43441 Gold TN Cover - lrrpublic.cli.det.nsw.edu.aulrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7569/documents... · gold rush era • discuss some of the impacts that ‘Gold

Teacher notes

P/HSIE 3 43441 Centre for Learning Innovation

HSIE K–6

Stage 3

Acknowledgments

The Centre for Learning Innovation gratefully acknowledges the following owners of copyright material for permission to reproduce their work.

NSW HSIE K–6 Syllabus © Board of Studies, 1998.

All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.

Some information in this series has been obtained from The Australian Gold Rushes Series, Kimberley Webber, MacMillan Library, 2001.

Writer Bruno DiodatiEditors Alan Barnes and Rob DavisIllustrator and designer David StanleyDesktop publisher Esta TserpesAudio engineer Greg ParkeVoice actors Natacha Curnow and Rob DavisPhotographers Tom Brown, David Stanley and Barbara GurneyVersion date June 2004

Produced by the Centre for Learning Innovation, 51 Wentworth Road, Strathfield NSW 2135. www.lmpc.edu.au

Telephone: 61 2 9715 8000; Fax: 61 2 9715 8111

Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act 1968, is prohibited without the written authority of the Centre for Learning Innovation.

© The State of New South Wales, Department of Education and Training, 2004.

Gold 1 Teacher notes

Gold

Contents

About this unit ...................................................................................................... 2 Key Learning Area .......................................................................................... 2 Stage ................................................................................................................ 2 Perspectives and Cross-curriculum content ............................................... 3 Duration ........................................................................................................... 3 Preparation ...................................................................................................... 4 What to send ................................................................................................... 4 Returns ............................................................................................................. 4

Flexibility ................................................................................................................. 5

Unit outline ............................................................................................................ 6

Resources Texts .................................................................................................................. 9 Web sites ........................................................................................................ 10 Other resources ............................................................................................ 11

Student Outcomes .......................................................................................... 13 Assessment record ....................................................................................... 15

Additional notes ............................................................................................... 18


About this unit

In the unit ‘Gold’, students learn about some exploration into the inland of NSW and Victoria during the 1800s. They will discover how this pioneering exploration assisted with the expansion of British settlements and how the search for and discovery of gold was significant in this expansion. They will learn about Edward Hargrave's role in the discovery of gold. Through discussion around stimulus material students have the opportunity to gain an appreciation of daily life on the gold fields. Issues of social justice at this period in Australian history will be examined through the events of the Eureka Stockade and the incident with Chinese miners at Lambing Flat.Finally they will examine the impacts of the discovery of gold on the towns and cities, the environment and on Aboriginal peoples.Throughout the unit students write information for the moves for a Gold Rush board game they will complete at the end.

Key Learning Area

This unit is for students working towards the achievement of Human Society and Its Environment outcomes based on the NSW Board of Studies K-6 Syllabus, 1998.

Content strand Strand focus

Change and continuity Significant events and people

The unit also provides opportunities for students to engage in literacy opportunities, based on the NSW English K-6 Syllabus 1998.

Stage

This unit is for students working towards the achievement of Stage 3 outcomes from the NSW HSIE K-6 Syllabus.


Perspectives and Cross-curriculum content

Completion of this unit will allow students to engage with the following cross-KLA perspectives:

• Aboriginal• environmental• literacy

Duration

It is suggested that the unit be taught over 6 weeks, providing about 12 hours of student work. Insert your pacing guide in the space below:

Preparation

Activity 5 – Students are required to research an explorer or other significant person. You may need to supply information for this activity.

Activity 9 – If necessary, send examples of newspaper articles,which report a discovery of some kind, as a model for the article they need to write about Hargrave's discovery of gold. Otherwise alert supervisors to search for appropriate articles prior to beginning Part B.


What to send

• student booklet • unit audio• atlas (if one is not available)• Text tips card – Stage 3 'Information reports'

Returns checklist

Audio

Personal tape

Worksheet 1 – Early explorers’ routes

Worksheet 2 – Report-writing plan

Worksheet 3 – Published report on an early personality (Activity 5)

Worksheet 4a – Timeline

Worksheet 5 – Edward Hargrave’s story

Worksheet 6 – Newspaper article plan

Published newspaper article (Activity 9)

Worksheet 7 – Concept map

Worksheet 8 – Properties of gold

Worksheet 9 – Life on the goldfields

Worksheet 10 – Published poem

Worksheet 11 – Published journal entry

Worksheet 12 – Gold-mining equipment model or photo with written description – optional

Worksheet 13 – Discrimination

Worksheet 14 – World map

Worksheet 15 – Impact on the environment


Worksheet 16 – Effects of the discovery of gold

Gold Rush board game

Flexibility

Students could design and make a 3D model of a piece of 1800s gold-mining equipment.

