TPA 3

Overview

The central teaching focus for the following year 9 unit plan is to simultaneously inquire into Aboriginal and Torres Strait Islander and European perspectives
of Australia’s existence. Understanding multiple perspectives is integral for the summative assessment which requires students to argue which aspect of the
unit studied, is the most historically significant and justify their reasoning.

Title of Unit Making a Nation Year Level Year 9

Curriculum Global Studies Time Frame 6 Weeks
Area
Developed by Felicity Gebert
Identify Desired Results
Content Descriptors
1. The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and
Torres Strait Islander Peoples
2. Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
3. Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
4. Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of
constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's
voting rights.
5. Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act.
Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They
analyse the causes and effects of events and developments and make judgements about their importance. They explain the motives and actions of people
at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the
past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching,
students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of
primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When
evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the
past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising
and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Understanding Essential Questions

Overarching Understanding
Students will understand how
race impacts people’s lives.
Students will understand the
impact of invasion on Aboriginal
and Torres Strait Islander people.
Overarching
1. How does race impact
people lives?
2. How have Aboriginal and
Torres Strait Islander
people’s lives been affected
by colonisation?
3. How did invasion impact
Aboriginal people and
culture?
Topical
1. How long have Aboriginal and Torres Strait Islander people lived on the land?
2. What does racism look like?
3. How can I address racism?
4. How did women get the right to vote?
5. How did we get minimum wage?
6. What are other ways worker’s rights are protected?
7. How racist is Australia currently?
8. What are the impacts of massacres on Aboriginal people and culture?
9. What are the Stolen Generations?
10. How are people still impacted by the Stolen Generations?

Knowledge Skills
Students will know… Students will be able to…
Students will know the  Research
experiences of non-European in  Write an essay
Australia prior to 1900.  Discussion
 Collaboration
Students will know the people,  Considering a range of perspectives
events and ideas in the  Sequencing
development of Australia’s self-  Locating and using archival information
government and democracy.  Synthesising information and writing descriptions
 Teamwork and communication
  Reading comprehension
 Investigation and inquiry

Assessment Evidence (Stage 2)

Performance Task Description
Preassessment Class discussion and timeline activity
Formative Convict profile task
Assessment
task 1
Formative Differentiated individual task (laws and influential figures)
Assessment
task 2
Formative Differentiated individual task (Massacres impact on culture)
Assessment
task 3
Formative Differentiated oral presentation (Stolen Generations)
Assessment
task 4
Summative Argumentative Essay
Assessment
task 1
Other Evidence
 Learning Plan (Stage 3) REFLECTIONS AFTER TEACHING
Week 5: Reconciliation Monday Single (Lesson 1) Monday
Week Today's Aims:  Brainstorming the earth’s history was a great task!
 I will understand that Aboriginal and Torres Strait Islander people Helped to put into perspective how recent our
Overarching question: history is. Was cool to see their perspective of
are the traditional owners of Australia
How does race impact events that they found to be important too.
 I will understand that 'colonised Australian history' is very young
people’s lives?  Most had seen the You can’t ask that video already
compared to Aboriginal and Torres Strait Islander culture
so check with class before showing this clip. Is still a
Today's skills:
Topical questions: great video though and can lead to discussion.
 Sequencing historical events, developments and periods.
1. How long have
Aboriginal and Today's plan:
Australia before colonisation:
Torres Strait
Islander people 1. Expectations for discussing racism and related topics.
lived on the land? 2. In pairs, brainstorm a list of key events in the whole history of the
2. What does racism world. All the way from the big bang through to yesterday.
look like? 3. On a blank timeline (labelled, the beginning of time through to
3. How can I address 2021) come and put up your events as to where you think they sit
racism? (Appendix 1)
4. You can’t ask that: https://www.youtube.com/watch?
Formative assessment: v=SHVbVBLlhCM
1. Contributions to
class discussion Tuesday (Double 6/7) Tuesday
 Discussions around racism brought up some
Today's aims:
interesting conversations about what they have
 I will understand that race impacts everybody's life, however not
experienced. Ideas of causal racism too and things
everybody experiences racism.
that are “funny but not racist” to them which
 I will understand that racism takes many forms. actually are offensive.
Today's skills:  Final quarter – don’t think they enjoyed this as much
 Group discussion as I thought they would. Some student’s thought it
was a bit repetitive.
 Reflection
 Considering a range of perspectives
Today's Plan
1. Class Discussion: Put your ideas on a sticky note and come and
put it up on the board. We will discuss this as a class.
o How does race shape our lives? In what ways?
o How much do you think about race in your day to day life?
o What does racism look like?
o What does racism ‘feel’ like? Have you experienced racism, or
witnessed someone else experience racism?
2. Watch the final quarter.
https://thefinalquarterfilm.com.au/watch/ This is a
documentary made about Adam Goodes and his
experiences with racism throughout his footy career and his
life.

