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This book, part of the popular Thinking Themes series, will support students in understanding the nature of life in colonial Australia. Winner - Primary Reference Resource of 2012, The Australian Educational Publishing Awards The activities give students the opportunity to explore the nature of the settlements, the roles that individuals and groups played in the colonies and the contribution of individuals and groups to Australian society. Special features: 45 photocopiable pages ready-to-use activities built around the topic of colonial people links on every page to both Gardner’s Multiple Intelligences and Bloom’s Taxonomy of Thinking Skills perfect for the Australian Curriculum: History.
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www.macmillan.com.au Samantha Frappell
Activities to switch on thinking skills!Activities to switch on thinking skills!
45 photocopiable pages
ages
10+At last, here is a practical resource that cross-references multiple intelligences with critical and creative thinking skills! Each title in the Thinking Themes series contains a set of ready-to-use activities built around a popular topic. Each activity is linked to both an intelligence and a thinking skill.
Use the activities as a library learning centre, or add them to an integrated unit. However you use the series, it will enable you to teach to your students’ strengths and develop their weaker intelligences, while consciously and systematically incorporating thinking skills into your program.
The perfect partner . . .
Each title in the Thinking Themes series can stand alone. Or use it as a companion to the Macmillan Library series.
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Samantha Frappell
ages
10+
Activities to switch on thinking skills!
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First published in 2012 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world.
Copyright © Samantha Frappell/Macmillan Education Australia 2012Thinking Themes: Colonial People Ages 10+
ISBN 978 1 4202 9732 4Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Sarah PayneDesign and illustrations: Nice StuffProduction controller: Janine Biderman
Printed in Australia by TYPO Corporate Services, South Melbourne
Copying of this work by educational institutions or teachersYou may reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.
For details of the CAL licence for educational institutions, contact:Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600Facsimile: (02) 9394 7601Email: [email protected]
Reproduction and communication for other purposesExcept as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.
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Convicts 4
Domestic servants 15
Gold diggers 23
Squatters 34
Colonial Australia 42
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Task 1
Imagine that you are a convict who worked outdoors.
Consider the climate, insects and animals that convicts might have encountered while they worked. Complete the table to show the positives and negatives of the Australian climate and wildlife.
IntelligenceNaturalistic
Thinking skillEvaluating
Convicts
Write a letter home to your family to tell them about the Australian environment. Try to convince them to join you in Australia.
Clim
ate
Wild
life
NegativePositive
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Task 2
IntelligenceVerbal-linguistic
Thinking skillRemembering
Convicts
Use library books or the internet to research the life of a convict. Use the research to make a biography file.
Convict’s name _______________________________________________________________________________________________________________________________
Date of arrest ____________________________________________ Place of arrest ___________________________________________________________
Crime committed _____________________________________________________________________________________________________________________________
Where he or she was sent _____________________________________________________________________________________________________________
Draw a portrait of the convict.
Write a summary of what happened during the convict’s life. What were the significant events in his or her life?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceLogical-mathematical
Thinking skillApplying
Task 3
Convicts
Life as a convict could be awful and many tried to escape. Several convicts did escape, and some made it all the way to England.
Imagine that you are a convict planning an escape. Write down six items you would take with you. Explain why you chose these items.
Now, draw a mind map that predicts four possible outcomes of your escape attempt.
Item Reason I would take this item
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceBodily-kinaesthetic
Thinking skillApplying
Task 4
Convicts
Make a board game where players progress from being convicts to obtaining their ticket of leave.
Make a list of penalty cards and bonus cards to include in the game. For penalty cards, think about circumstances that would make a convict’s life difficult. This could include type of work, type of master and the weather. For bonus cards, think about circumstances that would make a convict’s life easier or more enjoyable.
List all the craft materials you will need to make the game. Plan what the board, player pieces, cards and any decorations will be made from. You will also need a die.
Now, construct the game cards, player pieces and board. Play the game with some classmates.