Students could research and write a report on a bushranger.


Unit outline

Write in the blank boxes on this outline in the supervisor notes to suggest what to do in this activity.

Part A Inland exploration and expansion

1 Introduction

• listen to information about what it was that inland explorers were looking for

2 Aboriginal regions

• read and talk about the various Aboriginal regions that make up Australia

• locate the Aboriginal language group for your area or place you are visiting

3 Australia 1803

• discuss the differences between the Aboriginal Boundaries map and the map of Australia as known to the British in 1803

4 Inland Explorers

• listen to and read about signifi cant early inland explorers

• locate and mark routes taken by early explorers

6 Timeline

• place signifi cant events on a timeline in chronological order

• place signifi cant events on a timeline in chronological order

• place signifi cant events on a timeline in



• locate and mark routes taken by early explorers

• locate and mark routes taken by early

• listen to information about what it was that inland explorers were looking for

• listen to information about what it was



• locate the Aboriginal language group for your area or place you are visiting

• locate the Aboriginal language group for

• discuss the differences between the Aboriginal Boundaries map and the map

• discuss the differences between the Aboriginal Boundaries map and the map

5 Research

• research and write a report on a chosen explorer

• research and write a report on a chosen explorer

• research and write a report on a chosen

7 Edward Hargraves’ story

• listen to and respond to the story of the fi rst offi cial discovery of gold in Australia

8 Aboriginal peoples and gold

• discuss the Aboriginal perspective and discovery of gold in Australia

9 Newspaper Article

• talk about how newspaper articles are constructed

• write a newspaper article

11 Gold Brainstorm

• list what they already know about gold

13 Gold Rush playing cards

• begin using information about the discovery of gold in Australia to write forward and backward playing cards

• begin using information about the discovery of gold in Australia to

• begin using information about the

• list what they already know about gold • list what they already know about gold • listen to and respond to the story of the fi rst offi cial discovery of gold in Australia

• listen to and respond to the story of the

• discuss the Aboriginal perspective and discovery of gold in Australia

• discuss the Aboriginal perspective and

• talk about how newspaper articles are constructed

• talk about how newspaper articles are

12 Properties of gold

• read and talk about some of the unique properties of gold and its uses

• respond to questions about the properties of gold

• write a newspaper article • write a newspaper article

• read and talk about some of the unique properties of gold and its uses

• read and talk about some of the unique

10 Gold Discoveries around the world

• locate and mark on a world map signifi cant gold discoveries of the 1800s

• locate and mark on a world map • locate and mark on a world map

properties of gold and its uses • respond to questions about the

properties of gold • respond to questions about the

Part B Discovery of gold


Part C The gold rush

a. Life on the goldfi elds

14 Living conditions on the gold fi elds

• explore the living conditions on the goldfi elds of the 1850s in Australia

• describe living and working conditions on the goldfi elds

15 Life as a 'digger'

• listen and respond to information regarding conditions on the goldfi elds for diggers

16 Art, literature and songs of the gold rush era

• write a poem about life on the goldfi elds as a digger

b. Aspects of social justice and fairness

21 Living conditions on the gold fi elds

• listen and respond to information about the Eureka Rebellion of 1854

• write and perform a short play based on the tension which existed between diggers and the police over gold mining licences in 1854

23 Discrimination

• refl ect on and discuss an incident of discrimination which they have been witness to

• refl ect on and discuss an incident of discrimination which they have been

• refl ect on and discuss an incident of

• listen and respond to information about the Eureka Rebellion of 1854

• listen and respond to information about • explore the living conditions on the goldfi elds of the 1850s in Australia

• explore the living conditions on the goldfi elds of the 1850s in Australia

• describe living and working conditions on the goldfi elds

• describe living and working conditions on

• listen and respond to information regarding conditions on the goldfi elds for

• listen and respond to information regarding conditions on the goldfi elds for diggers diggers

