lee's classroom

(another MPPS global2.vic.edu.au weblog)

September 14, 2017
by leesclassroom
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Today’s History Lesson

In pairs:

Explore the interactive image of William Bradley’s journal, A Voyage To New South Wales.

Why did Bradley keep this journal?What might we learn from it?

How might our understanding of these events be limited if we examined only this source?

Use The arrival according to Bradley(PDF, 149 KB) to explore one account of the arrival of the First Fleet.

Examine Timeline of rations for the new settlement, 1788-1790.
Why might these records have been kept?

What does this source reveal about life for the new settlers?

Examine the image View in Port Jackson, depicting Eora people fishing from boats. Contrast the food shortages in the First Fleet settlement with the lives of Eora, who had been thriving in this land for a very long time.

What could these first settlers have learned from the local Eora people?

Use Talking about historical documents(PDF, 174 KB), to examine the following primary sources from the new settlement:
Documents from the first settlement 1 (PDF, 119 KB)
Documents from the first settlement 2 (PDF, 91 KB)
Documents from the first settlement 3 (PDF, 116 KB)

September 13, 2017
by leesclassroom
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Today’s History Lesson

As a class:

  • Students examine the Aboriginal languages map. According to this source, which language group would have observed the landing of the First Fleet?
  • Using First Australians 1(PDF, 115 KB) and First Australians 2 (PDF, 134 KB), students explore the impact of the First Fleet’s arrival on the local Aboriginal people.

In pairs:

Using Reading historical images (PDF, 182 KB), students examine images depicting contact between early settlers and local Aboriginal people:
William Bradley’s paintings 1 (PDF, 535 KB)
William Bradley’s paintings 2 (PDF, 527 KB)
William Bradley’s paintings 3 (PDF, 495 KB)
The images could be printed and displayed around the classroom.
Groups could use sticky notes to record their findings.
Students read notes from other groups and add their own observations and questions. (The State Library of New South Wales’ Discover Collections website may provide students with useful background information on William Bradley.)

  • As a class, students read Excerpt from the diary of Lieutenant Bradley. Model the deconstruction and analysis of this historical document.
  • Ask: Who wrote this account and for what purpose?What events are described here?Why might another person describe the events differently?
    What does this account reveal about contacts between settlers and Aboriginal people?

September 5, 2017
by leesclassroom
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Design Brief: Historical Artefact

Your assignment is to design and construct a Colonial Australian Historical Artefact.

You will investigate, design and produce a model representing some aspect of life in early Australia. For inspiration check out paintings and pictures of that time, I’ve placed some below. What were people using, making or wearing? Think transport. shelter, clothing, tools.

 

Investigate and design

  • What information do you need to develop your design?
  • Make a list of questions you need to research.
  • Use simple mind maps, sketches and labelled diagrams to explore different design solutions.
  • Choose one design solution, draw a more detailed plan and make a list of materials required.
  • Record a list of design goals that’ll you use to evaluate your completed artefact.

Produce

  • Using your plan and list of materials construct your artefact.
  • Make ongoing modifications to your design and develop alternative solutions to fix any problems in your design.

Analysis and Evaluate

  • Present your finished Colonial Australian Historical Artefact to the rest of the class. Explain its various features and why you have included them into your design.
  • Explain the difficulties or problems that you had and how you worked to overcome them.
  • Evaluate your completed product using your list of design goals.

   

 

 

 

September 5, 2017
by leesclassroom
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Check List for Historical Fiction

  • I can write a historical fiction narrative set in Colonial Australia. It is based on facts and details, using historically accurate events.
  • I can develop a historically accurate colonial character.
  • I can use historically accurate vocabulary and write historically accurate descriptions.
  • I can organize a plot with events in an order that makes sense to my reader.
  • I can use transitional words and phrases to show the passage of time.
  • I can revise my narrative to add dialogue, to show characters’ thoughts and feelings.
  • I can create a compelling beginning to my historical fiction narrative that hooks the reader.
  • I can create an ending to my narrative that leaves the reader with a sense of completeness.
  • I can check my work for correct capitalization, correct spelling, correct punctuation at the ends of their sentences, correct conventions when writing dialogue.

August 22, 2017
by leesclassroom
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  • Using Images of the prison hulks(PDF, 330 KB), ask students in groups to examine one or more images of prison hulks on the Thames. Then, ask them to use Probing the prison hulks (PDF, 164 KB) to record the results of their examination of these sources. Once finished, groups should report their findings to the class.
  • Students explore the Port Cities web page Prison Hulks on the River Thames.
  • Ask: How does this information add to your understandings from the images? Where might this information have come from?
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