Bonus cards
Example: Master gives you a day off
Type of bonus
Example: Move ahead two spaces
Penalty cards
Example: Caught stealing food
Type of penalty
Example: Miss a turn
A ticket of leave was a
document that allowed a
convict to work and have
some freedom, before
his or her sentence
was finished.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceMusical-rhythmic
Thinking skillCreating
Task 5
Convicts
Write a rap to describe the life of a convict. Give it a strong rhythm and include rhyming words. Think about facts to do with convicts and their lives that you could include.
Now, rehearse your rap and perform it for the class.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceBodily-kinaesthetic
Thinking skillUnderstanding
Task 6
Convicts
Convict lives were full of drama. Convicts had to endure the long, difficult journey to Australia, the threat of punishment and rebellions. Some convicts even escaped.
Work in a group of four. Use library books or the internet to find out about the lives of convicts. Think about how you could show different events in a convict’s life through dance. Different members of the group could take on different roles. Plan the movements for the dance.
Now, rehearse and perform the dance for the class.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceBodily-kinaesthetic
Thinking skillAnalysing
Task 7
Convicts
1 Research the leg-irons that convicts sometimes had to wear. Find out what they looked like and how they worked.
2 List all of the craft materials you will need to make a model of a set of leg-irons. Choose strong materials that will not break easily.
3 Now, use the craft materials to make a set of leg-irons. 4 Put on the completed leg-irons and see what they feel like to wear. Imagine that you have
to wear the leg-irons to perform everyday activities. Think about how the leg-irons would affect you. Explain the effect that the leg-irons would have for each activity.
Action
Cleaning teeth
Getting dressed
Eating breakfast
Walking
Running
Talking to friends
Playing sport
Reading a book
Effect (little or no effect, some effect, great effect)
Explanation
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceIntrapersonal
Thinking skillEvaluating
Task 8
Convicts
In 1788, 11-year-old Mary Ann Wade stole a frock, a scarf and a cap from another child. Mary sold the clothes to get money to buy food for her family. She was arrested and transported to Australia. Many convicts were transported to Australia because they had committed theft.
Do you think there are some circumstances where stealing is acceptable? Explain your answer.
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Do you think transportation to Australia was a fair punishment for stealing a frock, a scarf and a cap? Why or why not?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
What other forms of punishment were there for stealing in England in the 1780s?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Do you think transportation to Australia was the worst punishment at the time? Explain your answer.
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Imagine you are a judge in England in the 1780s. How would you sentence somebody convicted of theft? Why?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceMusical-rhythmic
Thinking skillRemembering
Task 9
Convicts
Describe five different sounds that a convict might have heard during the day. How might he or she have felt when hearing each of these sounds?
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillCreating
Task 10
Convicts‘Mary peeked out from her hiding place behind the tea chest. She spied the governor’s little boat, tied up at the end of the dock. A daring plan began to form in her mind.’
Use this sentence to write a story about a convict escape. You can use the sentence at the beginning or in the middle of the story. Plan your story here.
Now, write the story on a separate sheet of paper.
Title
Main characters Setting
Complication
Climax
Resolution
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceMusical-rhythmic
Thinking skillCreating
Task 11
Convicts
Many convict songs describe the hardships of transportation to Australia and convict life.
Use library books or the internet to find a convict song.
Song ______________________________________________________________________________
What hardships of convict life does the song describe?
Now, write your own song about convict life. You could use a familiar tune such as ‘Waltzing Matilda’.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillUnderstanding
Task 12
Domestic servants
Domestic servants worked from sunrise to sunset.
Research the life of a domestic servant. Find out what sort of work they would do during a typical day.
Use the research to draw a day in the life of a domestic servant. Write a caption for each picture.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillEvaluating
Task 13
Domestic servants
List five aspects of a domestic servant’s life that you think were unfair. Think about how long they worked, what work they did, how much they were paid and how much free time they had. Then, suggest how their lives could be improved.
Unfair aspect Suggestion for improvement
Now, write a letter to the governor of the colony asking for new laws to improve the lives of domestic servants. Structure your argument using evidence and persuasive language.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillUnderstanding
Task 14
Domestic servants
Imagine you are a domestic servant in colonial Australia. Your master and mistress are planning a big dinner party.
