Standard 3 Artifact 3 1

Interactive Flash resource - 'Saibai Island Canoe'
Student Resource
Available online - National Museum Australia
http://www.nma.gov.au/education-kids/classroom_learning/multimedia/interactives/saibai-island-
canoe
Contains information about Torres Strait Island groups and the people that inhabited
the islands. Students read information about the tools and materials that were used
by Torres Strait Islanders and how they conducted trade with surrounding
populations. Once students have read the information provided, they proceed to the
interactive game to catch fish using the appropriate tools for a feast in accordance
with Torres Strait Islander customs.
RELEVANT INQUIRY QUESTION
What was life like for Aboriginal and/or Torres Strait Islander Peoples before the
arrival of the Europeans?

HISTORICAL KNOWLEDGE AND UNDERSTANDING
The diversity and longevity of Australias first peoples and the ways Aboriginal and/or
Torres Strait Islander peoples are connected to Country and Place (land, sea,
waterways and skies) and the implications for their daily lives. (ACHHK077)
investigating pre-contact ways of life of the Aboriginal people and/or
Torres Strait Islanders; their knowledge of their environment including
land management practices; their sense of the interconnectedness of
Country/Place, People, Culture and Identity; and some of their
principles (such as caring for country, caring for each other and
respecting all things)

HISTORICAL SKILLS- (Historical Questions and Research)
Pose a range of questions about the past (ACHHS083)
generating questions about the diversity and antiquity of Aboriginal and
Torres Strait Islander peoples, and the nature of contact in early
Australia (for example 'Who?' 'What?' 'When?' 'Where?' 'Why?'
questions)

CLASSROOM PRACTICE
Students complete an individual KWL chart prior to the activity to activate their prior
knowledge of Torres Strait Islanders' culture and history. After completing the tasks
in the interactive activity students evaluate their new understanding on the KWL
chart. Through this activity students will pose questions about Torres Strait Islander
peoples and what life was like before the arrival of the Europeans.
Map of Aboriginal Australia - Visual Artefact
Student/Teacher Resource

Available Online: http://www.healthinfonet.ecu.edu.au/map-aboriginal-australia
A map of Aboriginal Australia that attempts to represent all language groups of the
Indigenous populations of Australia based on data gathered by Aboriginal Studies
Press (1996).

mapping the diversity of Aboriginal and Torres Strait Islander language
groups in Australia, with particular emphasis on the local area and
state/territory

CLASSROOM PRACTICE
This resource could be used to introduce History to a class. Hold a whole class
discussion asking students to consider the diversity of Australia's indigenous
population and the challenges of diverse languages within Australia.
Extending from the class discussion divide the class into two groups. Give each
group a simple task that they have to get the opposite group to complete, for
example one group must convince each member of the other group must complete a
small dance sequence or put away everything on their desk. The students can only
communicate using the word 'watermelon' and the other group saying 'broccoli'.
Students will gain an understanding of how difficult communication would have been
for Australia's first peoples and the interaction between tribes and with the
Europeans.

AUSTRALIAN HISTORY TIMELINE
Teacher Resource

Available Online: http://www.aushistorytimeline.com/
A compilation of information on Australian history featuring film clips with teachers
notes, useful websites and world events that take place alongside Australian history.
The website is easy to navigate as it is segmented into decades and can provide a
brief overview events that took place, or can be explored in more depth if desired.
Additionally the site contains information about Australian Indigenous history prior to
European arrival.
What was the nature and consequence of contact between Aboriginal and/or
Torres Strait Islander Peoples and early traders, explorers and settlers?

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 (ACHHK080)
HISTORICAL SKILLS - (Chronology, Terms and Concepts)
Sequence historical people and events (ACHHS081)
placing key events and people of early contact history in chronological order by
creating timelines and explaining the sequence

CLASSROOM PRACTICE
Use the information on this site to create a sequence of important historical events
for students to know throughout a unit of work. As the class progresses through the
unit have them create a Fact File with the chosen events. Students give each event
a title and include 2 or 3 dot points to elaborate on the event. This information is
written on a small piece of card with a template which provides room for the written
information and a small picture. Students draw a picture to accompany the written
information to provide a visual representation of the historical event. By the end of
the unit students will have a Fact File which provides an overview of the historical
dates and events covered in class.

PUBLISHED ACCOUNTS OF THE FIRST FLEET - WRITTEN ACCOUNTS
Student Resource

Available Online:
http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/publishe
d_accounts/index.html
Various accounts from authors who travelled to Australia on the First Fleet. There
are accounts from Watkin Trench's A Narrative of the Expedition to Botany Bay,
Governor Arthur Phillip's The Voyage of Governor Phillip to Botany Bay, and an
illustrated journal by John White among others.
Why did the great journeys of exploration occur?

Stories of the First Fleet, including reasons for the journey, who travelled to
Australia, and their experiences following arrival. (ACHHK079)
discussing the treatment of prisoners at that time, and past and present
views on the colonisation of Australia; investigating the daily lives and
social standing of those who travelled to Australia on the First Fleet,
including families, children and convict guard
HISTORICAL SKILLS - (Historical Questions and Research)
Pose a range of questions about the past (ACHHS083)
posing questions about the First Fleet (for example 'Why did the First
Fleet travel to Australia?' 'Who was on it?' 'What were their stories?'
'What was the journey like?')
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
CLASSROOM PRACTICE
To use this resource in the classroom, students will work in small groups of three or
four to research one account from the First Fleet. They must then use this
information to engage in Higher Order Thinking as they create a short dramatic role
play to present to their peers (Productive Pedagogies).
Text extracts from Nanberry: Black Brother White (Jackie French)
Teacher Resource
Available Online: http://e4ac.edu.au/units/year-4/pop-s6-01.html
Based on true events the book follows the story of two brothers - one black, one
white - and their lives in the colony. Nanberry is adopted by John White, a surgeon in
the new colony in Sydney Cove. Nanberry and his white brother Andrew navigate the
struggles to interpret the two worlds they live in.