Friday
Friday (Double 1/2)
 Some students took the pledges seriously. These
Today's aims:
weren’t addressed however throughout the rest of
 I will understand that race impacts everybody's life, however not the unit like I had planned to so I need to do this
everybody experiences racism. better next time if we are to make pledges.
 I will understand that racism takes many forms.
 I will consider how I can address racism
Today's skills:
 Group discussion
 Reflection
 Considering a range of perspectives
Today's plan:
1. Finish watching The final quarter.
2. Group discussion: What can we do to address racism?
3. Our pledge: Individually, use the printout to make a pledge of
something you will do to address racism. We will display these in
 the classroom (Appendix 2).
Week 6: Monday Single (Lesson 1) Monday
Today’s aims:  The structuring of this lesson felt a bit all over the
 I will know what terra nullius means shop. Jumping from one idea to the next – nothing
 I will understand the Australia was invaded and not colonised as really flowed. Good things in here but need to make
outlined by international law of Europe at the time. them connect.
Today’s skills:  Babakiuria area movie – some understood it but
most didn’t get the point of the movie until I pointed
 Interpreting secondary sources
it out to them. The humour in this might be more
Today’s Plan:
appropriate for older year levels.
1. Aboriginal Australia map: https://aiatsis.gov.au/explore/map-
indigenous-australiawhat do you notice about the map in
comparison to the colonised Australia map.

2. According to the international law of Europe in the late 18th

century, there were only three ways that Britain could take
possession of another country: In pairs, discuss which one of the
following you though Britain did when they came to Australia

1. If the country was uninhabited, Britain could claim and

settle that country. In this case, it could claim ownership
of the land.

2. If the country was already inhabited, Britain could ask for

permission from the indigenous people to use some of
their land. In this case, Britain could purchase land for its
own use but it could not steal the land of the indigenous
people.
3. If the country was inhabited, Britain could take over the
country by invasion and conquest- in other words, defeat
that country in war. However, even after winning a war,
Britain would have to respect the rights of indigenous
people.
 3. Terra Nullius – have you heard of this term before? What do you
think it means?
4. Babakiuria movie - https://www.youtube.com/watch?
v=NqcFg4z6EYY Tuesday
 Convict task was good! Not all finished it and
Tuesday Double (Lesson 6/7) submitted it through. Need to make more of an
Today’s aims: emphasis on using the archival data and many
students just made it up off the top of their heads
 I will understand the European purpose for invading Australia.
and from what we discussed when we went through
 I will know what crimes convicts committed, where they were
the PowerPoint.
sent to, what they did for work, what happened after their
sentence was finished and how they were treated.
Today’s skills:
 Locating and using archival material
 Synthesising information and writing descriptions
Today’s Plan:
1. Introduction to convicts (explicit teaching)
2. Become a convict task https://convictrecords.com.au/crimes
Using this link, your job is to make your own convict record of
yourself (Appendix 3 – Example). You must include the following:
a. Name
b. Age
c. Crime committed
d. Where you were sent from
e. Where you were sent to
f. What work you did in Australia
g. How you were treated (were you well behaved or did you
disobey orders and were punished as a result)
h. Did you receive a pardon, ticket of leave or certificate of
freedom? Explain what this is (unlikely to be on their
convict record so make an assumption based on what you
learn).
Note: Rather than just copying one convicts profile, use a range of
 convict’s profiles and meld them together to create your own. Feel free to
make this is funny as you like, as long as it is historically viable (meaning it
could have actually happened). Friday – Student Free Day

Friday Double (Lesson 1/2) – STUDENT FREE DAY

Week 7 Monday Single (L1) Monday

Today’s aims:  Some got engaged with the Survivor task – others
 I will understand a range of laws and key events in Australia legal didn’t. I think it were tweaked than it could be
establishment better.
Today’s skills:  When it came to reflecting, I discovered that most of
 Reading comprehension them hadn’t actually read the information in the
 Teamwork and communication challenge and just looked for key words, so they
Today’s Plan: didn’t learn/retain anything as I had hoped.
1. Survivor reward challenge – Miss Gebert to read the following  If doing a survivor style challenge in the future,
instructions (appendix 4). maybe do it for recall/revision rather than learning
2. Go through the answers. content.