Create three diary entries describing what you experience during the two days of preparation and the actual day of the dinner party. Include details such as the food, the demands of your master and mistress, the behaviour of the guests, and how you feel.
(delivering invitations and planning the menu)
(shopping and cleaning)
(cooking, serving the guests and cleaning up)
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillApplying
Task 15
Domestic servants
Think about the life of a domestic servant in colonial Australia. Consider what they ate, what they wore, what work they did and other aspects of their lives. Write as many descriptive words as you can about domestic servants.
Now, write a haiku about colonial domestic servants.
A haiku is a simple form of Japanese poetry that paints a picture of a scene. It is made up of three lines and usually contains a ‘seasonal word’ such as sun, fog, spring or snow. A syllable-based haiku has a 5–7–5 syllable pattern.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillCreating
Task 16
Domestic servants
Write a list of jobs that a domestic servant in colonial Australia had to do.
Name of machine
Choose one of these jobs. Invent a machine that could do this job for the domestic servant.
Think about what sort of energy source you could use to power the machine. It must be something that was available in colonial Australia.
Draw and label the machine. Give the machine a name.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillApplying
Task 17
Domestic servants
Design the cover for a book about the life of domestic servants in Australia.Decide on a title for the book.
Think about the visual elements of the cover design. What will represent the life of a domestic servant in colonial Australia and make readers want to buy the book? Plan the colours, images and fonts that you will use.
Title
Images FontsColours
Explain why you have chosen the colours, the font for the title and the images in the design.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Now, draw the book cover.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceInterpersonal
Thinking skillEvaluating
Task 18
Domestic servants
How do you think you would have coped as a domestic servant in colonial Australia?
Look at the list of domestic tasks. On the left, write how a colonial domestic servant performed these tasks. On the right, write how you would perform these tasks today.
Imagine you have travelled back in time to colonial Australia. You have to do all of these tasks. Which task is the most difficult compared to the 21st century? Why?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Clean floors
Wash clothes
Iron clothes
Make bed
Wash dishes
Dust furniture
Cook food
Tidy room
Task Colonial domestic servant You
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceInterpersonal
Thinking skillApplying
Task 19
Domestic servants
Work in a group of three. Imagine that you live in colonial Australia and your household needs to hire a new domestic servant.
Brainstorm all the jobs that the new domestic servant will need to do.
Now try this . . . As a class, make the classifieds section of a 19th century newspaper. Use each group’s job advertisements to compile the page.
What sort of personality should your servant have?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
What physical skills should your servant have?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
What experience should your servant have?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
In your group, write an advertisement containing your requirements to put into the local newspaper. Think about how an advertisement would have been written in the 19th century, and the language that would have been used. Use language that would persuade somebody to come and work for you.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Think about• typeofhousing• leisureactivities• food• chanceoffindinggold
IntelligenceIntrapersonal
Thinking skillApplying
Task 20
Gold diggers
What was life like for a gold digger?
Complete the PMI chart to show the pluses, minuses and interesting points about life as a gold digger.
Now, imagine that you are a gold digger. On the back of this page, write a speech about your life as a gold digger.
Practise and perform the speech for the class.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceIntrapersonal
Thinking skillAnalysing
Task 21
Gold diggers
Imagine that you could travel back in time and be a gold digger on the Australian goldfields. How would your life change? Would it be better or worse? Compare your modern life to a gold digger’s life.
Food
Clothing
Work
Education
Leisure activities
Housing
Gold digger Me Which is better? Why?
Would you like to have been a gold digger? Why or why not?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceLogical-mathematical
Thinking skillAnalysing
Task 22
Gold diggers
Most of the biggest gold nuggets in the world were found in Australia.
Use library books or the internet to find out the names and weights of the four largest gold nuggets ever found in Australia.
Now try this . . . Draw a time line to show when each nugget was discovered.
Make a bar graph that shows these four nuggets in order from lightest to heaviest.
