sustains all life (Knowledge and understanding)
4.1.1. Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to available resources and their connection to Country/Place has influenced their views on the sustainable use of these resources, before and after colonisation (ACHASSK089)
4.1.1.1. Students will complete an actvity on the indigenous sustainable practices for drinking water. This includes analysis of image sources and a compare and contrast activity. Education resources for schools teachers and students - ABC Education
4.1.1.2. Create an Aboriginal 'water-word-dictionary' Water Corporation of WA - Create an Aboriginal water-word dictionary
4.1.1.3. Water Corporation of WA - Water in Aboriginal culture