• write a poem about life on the goldfi elds as a digger

• write a poem about life on the goldfi elds

22 Chinese on the goldfi elds

• listen to and discuss what happened to Chinese miners at Lambing Flat in 1861

• critically assess the treatment of Chinese miners on the Australian goldfi elds of the 1850s

17 Growing up on the goldfi elds

• listen to and talk about life on the goldfi elds for children in the 1850s

• write a journal entry describing a day in the life of a child on the Australian goldfi elds

• listen to and talk about life on the goldfi elds for children in the 1850s

• listen to and talk about life on the

• listen to and discuss what happened to Chinese miners at Lambing Flat in 1861

• listen to and discuss what happened to

18 Gold mining techniques

• read about the various gold mining techniques of the 1850s

19 Gold mining equipment models (optional activity)

• design and make a model of one type of gold mining method of the 1800s

• read about the various gold mining techniques of the 1850s

• read about the various gold mining

• design and make a model of one type of gold mining method of the 1800s

• design and make a model of one type

20 Gold mining discoveries around Australia

• locate and mark on a map the major gold discoveries made in Australia in the 1800s

• locate and mark on a map the major gold discoveries made in Australia in the

• locate and mark on a map the major

goldfi elds for children in the 1850s • write a journal entry describing a day in

the life of a child on the Australian • write a journal entry describing a day in

• write and perform a short play based on the tension which existed between

• write and perform a short play based

• critically assess the treatment of Chinese miners on the Australian goldfi elds of the

• critically assess the treatment of Chinese


24 Migration in the gold rush era

• analyse population growth statistics for Australia between 1791 and 1871

• using an atlas, locate and mark on a map, the country of origin of people living in Australia in 1851 – 1861

25 Impact on major cities

• listen to and respond to accounts of the impact of the discovery of gold on major cities in Australia

26 Impact on Aboriginal peoples

• discuss the impact of the discovery of gold on the Aboriginal peoples’ traditional hunting areas, water supplies, sacred sites and way of life

• discuss the impact of the discovery of gold on the Aboriginal peoples’

• discuss the impact of the discovery of • analyse population growth statistics for Australia between 1791 and 1871

• analyse population growth statistics for

• listen to and respond to accounts of the impact of the discovery of gold on major

• listen to and respond to accounts of the

27 Impact on the environment

• talk about the effects of gold mining on the environment in the mid-1800s

• discuss the measures which could have been put into place by governments in order to reduce the damage to the environment caused by goldmining

• using an atlas, locate and mark on a map, the country of origin of people

• using an atlas, locate and mark on a

• talk about the effects of gold mining on the environment in the mid-1800s

• talk about the effects of gold mining on

• discuss the measures which could have been put into place by governments

• discuss the measures which could have

28 Bushrangers

• listen to and respond to literature which depicts the romance that

surrounded Australian bushrangers

30 Effects of the gold rush era

• discuss some of the impacts that ‘Gold Fever’ had on different aspects of the gold rush era

• discuss some of the impacts that ‘Gold Fever’ had on different aspects of the

• discuss some of the impacts that ‘Gold • listen to and respond to literature which depicts the romance that • listen to and respond to literature

29 Gold-mining towns

• talk about the impact of the discovery of gold on the gold mining towns of the 1850s

31 Gold Rush board game

• design and make a gold rush board game using the knowledge about the discovery of gold in Australia they have gained in this unit

• design and make a gold rush board game using the knowledge about

• design and make a gold rush board • talk about the impact of the discovery of gold on the gold mining towns of the

• talk about the impact of the discovery

Part E Effects of the gold rush era

Part D The impact of 'Gold Fever'


Resources

Texts

The following texts could be useful to send with the unit.There is space below to add your own.

Suggested texts

• Gold and Ghost Towns, Lucy Amour, Macmillan 2003• Chinese Australians, Lucy Amour, Macmillan 2003• Finding Gold, Lucy Amour, Macmillan 2003• The Safari Encyclofact, Tracey Reeder, Macmillan 2001• Fools, Gold Catherine Harold, Macmillan 2001• Reading Safari Magazine – Gold Fever Tracey Reeder, Macmillan 2001• Gold Fever Series, Macmillan 2001.


