The People of Geelong, Past and Present

Inquiry Question
How have peoples lives changed over time in Geelong?

BIG ideas
The people of Geelong, including Aboriginal and Torres Strait Islander peoples, influenced its growth as evident through the rise of the wool market.
The way the different perspectives, beliefs, occupations, values and experiences of people have changed over time.

Teaching Proposal:

Understandings:

This unit focuses on how peoples lives in Geelong have changed over time. One integral aspect of
planning a unit is to identify a core issue or question which will guide the inquiry, giving it direction
and significance. (Gilbert and Hoepper 2014, p.71) Students will investigate the different
experiences and perspectives, values and beliefs of people and how these have changed or
remained the same. They will research the influence of people on Geelongs growth and consider
the influence of the wool industry on Geelongs development. They will investigate sources of food
and income as they consider human influence on the environment. Students will conduct
interviews with members of the community and research key figures of Geelong. A field trip to the
National Wool Museum will expose students to past perspectives of life in Geelong. Inquiry
celebrates educational values of open-ended, exploratory learning with a focus on the process of
thinking and co-creation of knowledge rather than the reduction of knowledge to a given set of
products. (Judy Lattas 2009, p.13) It is student-centred, with students encouraged to actively
engage in their learning as they select a topic of interest. There are opportunities for teacher
directed instruction with Kate Harvie explaining that inquiry is like a partnership between teacher
and student. (Kate Harvie, EEO410 Learners Inquiring in and about Their World: Human Disciplines,
Deakin University, Week 7 Lecture, retrieved May 6th 2016) Teachers will work together with
students to investigate a question. This provides a flexible approach to learning, encouraging
students to investigate areas of interest while still engaging with the overarching topic. This unit is
pursuant to the Victorian Curriculum [VELS] Humanities. As per VELS history curriculum students will
identify and describe change and continuity and explain the causes and effects of change on
society and compare the different experiences and perspectives of people in the past. They will
also outline the many reasons why people work and describe the changing nature of work. and
explain what it means to be an Australian citizen and how people can participate as global citizens.
It is the intention of this unit to assist students in achieving these standards, preparing them to
move forward in their education and become informed global citizens. It is important for students to
recognise that people are unique and to understand that regardless of gender, race, religion, culture,
sexuality or experiences all people have something to contribute to the world. Students should
consider their own influence on the world they live in and the relationships they share with others.
It is important for children to engage in this topic to further their understandings of these issues, to
provoke students to consider the perspectives and actions of others, past and present, and
contemplate how this may influence the future.

The wool industry and its impact on Geelongs development.

The impact of wool industry had on people 200 years ago compared to
the wool industry now.
The way that jobs have changed over time.
The impact the wool industry continues to have within Geelong.
Peoples lives in Geelong have changed over time.
Genders roles in the community have changed over time.
Gender roles in the household have changed over time.

Key skills:

Identify key people in Geelongs history.

Identify the impact of people on the making of Geelong.
Identify key factors/people in the colonisation of Australia.
Discuss changes around the house and in the community that have taken
place over the past 200 years in Geelong.
Identify key decisions made by mayors of Geelong that affected the
Geelong people and their way of life.
Identify the impact that changing gender roles had and still have on the
community.

Assessment Evidence:
Diagnostic: Discussion to assess prior knowledge. (VCHHC083)
Formative: Ongoing observations and assessment of student
notes.(VCHHC083)
Formative: Research log with weekly reflections and research notes.
(VCHHC084) (VCCCTM030)
Summative: Research to be shared through a presentation at the end of
the unit. (VCHHC085)(VCCCTM030)

Week 1

Week 2

Week 3

Week 4

Week 5

.LI: Students will develop their

knowledge on key people from
Geelongs history.
Lesson 1:
- Brainstorming as a class to find out
prior knowledge.
- Research activity to develop the
students knowledge and find out key
people from Geelongs history.
Lesson 2:
- Class discussion and extension of
mind map.
- Research continued and questions are
posed to promote deeper thinking.
Resources: computers, paper for
timeline, pens.
VC: (VCHHC083), (VCHHK090),
(VCHHK092), (VCHHC082)

LI: Students will develop their knowledge

on key people from the aboriginal
community from Geelongs history.
Lesson 1: A guest speaker from the
Wathaurong people (original owners of
the land) will come into the classroom and
talk about the original use of the land and
the impact that white people had on it and
some tribal history. Students will ask
questions.
Resources: questions previously written
by students.
VC: (VCHHC083), (VCHHC086),
(VCHHK092)