Name of nugget When it was found
Where it was found
Who found it Weight of nugget
Nugget
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceMusical-rhythmic
Thinking skillApplying
Task 23
Gold diggers
Work in a group of four. You have been asked to provide the music for a drama about life in the Australian goldfields. Write the type of music you think would be appropriate for each scene. Think about speed, volume, mood and types of instruments.
As a group, choose your favourite scene. Make up music to accompany the scene. Use body percussion and instruments you can find in the classroom or school. Practise and perform the music for the class.
Scene
Main character decides to become a gold digger
Main character does not find any gold
A fight breaks out between two gold diggers
The gold diggers hold a birthday party
Main character finds gold
Speed/volume of music Mood of music Instruments
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillApplying
Task 24
Gold diggers
Design and make a diorama to illustrate life on the Australian goldfields.
1 Brainstorm all the elements of life on the goldfields that you could include.
3 Plan the diorama in the box. Label each part of the diorama.
4 Now, make the diorama. Include a label.
2 List the craft materials you will need.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillEvaluating
Task 25
Gold diggers
Imagine that you have been asked to design a history theme park to teach school students about the Australian gold rushes. Think about historical artefacts that visitors will see, rides that they can go on, educational material that they can watch or listen to, and other attractions.
Do you think that historical theme parks are a good way for students to learn about the gold rushes? Why or why not?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Now, draw a map of the theme park.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceInterpersonal
Thinking skillUnderstanding
Task 26
Gold diggers
Riots and unrest were part of life on the Australian goldfields. Anger about having to buy a gold miner’s licence, jealousy of other miners’ success and racism were all reasons for discontent.
Work in a group of three. Choose a riot on the goldfields to investigate. You could choose the Lambing Flat riot, the Eureka rebellion, the Buckland Valley riot or another incident.
Riot _______________________________________________________________________________________________________________________________________________
In your group, research the riot to make a class presentation. Assign a task to each member of the group.
As a group, use computer software to make a slide show presentation about the riot. Present it to the class.
Group member Task
Now, record your group findings.
Date of riot Picture
Where it happened
What the riot was about©
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillApplying
Task 27
Gold diggers
Work in a group of four. Imagine that a riot has just begun on the Australian goldfields over the miner’s licence. The miners don’t want to pay for the licence. The police have to arrest the rioting miners.
In your group, brainstorm how two miners from different backgrounds and with different opinions would feel about the riot. Then, brainstorm how a police officer would feel about the riot. Finally, write questions that an interviewer could ask.
Now, imagine that radio existed during the gold rushes. Assign a role to each group member. Practise and perform a role-play of a radio interview about the riot.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceBodily-kinaesthetic
Thinking skillCreating
Task 28
Gold diggers
Work in a group of four. Create a storyboard for a dramatic event on the goldfields. Include dialogue, sound effects, small pictures and camera directions.
Event _____________________________________________________________________________________________________________________________________________
Setting __________________________________________________________________________________________________________________________________________
Characters __________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
In your group, act out the scenes from the storyboard.
Dialogue: Dialogue: Dialogue:
Sound effects:
Sound effects:
Sound effects:
Camera direction:
Camera direction:
Camera direction:
Dialogue: Dialogue: Dialogue:
Sound effects:
Sound effects:
Sound effects:
Camera direction:
Camera direction:
Camera direction:
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceLogical-mathematical
Thinking skillRemembering
Task 29
Gold diggers
Use library books or the internet to research how a gold digger would have spent his or her day. Write a schedule for a day in the life of a gold digger.
Add up how much time the gold digger spent on each activity.
Activity
Sleep
Work
Leisure
Eating
Personal hygiene
Time
Draw a picture to show how the gold digger spent most of his or her time.
12 am 12 pm
1 am 1 pm
2 am 2 pm
3 am 3 pm
4 am 4 pm
5 am 5 pm
6 am 6 pm
7 am 7 pm
8 am 8 pm
9 am 9 pm
10 am 10 pm
11 am 11 pm
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Gold diggers
IntelligenceVisual-spatial
Thinking skillAnalysing
Task 30
Imagine that time travel is possible. What would a gold digger from the 19th century enjoy about a holiday in the 21st century? List your ideas in the box.
