History

__The following document was created together with learning buddies in Google Docs to outline History.__ Reading Sheet 2 - History

**__//Big Ideas to be taught in History //__** 

Clemitshaw believes the big ideas of history are: - Chronology/time/periodisation - Cause/consequence - Change/continuity - Circumstance/experience/attitude/belief - Interpretations/representations - Enquiry/evidence/evaluation - Organisation/communication

**__//Knowledge & Content to be taught in History //__** 

Although there has been much debate about what should actually be included or focused on when teaching history or in the curriculum, there has always been a strong emphasis on the teaching of history and of citizenship. History will teach knowledge of the events of the past through historical literacy’s. Students will learn Australian history which consists of areas such as individual Australian states, women's rights, Aboriginal rights and issues of class. The value of time lines is also taught as it helps students understand events and sequence of history better. Historical literacy's and Hoeppers elements of historical literacy's including; focus, concepts, heuristic, evidence, epistemology, values and application. As well as an understanding of change over time. The content of history can be social, economic, constitutional, aesthetic, individuals, groups and institutions. It is the way in which historians ask questions, and the way they can answer them that distinguish history as a discipline. Every Chance to Learn outlines the following outcomes will provide knowledge or content relating to History: - ELA 21: The student understands about Australia and Australians. 21.EC.4, 21.EC.5; 21.LC.3, 21.LC.4, 21.LC.5; 21.EA.3, 21.EA.4; 21.LA.2, 21.LA.3 21.LA.4 - ELA 23: The student understands world issues and events. 23.EC.5, 23.EC.6, 23.EC.8; 23.LC.6, 23.LC.7, 23.LC.8, 23.LC.10, 23.LC.11, 23.LC.12; 23.EA.6, 23.EA.7, 23.EA.8, 23.EA.10, 23.EA.11, 23.EA.12; 23.LA.6, 23.LA.7, 23.LA.8, 23. LA.9, 23.LA.10

**__//Skills to be taught in History //__**  Students will learn the following skills: Interpretation, Investigation, Organisation, the ability to weigh up evidence and draw conclusions and hypothesis. Research skills, contestability, representation, expression. Historical thinking and understanding. ICT understanding. Text- breaking, or the vocabulary of history. Questioning techniques. Critical thinking.

**__//Values to be taught in History //__ Empathy, moral judgement, active citizenship. **  Every Chance to Learn states that the following values will be learned through education in the curriculum area of History: - Develop an interest in finding out about Australia and the lives of Australians at different times. - Appreciate the diversity of peoples, culture, societies, environments, languages and beliefs in the world. - Respect the perspectives, beliefs and achievements of people in different times and places and values their heritage. - Appreciate the world events that have shaped our lives today.


 * __Teaching Examples-__

Tuning In:**

===**'The new rush', 1865**===
 * Class brainstorm what they know about Gold and the Gold Rush. Some questions can arise including, "What comes to mind when you hear the word 'conflict'?", "Why do we value Gold?" and "How do we find Gold?"
 * Class uses KWL graphic organiser to put down prior knowledge, what they want to learn and by the end of the unit, what they have learnt.
 * Think, pair, share.
 * Gain vocabularly. Students work in groups to brainstorm words they know associated to the Gold Rush. Class then can come together to discuss definition of words.
 * Visual images can be used to encourage students to consider what thye know or how they feel about a topic, specifically the Gold Rush. The class can m ake a display under Tuning in of pictures about Gold Rush. Students can discuss living arrangemants, cultures, environment, food etc gained from pictures. This can be accessed from The Learning Federation. Some examples are:

**'Gold digging in Australia 1852: fair prospects'**

 * Students to list the different groups found on the Gold fields.
 * Write questions about topic on dice and find answers in groups
 * Use a Wiki to write findings. This can be used independently, in groups or as a whole class.