Additional texts


Web sites

The following web sites could be useful addresses to be sent with the unit (last accessed June 2004).Check all web sites before recommending them to supervisors for students.There is space below to add your own.

Suggested web sites

• www.ga.gov.au/education/minerals/ Follow the link to gold for properties of gold.

• www.sbs.com.au/gold/ This is an interactive site which provides information on the impact of the discovery of gold in Australia. It has relevant information on all the topics that are covered in this unit.

• www.nedkellysworld.com.au/bushrangers/bushrangers_index.htm This site has information for students on Australian bushrangers.

• http://scs.une.edu.au/Bushrangers/home.htm The Bushranger web site has information on it as well as literature about Australian bushrangers. You will also find ballads and songs about bushrangers.

• www.wilmap.com.au/bushrangers.html This Australian Bushrangers web site has information for students about Australian bushrangers.

• www.teachers.8m.com/p_agold.htm The Teachers' Guide to Australian Units has a unit of work on Gold for teachers.

• www.anmm.gov.au/gold150/gold150.htm This website celebrates 150 years since the discovery of gold in Australia. It is maintained by the Australian National Maritime Museum and has copies of original documents from the gold rush era.

• www.slv.vic.gov.au/slv/exhibitions/goldfields/ This Life on the Goldfields web site is a State Library of Victoria virtual Exhibition.


Other resources


Student outcomes

Activities addressing the following outcomes are included in this unit.

Human Society and its Environment

Outcomes

CCS3.1 Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.

English

Outcomes

TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organized ideas with more challenging topics.

WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.



• listens to and notes key information from recordings (TS3.1)

• finds and traces the routes of famous inland exploreres (CCS3.1)

• locates, selects and organises information from a variety of sources

(WS 3.9)

• uses a variety of drafting techniques (WS3.9)

• writes more detailed reports (WS3.9)

• organises significant events of the gold rush era in chronological order

(CCS3.1)

• queries the first official discovery of gold in Australia

(CCS3.1)

• plans writing through the use of detailed writing plans

(WS3.9)

• incorporates information about Edward Hargraves into a newspaper article

(CCS3.1)

Indicator Activity Comments

4, 7, 20

4

5

5

5

6, 7, 20, 21

7

9

9

Assessment record, Gold

Student's name:


• selects words which describe working and living conditions for diggers on the Australian goldfields of the mid-1800s

(CCS3.1)

• writes a short poem based on life on the Australian goldfields

(WS3.9)

• expresses through poetry an understanding of living and working conditions on the goldfields

(CCS3.1)

• identifies aspects of life on the goldfields for children

(CCS3.1)

• displays knowledge of life on the goldfields by writing a journal entry in the role of a child

(CCS3.1)

• explains the time difference between the major gold discoveries made in the east and the west of Australia in the 1800s

(CCS3.1)

• demonstrates an understanding of the main issue which led to the Eureka Rebellion of 1854 through the development and taping of a dialogue between a trooper and a miner

(CCS3.1) (TS3.1)

• expresses an opinion about the justness and fairness of the Lambing Flats incident of 1861

(CCS3.1) (TS3.1)


13,14

15

15

16

16

19

20

21


Student's name:


• expresses an opinion about an incident of discrimination

(CCS3.1)

• gives suggestions for creating a just society (CCS3.1)

• explains various aspects of the impact of the discovery of gold on the major cities

(CCS3.1)

• identifies some of the consequences colonial expansion and the discovery of gold had on the environment

(CCS3.1)

• identifies characteristics of bushrangers and comments on their public image

(CCS3.1)

• identifies aspects of the impact of the discovery of gold on life in Australia

(CCS3.1)

• explains in detail the impact of the discovery of gold on one aspect of Australian life

(CCSS3.1)

• demonstrates an understanding of the various aspects associated with the discovery of gold in Australia

(CCS3.1)


22

22

25

26

27

29

29

30


Student's name:


Additional notes


Additional notes


Additional notes

Centre for Learning InnovationNSW Department of Education and Training

51 Wentworth RoadStrathfield NSW 2135

Documents

43441 Gold TN Cover - lrrpublic.cli.det.nsw.edu.aulrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7569/documents... · gold rush era • discuss some of the impacts that ‘Gold