Create a poster for a time travel agency advertising life in the 21st century. The poster must appeal to gold diggers from the middle of the 19th century.
Use colours, fonts and images that would appeal to a 19th century gold digger. Think about a catchy slogan to include.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVisual-spatial
Thinking skillRemembering
Task 31
Squatters
Imagine you are a bird flying over a squatter’s land. What would you see?
Write a list of all the features you might see. Think about the different plants, animals, workers, buildings and water features in the landscape.
Now, draw and colour a bird’s-eye view of the squatter’s land. Label the features that you include.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceMusical-rhythmic
Thinking skillEvaluating
Task 32
Squatters
Colonial songs were usually about aspects of everyday colonial life.
Find a sheep-shearing song from the colonial period.
Place a tick in the box which best describes the song you have chosen.
Would the song be helpful to play in the background while shearing sheep? Why or why not?
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Play the song to the class. Explain whether or not this is a good song to play while shearing sheep and why you think that.
Song __________________________________________________________________________________________________
Song qualities Yes No
Good rhythm to work to
Fast-paced
Melody is easy to sing
Chorus that everyone can join in with
Fun, cheerful mood
Words are about sheep or shearing©
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceInterpersonal
Thinking skillRemembering
Task 33
Squatters
Write down as many words as you can that relate to squatters.
Work in a group of four. Write any words that others in your group thought of that are not on your list.
As a group, choose the five best words. Explain why you chose each of these words.
Word Why we chose this word
In your group, make a collage on art paper that includes these words. Use letters and words from newspapers or magazines, or write the words. Cut out pictures or draw pictures to represent the words.
Then, present your finished collage to the class. Display the collages in the classroom or school library.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Squatter
IntelligenceInterpersonal
Thinking skillEvaluating
Task 34
Squatters
1 Work in a group of three. Plan a television interview with a well-known squatter. In your group, decide who you will interview.
Assign a task to each group member to help research and write the interview.
2 Now, practise the interview. Perform the interview for the class.
3 Think about your group’s performance. As a group, describe how well you performed.
Did we speak loudly and clearly? ___________________________________________________________________________________________
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How well did we use gestures and body language? ______________________________________________________________
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How well did we use facial expressions? ________________________________________________________________________________
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How well did we work as a group? ________________________________________________________________________________________
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Group member Task
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceNaturalistic
Thinking skillEvaluating
Task 35
Squatters
Imagine you are the location manager for a new movie about squatters. Write down the landscape features that you would need for each scene in the film. Think about what sort of weather conditions and time of day would make the scenes interesting.
Choose one scene. Draw a picture of the ideal landscape for this scene.
Scene
Squatter’s property
Local town
Sheep round-up
Shearing time
Search for a lost child
Family celebration
Landscape features Weather Time of day
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceIntrapersonal
Thinking skillRemembering
Task 36
Squatters
Imagine you are the son or daughter of a wealthy squatter. You are writing a column for a magazine called The Fashionable Colonial to describe your favourite outfit.
Include details such as the fabric it is made of, the style and the colours. Describe how your outfit makes you feel when you walk around town.
Draw a picture of yourself in your colonial outfit. Include a caption.
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Caption
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceLogical-mathematical
Thinking skillCreating
Task 37
In colonial Australia there were problems with sheep shearing that affected sheep, shearers and squatters.
Research the problems. For each problem, come up with a possible solution.
Squatters
Group
Sheep
Shearers
Squatters
Problem Solution
Use one of your solutions to invent a new sheep shearing machine. Design your machine and give it a name. Label each part of the design.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceNaturalistic
Thinking skillApplying
Task 38
Squatters
The weather was very important to squatters. Drought, flood, spring rains and sunny weather each had a big impact.
Complete the table to show how each weather condition would affect a squatter’s land and sheep.