Tuesday Double (Lesson 6/7) – Differentiated lesson 1 Tuesday

(see lesson plan below for further details)  Task cards worked well for most, when allocated to
the correct students. I overestimated the readiness
Today’s aims:
of some students for the harder task.
 I will understand the short- and long-term impacts of laws and
 Not all the activities were as engaging as others in
people on Australian society.
the end and I had very few submit something for this
 I will know the influence and actions of a key women’s suffrage
activity.
figure
 Definitely need to use something like google
 I will know the influence of the Harvester Judgement and what
classroom for collecting work in the future.
progress has been made since
 I will know the impacts that the Immigration Restriction Act
had/has on people in Australia

Today’s skills:
  Conduct independent research.
 Synthesis and analyse information
 Respond to ideas in creative formats

Today’s plan:
1. Students will be allocated a task card with different inquiry
focuses for the lesson.

Friday Double (Lesson ½) Friday

Today’s aims:
 I will understand one of the following: the tools used for gold
mining, Chinese immigration for gold mining or how people
would mine for gold.
Today’s skills:
 Source analysis
 Inquiry
 Collaboration
Today’s Plan:
1. In pairs, select one of the photos provided – each of these show a
different element of the gold rush, life on the goldfields, mining
methods or Chinese immigration to Australia for mining.
2. Use the butcher’s paper provided to answer complete the source
analysis/inquiry task.
3. On the butchers paper, the first question to answer is what do
you see? Think about what you see happening in the photo. Who
are the people? What are they doing? What are they wearing?
Second question to answer is what do you wonder? Develop
inquiry questions about things you want to know about the photo
and about the about the gold rush/Chinese immigration as
sparked by the photo.
4. Choose one question to conduct an inquiry on and write this
question at the top of the what have I learned section.
5. Use google to find out the answer to your question
 Students had done several source analysis style tasks
by now and so knew how they worked which was
good. Practice makes perfect.
 Went through an example as a class first which I
think helped.
 Having the three question prompts was good.
 Students inquiry questions that they developed
weren’t super in depth so it took a bit of working
with to get them researching
 Their inquiry also didn’t take as long as planned so
they ended up making presentations for them and
sharing them with the class which worked well. Even
though they had different inquiry questions a heap
of them came up with the same conclusions from
their research so maybe allocate questions next
time.
 6. Write what you have learned at on the butchers paper and hand
up

Week 8 Monday Single lesson: - PUBLIC HOLIDAY Monday

Tuesday Double – Differentiated lesson plan #2 Tuesday

Today’s aims:  Probably wouldn’t do this activity again. Not enough
 Students will understand the impacts of the frontier wars on information out there for students to do
people in one area. comprehensive research into it.
 Aspects of one Aboriginal culture  Most didn’t complete the task.
Today’s skills:
 Investigation
 Developing responses
Today’s plan:
 Find an image and think of a word that comes to mind when you
hear the word war. Put ideas on this padlet.
https://padlet.com/geberfe/1srrvss8xktpqv2p
 Discussion of the frontier wars.
 Exploration of the Massacre Map.
https://c21ch.newcastle.edu.au/ colonialmassacres/map.php
 Students choose either activity A or B to complete based on their
interest.
 Select a massacre and Aboriginal culture to investigate. Some
options may include the Gamilaraay people (Myall Creek), Darug
people (Hawksbury River) https://libguides.msben.nsw.edu.au
/indigenousunderstandingplt/darugpeople, Walpiri people
(Coniston Massacre) https://wangka.com.au/warlpiri/
 The following prompts will be discussed for both activities:
o Information about life before invasion
o Impacts of invasion and massacres of the people
o Culture (stories, how they live in the area, connections to
 land etc.) Is it the same now as it was before invasion?
o Massacres which happened in the area
o Words https://50words.online/
Activity A
Create an infographic on the people, their land and culture before and
after European invaders arrived.

Activity B
Write a story which from the perspective of an Aboriginal person or
invader at the time which the frontier wars were occurring.