LI: Students will conduct research to

develop their knowledge of important
people from Geelongs history.
Lesson 1:
- Students will select a key person to
focus on
- Research will be done on their selected
person.
- This will be done in groups of 2-3 where
they can delve deeper into their questions
to find out more information.
Lesson 2:
- Research lesson. Students will come up
with further questions they will be able to
find out on the excursion. Resources:
computers, ipads, writing pads.
VC: (VCHHC083), (VCHHK090),
(VCHHK092)

LI: Students will develop questions to

research outside of the classroom.
Lesson 1: Preparing for the excursion.
The students will come up with questions
they need to be answered on the
excursion. The students will also need to
work out how they are going to document
this research; write it down, record it on a
device, etc.
Resources: computers, ipads, writing
pads.
VC: (VCHHK090), (VCHHK092)

LI: Students will find out information

regarding proposed questions.
Lesson 1:The excursion will be to the
Geelong Wool Museum where the
students will be able to listen to a guided
tour about the wool industry and its impact
on Geelong over the past 200 years and
also give the students time to complete
their research and ask the questions they
had prepared.
Resources: computers, ipads, writing
pads, cameras.
VC:(VCHHK090), (VCHHK092)

Week 6

Week 7

Week 8

Week 9

Week 10

LI: Students will develop a timeline with

key points in Geelongs history
Lesson 1:
- Students will review the information
found out during the excursion and
document it in their research logs.
Lesson 2:
- Students will walk around the school
taking note of natural and human
features.
- Students will explore through an
interactive timeline detailing human
waste through the years.
http://www.wastenot.org.au/flash/
- Students will write a paragraph
explaining what impact the increased
population of soldiers, convicts and
sailors had on local food supplies and
what this meant for the Wathaurong
people.
Resources: research logs and waste
timeline.
VC: (VCEBR003), (VCHHC084),
(VCGGK094)

LI: Students will develop their

interviewing skills as well as develop an
understanding of why people migrate to
Australia.
Lesson 1:
- Consider why people migrate to
Australia and read case studies from
Asian backgrounds.
- The case studies will be sourced from
World Vision.
https://www.worldvision.com.au/docs/d
efault-source/school-resources/getconnected-full-issues/getconnected-08migration.pdf?sfvrsn=8
Lesson 2:
Students will watch this video providing
tips for conducting an
interview. http://splash.abc.net.au/hom
e#!/media/1771607/interviewing-tipsfor-a-video-interview
Resources:World Vision Get
Connected resource booklet and
research logs for students to detail their
learning. Notes taken on field trip,
students research logs to create their
anchor chart, poster paper for mind
map and interview tips video clip.
VC: (VCICCB009), (VCCCC016),
(VCCCC014), (VCECU011)

LI: Students will summarise information

from their research logs.
Lessons 1:
- Students will review the information
gathered during their interview
- Students will write a brief paragraph
detailing their current findings and
explaining their next step.
Lesson 2:
- Ipads, laptops and a range of texts will
be available to students to assist in
answering remaining questions.
Students will detail their findings in their
research log. Students will share their
ideas with each other, collaborating and
supporting classmates learning.
Resources:ipads, laptops and a range
of texts sourced from the school library
VC:(VCEBR003)
(VCCCTM030)

LI: Students will develop their

presentations and include all relevant
information.
Lesson 1:
- Students will determine the best way to
present their research.
Lesson 2:
- In partners students will begin creating
their visual presentation
- Students should reflect on what they
have learnt and make connections with
their own experiences.
Resources: students research log and
poster paper.
VC: (VCEBW008), (VCCCC016),
(VCGGK094), (VCCCTM030)

LI: Students will present their findings to

the class.
Lesson 1: Students will present their
projects and celebrate the completion of
the topic. Parents, Grandparents and
guardians will be invited to attend and
share stories and experiences with the
class.
Resrouces:stories by local community
members, visual presentations and
photographs depicting students work
throughout the unit.
VC:(VCHHK094), (VCHHC084),
(VCCCTM030)
Reference List:
- Gilbert R and Hoepper B 2014, Planning
for Student Learning, Teaching
Humanities and Social Sciences,
Cengage Learning Australia Pty Limited,
pp.66-95, retrieved May 7th 2016
- Interviewing tips for a video interview
2012, video clip, ABC Open, Australia,
retrieved May 7th 2016,
<http://splash.abc.net.au/home#!/media/1
771607/interviewing-tips-for-a-videointerview>
- Lattas, J. 2009, Inquiry Based Learning:
A Tertiary Perspective, Agora, Vol. 44
Issue 1, p12-16, retrieved May 6th 2016
- VCAA, Victorian Curriculum - The
Humanities, Victorian Curriculum and
Assessment Authority, retrieved May 6th
2016,
<http://victoriancurriculum.vcaa.vic.edu.au
/the-humanities/introduction/about-thehumanities>
- Waste Not 2016, History of Waste, Total
Environment Centre, retrieved May 8th
2016,