8A2

= = 8A2 History toc
 * Explorers**

Please make sure you have completed and handed in the following explorers work. Work must be printed and submitted in class.



**Australian History**

**Lesson 1: Friday 27 April**

 * Write down what you already know about how the Indigenous people of Australia lived before European settlement
 * Write down what you would like to know about life before settlement and first hundred years after settlement
 * Read pp. 6-9 of your textbook (1.1 How was society structured before European settlement? and 1.2 Why did the British decide to colonise Australia?). Answer the following questions:
 * 1) Where did the Aboriginal people of Australia migrate from? When did they do this?
 * 2) How is the relationship between the Aboriginal people and land described in this text?
 * 3) What was the social structure of the Aboriginal people before settlement?
 * 4) How many different language groups were there? What were relations between the groups like?
 * 5) What does terra nullius mean?
 * 6) What were the three reasons that European countries wanted to colonise Australia?

**Lesson 2: Monday 1 May**

 * **Go to** [] Watch the following video stories:
 * QLD: Two wise men and seven sisters
 * QLD: How the water got to the plains
 * NT: Emu and the Jabiru
 * SA: Thukeri
 * NSW: Why the stories are told
 * Go to http://www.abc.net.au/dustechoes/dustEchoesFlash.htm watch the following video stories
 * Wagalak Sisters
 * Mermaid
 * The Mimis
 * Download and complete The Dreaming



**Lesson 3: Friday 6 May**

 * Students completed their Dreaming Stories task and presented their stories to the class
 * Homework: Read "1.2 How were Indigenous Cultures Organised?" and answer the following questions
 * Why did Tasmanian Aborigines and Torres Strait Islanders develop cultures that were different from mainland Aborigines?
 * What did initiation signify in Aboriginal culture?
 * What is a corroboree?
 * What were the main differences between traditional Aboriginal families and modern European families?

**Lesson 4: Monday 9 May**

 * As a class, we read How were Indigenous Cultures Organised? and discussed the answers to the following questions:
 * Why did Tasmanian Aborigines and Torres Strait Islanders develop cultures that were different from mainland Aborigines?
 * What did initiation signify in Aboriginal culture?
 * What is a corroboree?
 * What were the main differences between traditional Aboriginal families and modern European families?
 * As a class, we read "What Impact did new arrivals have on Indigenous societies?" and discussed the first European discoveries of Australia
 * As a class, we watched "First Australians"
 * Homework: Complete "First Australians" questions if not completed in class

**Lesson 5: Friday 13 May**

 * As a class, we read "First Settlers Indigenous Responses".
 * Individually, students answered questions 1-5
 * 1) Why were the settlers initiallly welcomed by the Aborigines?
 * 2) Why would the Aboriginal concept of common ownership cause trouble in their relationship with the European settlers?
 * 3) What did the shooting of the Aborigines who took the shovels show about the European understanding of ownership that the Aborigines held?
 * 4) In what ways did the Aborigines help the settlers?
 * 5) Was the kidnapping of certain Aborigines justified in order to promote communication between the two peoples? Give reasons for your opinions.
 * As a class, we discussed responses to questions 1-5
 * As a class, we finished watching "First Australians"
 * Homework: complete questions 1-5 if not completed in class.

**Lesson 6: Monday 16 May**

 * As a class, we will consider why England wanted to colonise Australia, focusing on living conditions, crime and what life was like for children in England at the time.
 * About 50 children were transported to Australia on the first fleet.
 * About 18 were the children of free sailors
 * About 13 (aged from one month to 8 years old) accompanied convict mothers
 * About 11 were born on the voyage
 * 3 or 4 were convicts themselves
 * John Hudson, an orphan and chimney sweep, was nine years old when he was sentenced to transportation for seven years for stealing a pistol and some clothing. He was imprisoned on prison hulks with adults until transported to Australia when just twelve years old.
 * Elizabeth Hayward was twelve when she was sentenced to transportation for seven years for stealing stealing a dress and bonnet worth 7 shillings from her employer.
 * George and Elizabeth Youngson were convicted of burglary. They were originally sentenced to death, but their sentences were later reduced to transportation. (Sources give different accounts of their ages at the time of transportation, with some listing George as 12 and others saying he was 20, and some listing Elizabeth as 15 and others not listing her as a child).
 * How could these children be given such sentences? To understand, we need to learn a little about what life was like for children in England at this time.
 * As a class, we will read p. 12-13 of "Australia and the World"
 * As a class we will watch "Oliver Twist". Students should download and complete "Oliver Twist" while we watch.



Lesson 7: Friday May 20 2011

 * Today we continued to watch "Oliver Twist"

Lesson 8: Monday May 23 2011

 * Today we finished watching "Oliver Twist". Students should complete the Oliver Twist handout and newspaper article.

**Lesson 9: Friday May 27 2011**

 * Please note: Oliver Twist will be due on Monday 30 May
 * Re-read pages 12-14 of your textbook and answer questions 7 and 8 on page 15.
 * Read pages 15 -17 of your textbook and answer questions 2,3,5,6,7,9 and 11 on pp. 17-18
 * Read pages 18-20 of their textbooks and answer the following questions:
 * What instructions was Captain Phillip given?
 * Why was it such an enormous undertaking?
 * What supplies did Phillip take with him?
 * Who was the first free settler?
 * What were conditions like on the journey?
 * If you finish, use the internet to complete question 4 on p. 21.

Lesson 10: Monday May 30 2011

 * Today we discussed as a class the questions completed on Friday
 * As a class we watched the documentary, "Against the Odds" by Tony Robinson - Synopsis: From day one the challenge was to find and grow food to sustain the new colony. Captain Phillip had come well stocked, but had neglected to bring a farmer. Knowing that food was their lifeline, he issued a decree: if food is stolen, the thief will be hanged whether he be convict or soldier. Phillip also tried to engage the indigenous people, with disastrous results. Thomas Keneally takes Tony to the beach where Australia’s first assassination attempt took place: the spearing of Governor Arthur Phillip.

**Lesson 11: Friday June 3 2011**

 * Guest Speaker
 * Download and complete the convict investigation worksheet



Lesson 12: Monday June 6 2011

 * As a class, we discussed what conditions were like on the fleet and in the colony, using the Life in the Colony powerpoint



Lesson 13: Friday June 10 2011

 * Students completed the Australian History Test
 * Class task/homework: Read the following powerpoint and answer the questions within.

Lesson 14: Monday June 20 2011

 * Read page 49 of your textbook: “What government policies were put in place to ‘protect’ Indigenous Australians?” Answer the following questions:
 * What was the official government policy regarding Indigenous Australians before the gold rush?
 * What do you think this means?
 * What had happened to the Indigenous population in Tasmania by 1830?
 * Why do you think this had happened?
 * What does ‘genocide’ mean?
 * Answer questions 1-4 on page 50.
 * What do you think Indigenous people were meant to learn from each of the four ‘panels’ or rows of the image in source 2.13?
 * Read page 50-52 of your textbook
 * How many Indigenous Australians lived in Tasmania in 1855?
 * What did the government wish to achieve through creating “protectorate areas?”
 * Why do you think the protectorate area plan failed?
 * Why do you think the European settlers believed they were doing the right thing in making Indigenous Australians live on missions?
 * Imagine you are one of the Indigenous people taken to Flinders Island. Write a short letter to a friend, a family member or the government explaining why you are unhappy at Flinders Island. Consider what you are told about conditions on the Island in pages 50-51 and what you know about the connections of the Indigenous people to the land.