Friday Double: Differentiated Lesson #3 Friday

Today’s aims:  Students familiar with jigsaw activities by now and
 Students will understand that the impacts of the Stolen know how they work. Did well working in groups.
Generations are ongoing. Many groups had similar responses through despite
 Students will know what assimilation was and what different questions so would need to make the
assimilation looked like. questions more specific next time.
Today’s skills:
 Collaboration
 Investigate and inquiry question.
Oral presentation skills
Today’s Plan:
 Why is family important to you? Write your ideas on the
whiteboard.
 Overview of the Stolen Generations. What were they? When
did they happen?
 Jigsaw activity – In pairs, students are given an element of
the Stolen Generations to research and create a short
presentation on. These will be presented to the class at the
end of the lesson.
 Fill in the following google form to select your topic for the
 argumentative essay.
https://docs.google.com/forms/d/e/1FAIpQLSfFuQqn9Ftic-
QIHP9PHl1bLLUuB_0yScwDChDsep1HXniPFw/viewform?
usp=sf_link

Topics for Jigsaw activity:

o What did the Aboriginies Protection Ac (1909)
outline and how did the 1915 amendment effect it?
(Student Names in this group redacted)
o Why was ‘blood’ considered important in
assimilation practices? (Student Names in this group
redacted).
o What were the ‘aims’ of assimilation? (Student
Names in this group redacted).
o What did assimilation look like? (Student Names in
this group redacted.)
o How were Indigenous people impacted at the time
of assimilation? (Student Names in this group
redacted).
o What is intergeneration trauma and how are people
effected now? (Student Names in this group
redacted).
Week 9 Monday Single (Lesson 1): Monday
 Breaking down the essay question was good. Had to
Step one - Breaking down the essay question: ‘Blank’ is the most keep going over it through throughout the whole essay
Differentiation for historically significant element of Australia’s history. Justify your answer. writing process so potentially too complex of an idea???
assignment 1. What makes something historically significant? Did this because it gave them a structure rather than
https://docs.google.com/prese ntation/d/1CpfOqwFcZL making them come up with their own arguments. Would
qywS77lI4ZAD2NKJ8fFAtz0-muFNG_7vU/edit?usp =sharing
Tyrone: do this again but find a different way to explain it.
2. What does it mean to justify something?
 Step by step Handouts might be good.
Step two A - How to research
checklist of what to
 do. 1. Break your research down into specific topics.
 Sentence starters o What the event is, who was involved, what was the
 Sites with info in outcome/impact? (Introduction paragraph)
small chunks (list of Step two B - pick why your event is historically significant.
URLs) o Pick two out of the following to research - novelty,
applicability, memory or effects
o Continue researching. Use the following template to record
Choekyi:
your research. https://docs.google.com/document/d
 Vocab list
/1nRX26wjHp0t_Z3mBKfXHfT82GRo8EixnOt-d7CRVeo0/edit?
 Google Search usp=sharing
prompts
 Sites with info
Tuesday Double: Tuesday
Step three - how to structure an essay  Were on excursion this lesson.
Bonnie:
 Essay structure 1. Using the following template, break up your information into
paragraphs and create topic sentences. Friday
scaffolding
2. What makes a good topic sentence?  Essay writing going well and students seem to mostly
3. What is evidence/examples? understand the task. Research templates were helpful
4. Write an example as a class. for some, same with the essay structure template but
Step four - write essay! not all the students used these.

Friday Double:
1. Independent time for essay.
Week 10 Monday Single Monday
1. Independent time for essay.

Tuesday
Tuesday Double  Peer drafting not done – essays not ready in time.
Peer drafting Friday
1. As a class, we will look at an example of an essay and go through how to draft it.
2. Use the following checklist as a guide.
3. Once we have edited the essay together, you will swap essays with a friend and
 draft their work for them.

Friday Double:
1. Last class time to work on the assignment and submit in today's lesson.

APPENDIX
Appendix 1:
Aboriginal people have been around for 65,000 years

Universe is 13.8 billion years old. 

Dinosaurs died 63 millions years ago

Cavemen - 2.5 million years ago

Ancient Egypt 5000 BCE

Ancient Rome 753 BCE - 1453 AD

WWI - 1914

WWII - 1939

Miss Gebert was born 1999

If you want to put it visually, if you take the clock face of 60 minutes and give each one of those minutes a thousand years, then you have the recorded time that our people
have been on this land. That means Plato (ancient Greek philosopher – born 348 BCE) was here a minute and a half ago. And because of that there are multiple ways of
seeing reality, of seeing the world. Obviously the bias has been towards the Western Way that got its heritage one and a half minutes ago (Mark Rose cited in Price, 2009, p.
i).