 * Finding Out:**


 * Visit The Learning Federation and discover resources about the Gold Rush. Such as:

**This house: settling in Ballarat **
**[|Eureka Stockade Ballad]** **Activity One:** When and where was gold first discovered in Australia? Mark on a map of Australia the position of all the main gold fields and the towns associated with them. Note the year that gold was first discovered in each place. You can visit: [] **Activity Two:** What is a gold rush? Describe in your own words how and why a gold rush might develop. What were some of the negative (bad) consequences of a gold rush? Who benefited from a gold rush? **Activity Three:** <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate; font-family: Arial; font-size: 16px; line-height: normal;">ho was Edward Hargraves? Why did he want to start a gold rush? Why did the government offer a reward for the discovery of gold? Why did the government then want to keep the discovery secret?
 * Music from the era. Listen and read ballads – discuss the messages. Write your own Ballad.
 * Watch DVD's such as:
 * Computer Lab Activites. Have students research information independently or in groups by providing them with various questions. For example,
 * Write a letter to a family member or friend in the life of a gold miner.
 * Create a newspaper article about a specific Gold Rush/Goldfield.
 * Read various books including fictional and non fictional.
 * Excursion to Captains Flat Villiage.[|Captains Flat Tour]


 * Sorting Out:**
 * In groups, students complete a mini project in class, using a poster and researching information about The Australian Gold Rush.
 * Role plays - this can be a powerful way fro students to process the different beliefs, values and attitudes that people hold about the Gold Rush. This role-play can be done through a 'Hot Seat' Activity where students play the role of various characters.
 * Visual Artworks including paintings, sculptures etc.
 * Mapping from an atlas the Goldfields of Australia.
 * Creating Venn Diagrams using many topics such as different cultures, past and present.
 * Writing using a range of text types - narratives, peoms/ballads, expositions.
 * Oral presentaions.


 * Going Further/Making Connections:**

** The following is an example contract that could be used: My Contract** I, hereby commit to my independent research project of The Gold Rush and devote my SOSE lessons to this project. I promise to complete a minimum of: __How many? activities of level 1__ __How many? activities of level__ __2__ __How many? activities of level__ __3__
 * Inividual Projects such as a 'Contract' - drawn up as a serious of tasks, negotiated between students and teacher that must be completed by a given date, designing a framework for all students to follow but also have the choice in completing.

I will try my hardest to achieve this. I will make sure my work is neat and I will take pride in my work.

__Signed:

Witness:__

> > //__**‘Gold’**__// **__//contract//__** **~An independent research project~**

You are to choose one of the Gold Rushes you have mapped during SOSE and research the amount specified on your contract from each level (this is the //minimum// amount). Present your answers in your project booklet.

q Draw up a timeline of your chosen Gold Rush. Try and include important dates (when it begun), significant events and gold findings. q Draw and label a significant flag and/or icon symbolising your culture’s Gold Rush. q Draw, label and colour a map of your culture’s Goldfields. Make sure when labelling, you including //major points// of the gold field (supplies, banks, food stalls and so on). q Find a myth associated with your culture’s Gold Rush. You have the choice to //retell// this through a story map or comic strip. q In your project booklet, write down //where// your culture found gold and //how//. q In your project booklet, write down what your culture did with the gold they found and what they used the gold for. q If any, make a list of things your culture saw as more valuable than gold. q List all the cultures came that together during the Gold Rush. Did they work together? Was there any controversy (if so, how did they resolve this)? Why/why not? q Write a list of significant people involved in your culture’s Gold Rush and what they did (their role). You also may like to draw these people. q What was the transport during your culture’s Gold Rush and how did it impact on the search for gold? Eg. How helpful was the transport? What impact would it have made if this particular transport didn’t exist? Then, you may choose to draw a picture of the transport used. q How did gold impact on art, clothing, living conditions, education and food of its era and what were the differences within the societal levels? Present this in a Venn diagram comparing these societal levels. q In your project booklet, write down who governed the use of gold. Were they respected throughout the Gold Rush and was their governing of gold effective? Please justify your answer by saying why you think this is. q Write a series of diary entries in the perspective of a person during the Gold Rush (miner, police officer, soldier etc). q Design pieces of jewellery that your culture wore as fashion or is suited to that Gold Rush period. q How did gold impact on your culture and/or the different groups formed within the culture? q Write a short narrative about the experiences that may be felt while on the Goldfields. q How did your culture’s Gold Rush impact on the value of gold (did gold become an obsession or was life more valuable)? q What risks were involved for those in search of gold? Were the risks worth it? Please justify your answer. Make sure to write in the perspective of a //miner// and then your //own// perspective (do you think searching for gold was worth it?) q In the form of a song, poem, tonal picture or drama skit, express how you would feel if… (Eg. If you found gold?, You discovered a Gold Rush near your hometown?)
 * __Level 1__**
 * __Level 2__**
 * __Level 3__**