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3300edn Assessment 1
3300edn Assessment 1
Topic: The effect that the gold rush had on the Aboriginal peoples Lesson # 4 of 10
Elaboration:
Investigating an event or development and explaining its economic, social
and political impact on a colony (for example the consequences of frontier
conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the
impact of South Sea Islanders on sugar farming and the timber industry; the
impact of the Eureka Stockade on the development of democracy)
Specific objectives:
By the end of this lesson students will:
Recall facts about the gold rush such as dates, important people and
the location.
Explain the concept of cause and effect in their own words.
Apply their knowledge of the cause (the gold rush) to identify effects
it had on the Aboriginal peoples.
Write a short story about the gold rush from an Aboriginal
person’s perspective
Justify their decision-making.
One formative assessment item will be the report. The students previously selected an effect from
the gold rush era (that impacted the Aboriginal peoples) from their cause and effect sheet. In the
report the students will use a range of sources that provide information on their effect and how it
impacted on the lives of the Aboriginal peoples. The students will complete this task in class and for
homework. The task will be presented orally in front of the class. The teacher will look at the use of
different sources, historical accuracy, correct grammar, spelling and punctuation and the
presentation of the report (this includes voice, pace and eye contact) in order to determine the
outcome for the student.
Lesson structure
Time Lesson Plan sequence/Learning Experiences/ teaching strategies Resources
Consider Blooms taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis &
Evaluation.
Comprehension:
Explain to the students that they will need to use their understanding of the concept: cause
My Place by Nadia Wheatly and
and effect. To ensure that the students have grasped the meaning of the concept of cause
and effect have them describe the concept in their own words. Using the think, pair, share Donna Rawlins
strategy. Give students time to think about their answer and have students discuss this Hats
with the person next to them. After, they will share points from their discussion with the Sunscreen
class. Note books
During the previous lesson the students read the book My Place by Nadia Wheatly and Class artefact
Donna Rawlins. Have the students discuss the themes and topics of the book, some of
these included: the gold rush, migration and Aboriginal peoples. Emphasise that the gold
rush had a great impact on the Aboriginal peoples, mainly because of migration.
After the discussion, the students will participate in a dialogue circle. There will be a
number of Aboriginal peoples from the community (family members, elders, members of
the local community, teachers and academics) who will also participate in the dialogue
circle. The teacher and the students will go outside to the garden and sit in a circle. During
the first round the participants will introduce themselves and reveal something about
themselves that others may not know. During the second round the students will talk about
the focus question: in what ways did the gold rush effect Aboriginal peoples? Ensure that
the participants pass around the artefact (the power instrument). Only the person with the
artefact may speak, everyone listens respectfully to that person and the artefact is passed
clockwise. Ensure that all get a chance to participate.
Application:
The students will individually complete the cause and effect worksheet. They will apply
their knowledge of the cause (the gold rush) to identify effects it had on the Aboriginal Cause and effect worksheet
peoples.
Analysis:
Students will select and effect from their worksheet. The students will investigate their
chosen effect further using their notes, books or the computers to create a report. The Notes
students will present their reports to the class. Books
Computers
Synthesis:
After listening to all of the reports the students will write a short story about the gold rush
from an Aboriginal person’s perspective. They will be encouraged to use ideas from their
report and their peers’ reports. The students will write these reports on their laptops Laptops
Evaluation:
The teacher will have pieces of paper with the name of the effects that the students
identified in their reports set up around the room. The teacher will ask the students to pick Butcher’s paper
the effect that they believe impacted the Aboriginal peoples the greatest. The students will Pens
go over to the piece of paper with their effect. The students will now be in their groups.
The teacher will ask the students to write down (on the butcher’s paper) the reasons for
why they believe their effect had the greatest impact.
The groups will present their paper to the class and talk about their justification for the
effect.
EATSIPS Framework (a brief rationale on how and why you have applied these 4 themes)
References/ sources:
National Council of Teachers or English. (2015). K-W-L Creator. Retrieved 20 April 2015, from:
http://www.readwritethink.org/files/resources/interactives/kwl_creator/
Wheatley, N., & Rawlins, D. (1992). My place. Brooklyn, N.Y: Kane/Miller Book Publishers.
Cause and Effect
NAME:____________
When we look at history we look at the concept: cause and effect. Use you knowledge of the gold
rush and the ideas of yourself, your peers and the local community to complete this sheet.
Effect
Cause (Aboriginal
Peoples)
Gold Rush