Appendix 2: Pledges to combat racism

Appendix 3: Convict profile

Appendix 4:
Survivor reward challenge.

Come on in guys. You guys ready to get to today’s reward challenge? For
today’s challenge you will divide into teams of three. On my go, the player
at the end wall, will use their phone to scan a QR code. This QR code will link
you to a word document which has a series of what am I prompts. This
player will then need to relay those prompts, to the player in the middle of
the room who will then do the same, and relay the prompts to the player at
the front of the classroom.

The player at the front of the classroom will then read through a series of
posters, containing information which will provide the answer to the what
am I prompt. This player then needs to collect the corresponding title, race
it to the back wall, and match it up with the QR code. All three players need
to the swap positions so the player who just matched the answer to the QR
code, now scans the next QR code.

The team to get all their QR codes correct first, wins rewards.

Wanna know what you’re playing for?

The first team to win, gets an entire box of favourites. That’s right. Not just
one chocolate. The whole box. Worth playing for? Lets get to it!

DIFFERENTIATED LESSON PLANS (3x Required)

Title of Unit Making a Nation Year Level

Curriculum Area Global Studies Time Frame
Developed by Felicity Gebert
Lesson date June 8, 2021 (Friday week 7)
 Identify Desired Results
Relevant Content Descriptors
1. Living and working conditions in Australia around the turn of the twentieth century.
2. Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of
constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's
voting rights.
3. Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act.
Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They
analyse the causes and effects of events and developments and make judgements about their importance. They explain the motives and actions of
people at the time. Students explain the significance of these events and developments over the short and long term. They explain different
interpretations of the past.

Understanding Essential Questions

Overarching Understanding Overarching Topical
 Students will understand the short- and long-  Why are laws  How did women get the right to vote?
term impacts of laws and people on Australian important?  How did we get minimum wage?
society.  How does race  What are other ways worker’s rights are protected?
impact people’s  How racist is Australia currently?
lives?
Knowledge Skills
Students will know… Students will be able to to…
 Students will know the influence and actions  Conduct independent research.
of a key women’s suffrage figure  Synthesis and analyse information
 Students will know the influence of the  Respond to ideas in creative formats
Harvester Judgement and what progress has
been made since
 Students will know the impacts that the
Immigration Restriction Act had/has on people
in Australia
 Assessment Evidence (Stage 2)
Performance Task Description
Differentiated Individually, students will complete the task allocated to them on the task card. The task cards are differentiated based on
Individual Task student’s readiness for independent inquiry and analysis. Some of the tasks involve deeper scaffolding and others require higher
order level thinking.

Learning Plan (Stage 3)

Lesson Sequence: Elaborations:
1. Students will be allocated a task card with Task cards
different inquiry focuses on them to continue Task 1: Key figures of the women’s right to vote campaign:
for the rest of the lesson. You task is to create a Facebook profile for one of the following women involved in the women’s
right to vote campaign:
Task allocations:
 Mary Lee
 Mary Colton
Task 1:
 Bonnie  Catherine Helen Spence
 Tyrone On your Facebook page you should include:
 Savannah  Name
 Talia  Photo
 Madison M  Born
 Izzy  Family
 Choekyi  Friends
Task 2:  At least 5 Facebook posts
 Kodie
Use the following link: https://www.classtools.net/FB/home-page
 Shayla B
 Maddy K
Task 2: Beyond the Harvester Judgement.
 Cooper
Your task is to create a timeline of workers’ rights/laws in Australia from the Harvester Judgement
 Aidan
through to now.
 Ry
 Lucas For each event on the timeline, you will include:
 Brodie  Name of the law/act
Task 3:  A summary of the law/act
  Bob  The impact of the law/act on people at the time. Was this positive/negative? How?
 Josh
 Jett Task 3: Ongoing impacts of the White Australia Policy
 Zac You are the latest Prime Minister of Australia (yay!). Your task is to deliver a speech to parliament
 Ashlee about how the Immigration Restriction Act has influenced Australian culture and influences people
 Jake to this day.
 Sophia Some things to think about may include:
 Charlie  Who did/does this law impact?
 Shayla W.  What were the impacts at the time?
 What are the impacts now?
 How racist is Australia currently?
 Are there any policies still in place?
 What can be done to overcome the impacts of the immigration restriction act?