Drought
Spring rains
Flood
Sunny weather
Weather condition
Drought
Flood
Spring rains
Sunny weather
Effect on land Effect on sheep Squatter’s feelings
Now, draw a series of pictures to show the effects of drought, flood, spring rains and sunny weather on the life of a squatter.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceNaturalistic
Thinking skillRemembering
Task 39
Colonial Australia
In colonial Australia, people ate food sourced from the animals they farmed, the fruit and vegetables they grew, and native Australian plants and animals.
Make a list of some of the foods eaten by different groups of people in colonial Australia.
Now, list the animals and crops farmed to produce these foods or the native source of the food.
Convict labourer Domestic servant Gold digger Squatter
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Object
IntelligenceBodily-kinaesthetic
Thinking skillCreating
Task 40
Choose an everyday colonial object. It could be a tool, a piece of clothing, a utensil, money, a toy or something different. Research the object and find pictures of it.
Draw and label the object.
Now, figure out how to make a model of this object. List the craft materials you will need.
Then, make the object.
On a card, write a description for the object. Explain what it was used for and who used it.
Display the object with its descriptive card.
Colonial Australia
Materials
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceVerbal-linguistic
Thinking skillAnalysing
Task 41
Colonial Australia
Research the life of either John Macarthur or Elizabeth Macarthur. Then, research the life of a convict or a domestic servant. Compare the different kinds of lives that they lived. Use the research to complete the table.
Which of the two people’s lives would you prefer to have lived? Why?
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Clothing
Food
Type of housing
Type of work done
Time spent on work
Leisure activities
Amount of free time
Other interesting facts
Convict or domestic servantJohn or Elizabeth Macarthur
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceBodily-kinaesthetic
Thinking skillApplying
Task 42
Colonial Australia
Damper was a popular type of bread made in colonial times. Damper was made from flour and water and cooked in the ashes of a fire.
Use library books or the internet to find a recipe for damper. Copy each step of the recipe into the left column.
Make up a mime to go with each step of the recipe. Write the actions in the right column. Think about any props that you could use, such as utensils and bowls.
Now try this . . .
With the help of an adult, try the recipe at home. You could bring your damper to school to share with the class.
Source of recipe
Name of recipe
Step Action and props
Now, mime the recipe for the class.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceNaturalistic
Thinking skillCreating
Task 43
Colonial Australia
Imagine that you live in colonial Australia, and that you have just discovered a new plant species. You decide to name it after your favourite colonial person.
Write your finding in your botany journal. Describe where and when you found the plant and what it looks like. Write details about the plant, such as whether it flowers and when, how much water it uses, and how quickly it grows. Explain why you named the plant after your chosen colonial person. Describe how you felt when you discovered the plant.
Include a drawing of the plant. Label its parts.
Caption
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
Thinking skillEvaluating
Task 44
IntelligenceMusical-rhythmic
Colonial Australia
Find out about the tea-chest bass, a traditional colonial Australian instrument.
What is it made from? ____________________________________________________________________________________________________________________
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How is it played? ____________________________________________________________________________________________________________________________
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What sort of sound does it make? _________________________________________________________________________________________________
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Draw and label a diagram of a tea-chest bass.Do you think a tea-chest bass would be a good instrument to include in a school band? Why or why not?
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What improvements could you make to the tea-chest bass?
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Now try this . . .
In a small group, research another popular colonial Australian instrument. Use craft materials to make a model of this instrument.
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Thinking Themes: Colonial People Ages 10+ © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9732 4
IntelligenceLogical-mathematical
Thinking skillEvaluating
Task 45
Colonial Australia
Rank
1
2
3
4
Ranked in this position because . . .Colonial person
Think about the lives of convicts, domestic servants, gold diggers and squatters. Rank these different people from those you think had the easiest life to those with the most difficult life. The person with the easiest life should go at the top, and the person with the most difficult life at the bottom.
Draw a portrait of each colonial person.
Explain why you have chosen to rank the people in this way.
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www.macmillan.com.au Samantha Frappell
Activities to switch on thinking skills!Activities to switch on thinking skills!
45 photocopiable pages
ages
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