History Term Pack | YR4 | First Contacts. The Nature & Effect of Contact
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1 term / 10 weeks / Approx. 1 hr per week
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Unit Summary, Lesson Plans & associated Worksheets.
Semester Pack: Charting Unknown lands/ Australia's First Peoples
Semester Pack: The Nature & Effect of Contact/ The First Fleet Makes Contact.
Year Pack: Charting Unknown lands/ Australia's First Peoples/ The Nature & Effect of Contact/ The First Fleet Makes Contact.
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ACARA Title: First Contacts:
The Aboriginal people group had developed a distinct way of life. It was very different what the Europeans were used to. This often caused great conflict between the natives and the settlers. It also led to change. This unit of work will focus on initial contacts made between the people groups, the differences in their ways of life, how the Aboriginal people were impacted as a result of European arrival: positive and negative effects on people, families and the environment will be analysed. Different source of information will be used to discover this information, including paintings and first-hand accounts. Students will find out more about Pemulwuy by conducting research about him. They will use this knowledge to write a children’s story.
(ACARA) Beginning with the history of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation in Australia and throughout the world up to the early 1800s. Students examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity.
Literacy | Intercultural understanding | Personal and social capability | Information and communication technology capability | Critical and creative thinking | Numeracy | Ethical behaviour
Cross Curriculum Priorities:
The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment.
•investigating contact with Aboriginal and Torres Strait Islander peoples before 1788 (for example the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people)
•comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
•exploring early contact history with the British (for example Pemulwuy or the Black War) and the impact that British colonisation had on the lives of Aboriginal people (dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines)
•exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
•examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country
Key Inquiry Questions:
- What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
Sequence of Learning Activities:
2. Contact with the Aboriginal people prior to 1788 – Part 1 – The Macassans.
3. Contact with the Aboriginal people prior to 1788 – Part 2 – the Dutch explorers.
4. Aboriginal and Torres Strait Islander peoples' relationship with the land and sea.
5. Comparing the European concept of land ownership with Aboriginal and Torres Strait Islanders’ view.
6. Examining paintings and accounts.
7. Early contact history with the British and the impact that colonisation had on the lives of Aboriginal people.
8. Researching Pemulwuy, using this information to write a story.
Chronology, terms and concepts
Sequence historical people and events (ACHHS081)
Use historical terms (ACHHS082)
Historical questions and research
Pose a range of questions about the past (ACHHS083)
Identify sources (ACHHS216)
Analysis and use of sources
Locate relevant information from sources provided (ACHHS084)
Perspectives and interpretations
Identify different points of view (ACHHS085)
Explanation and communication
Develop texts, particularly narratives (ACHHS086)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)
Worksheets pertaining to the Macassans and the Dutch explorers (see weeks 2&3) – formative
The story of Pemulwuy - summative
Adjustments for Learning Needs:
Teachers should take into account the requirements for ascertained and non-ascertained students and what their individual plans outline. Generally students with exceptional needs will require a reduction in content, scaffolding of tasks, individualised instruction, a list of websites to utilize during research activities (rather than looking for their own), a buddy/partner/small group for support.
Gifted and Talented students will require a larger supply of higher order thinking activities. These may include compare and contrast or classify as opposed to find and sort information.
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