Title of Unit Making a Year Level 9

Nation
Curriculum Area Global Studies Time Frame Double Lesson
Developed by Felicity Gebert
Lesson date June 14, 2021 (Tuesday week 8)
Identify Desired Results
Relevant Content Descriptors

Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They
analyse the causes and effects of events and developments and make judgements about their importance. They explain the motives and actions of
people at the time. Students explain the significance of these events and developments over the short and long term. They explain different
interpretations of the past.

Understanding Essential Questions

Overarching Understanding Overarching Topical
 Students will understand the impacts of the  How did invasion  What are the impacts of massacres on Aboriginal people and
frontier wars on people in one area. impact Aboriginal culture?
people and culture?
Knowledge Skills
Students will know… Students will be able to…
 Aspects of one Aboriginal culture  Investigate
 Develop responses
Assessment Evidence (Stage 2)
Performance Task Description
Differentiated Individual Task The following task is differentiated based on student choice and product. Students have the opportunity to select
either an infographic or a perspective story based on their inclinations towards academia or creativity.
Learning Plan (Stage 3)
Lesson Sequence: Elaborations:
1. Find an image and think of a word that comes Activity A
to mind when you hear the word war. Put ideas Create an infographic on the people, their land and culture before and after European invaders
on this padlet. arrived.
https://padlet.com/geberfe/1srrvss8xktpqv2p
2. Discussion of the frontier wars.
Activity B
3. Exploration of the Massacre Map.
Write a story which from the perspective of an Aboriginal person or invader at the time which the
https://c21ch.newcastle.edu.au/
frontier wars were occurring.
colonialmassacres/map.php
4. Students choose either activity A or B to
complete based on their interest.
5. Select a massacre and Aboriginal culture to
investigate. Some options may include the
 Gamilaraay people (Myall Creek), Darug people
(Hawksbury River)
https://libguides.msben.nsw.edu.au
/indigenousunderstandingplt/darugpeople,
Walpiri people (Coniston Massacre)
https://wangka.com.au/warlpiri/
6. The following prompts will be discussed for
both activities:
a. Information about life before invasion
b. Impacts of invasion and massacres of
the people
c. Culture (stories, how they live in the
area, connections to land etc.) Is it the
same now as it was before invasion?
d. Massacres which happened in the area
e. Words https://50words.online/

Title of Unit Making a Year Level 9

Nation
Curriculum Area Global Studies Time Frame Double Lesson
Developed by Felicity Gebert
Lesson date June 17, 2021 (Friday week 8)
Identify Desired Results
Relevant Content Descriptors
 The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and
 Torres Strait Islander Peoples
Achievement Standard
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They
analyse the causes and effects of events and developments and make judgements about their importance. They explain the motives and actions of
people at the time. Students explain the significance of these events and developments over the short and long term. They explain different
interpretations of the past.

Understanding Essential Questions

Overarching Understanding Overarching Topical
 Students will understand that the impacts of  How have  What are the Stolen Generations?
the Stolen Generations are ongoing. Aboriginal and  How are people still impacted by the Stolen Generations?
Torres Strait
Islander people’s
lives been affected
by colonisation?

Knowledge
Students will know…
 Students will know what assimilation was and
what assimilation looked like.
Performance Task Description
Differentiated Group Task This task is differentiated by content and readiness for higher order thinking.
Lesson Sequence:
1. Why is family important to you? Write your
ideas on the whiteboard.
2. Overview of the Stolen Generations. What
were they? When did they happen?
Skills
Students will be able to…
 Collaborate
 Investigate and inquiry question.
 Oral presentation skills
Assessment Evidence (Stage 2)
Learning Plan (Stage 3)
Elaborations:
Topics for Jigsaw activity:
1. What did the Aboriginies Protection Ac (1909) outline and how did the 1915 amendment
effect it? (Student Names in this group redacted)
2. Why was ‘blood’ considered important in assimilation practices? (Student Names in this
3. Jigsaw activity – In pairs, students are given group redacted).
an element of the Stolen Generations to 3. What were the ‘aims’ of assimilation? (Student Names in this group redacted).
research and create a short presentation 4. What did assimilation look like? (Student Names in this group redacted.)
on. These will be presented to the class at 5. How were Indigenous people impacted at the time of assimilation? (Student Names in this
the end of the lesson. group redacted).
6. What is intergeneration trauma and how are people effected now? (Student Names in this
group redacted).