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)
HISTORICAL SKILLS - (Perspectives and interpretation)
Identify different points of view (ACHHS085)
exploring different stories about contact experiences and early penal
life to discover the thoughts or feelings of the people at that time (for
example convicts, Aboriginal and Torres Strait Islander people, convict
guards, free settlers)
CLASSROOM PRACTICE
Read the text in class. Encourage students to read the text by having a class set.
Before finishing the text, have students choose one character from the text to focus
on. Provide students with access to the text excerpts in this resource and have
students reflect on the story so far.
Once students choose a character they review the quotes from the text and use a
quote or compilation of quotes to communicate the characters point of view in a
letter, art piece, poster or role play.

CONVICT CONDUCT SHEETS - WRITTEN ARTEFACTs
Student Resource

Available Online: http://nationaltreasures.nla.gov.au/index/Treasures/item/nla.int-ex6-s44
This resource shows a Convict Conduct sheet of a convict sent to Van Diemen's
Land (Tasmania). Other Convict Conduct sheets are available at the above link.
Conduct sheets provide details of a convict's sentence, arrival in the colony and their
conduct.

Stories of the First Fleet, including reasons for the journey, who travelled to
Australia, and their experiences following arrival. (ACHHK079)
discussing reasons for the First Fleet journey, including an examination of the
wide range of crimes punishable by transportation, and looking at the groups
who were transported
HISTORICAL SKILLS - (HISTORICAL QUESTIONS AND RESEARCH)
Identify sources (ACHHS216)
identifying sources to investigate the story of the First Fleet and its arrival, such as
paintings, maps, written records/accounts
CLASSROOM PRACTICE
Students take on the role of a convict and use the information from the Convict
Conduct Sheets to answer questions while wearing the figurative six thinking hats.
Below are example questions for each hat.
Red hat - How do I feel about being sent to Australia as a convict?
Yellow hat - What are the good things about this?
Black hat - What are the negative things about this?
Green hat - How do I think Australia will be different from my home country England?
White hat - Why am I going to Australia?
Blue hat - What am I thinking about on the ship?

GOVERNOR DAVEY'S PROCLAMATION - VISUAL ARTEFACT
Student/ Teacher Resource

Available Online: http://nationaltreasures.nla.gov.au/index/Treasures/item/nla.int-ex6-s52
A small proclamation board by an unknown artist from 1830 titled 'Governor Arthurs
Proclamation to the Aboriginal People'. The piece contains various pictograms
designed to show that Aboriginal and European people were equal before the law.

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

HISTORICAL SKILLS - (PERSPECTIVES AND INTERPRETATIONS)
exploring different stories about contact experiences and early penal life to
discover the thoughts or feelings of the people at that time (for example
convicts, Aboriginal and Torres Strait Islander people, convict guards, free
settlers)

CLASSROOM PRACTICE
To use this resource in the classroom students could complete a Venn Diagram after
viewing the artefact. Students can work individually or in pairs to compare the
similarities and differences between the left and right side of the artwork.

EUROPEAN EXPLORATION - website
Student Resource

Available Online: http://www.australianhistory.org/exploration
An website containing stories from various explorers over time including stories of
The Endeavour, James Cook and Joseph Banks.

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late
eighteenth century, including their contacts with other societies and any
impacts.(ACHHK078)
identifying key individuals and groups who established contacts with Africa,
the Americas, Asia and Oceania during the age of discovery; examining
the journey of one or more of these explorers (for example Christopher
Columbus, Vasco de Gama, Ferdinand Magellan) using internet mapping
tools, and examining their impact on one society

HISTORICAL SKILLS - (CHRONOLOGY, TERMS AND CONCEPTS)

CLASSROOM PRACTICE
Students can take on the role of a convict, a settler or a naval officer to create a
presentation. The presentation will include information on why they are coming to
Australia, their role when they arrive in the new land and what they expect to
discover. Students can choose to create a visual presentation like a comic strip or
power point, a performance such as a short drama or a series of 'freeze frames' or a
written presentation such as a journal entry.

Explorers and Expeditions - Website
Student Resource

Available Online: http://enchantedlearning.com/explorers/australia.shtml
Easy to read information on Australian explorers like Burke and Wills, William
Dampier, Matthew Flinders and others.

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late
eighteenth century, including their contacts with other societies and any
impacts.(ACHHK078)
identifying key individuals and groups who established contacts with Africa,
the Americas, Asia and Oceania during the age of discovery; examining
the journey of one or more of these explorers (for example Christopher
Columbus, Vasco de Gama, Ferdinand Magellan) using internet mapping
tools, and examining their impact on one society

HISTORICAL SKILLS - (CHRONOLOGY, TERMS AND CONCEPTS)

CLASSROOM PRACTICE
Students can take on the role of an explorer to create a presentation. The
presentation will include information on where they have explored, why they came to
Australia and their exploration within Australia. Students use this information to
produce a visual comic strip with text outlining the details of the story.

Ayers Rock/ Uluru - Video
Teacher Resource
Available Online: https://www.georgiastandards.org/resources/Pages/Videos/Social-
Studies-Video-Dictionary.aspx
A short video that briefly covers details and a short history of Ayers Rock (Uluru).
Run time: 3 minutes.
What was life like for Aboriginal and/or Torres Strait Islander Peoples
before the arrival of the Europeans?

investigating pre-contact ways of life of the Aboriginal people and/or Torres
Strait Islanders; their knowledge of their environment including land
management practices; their sense of the interconnectedness of
Country/Place, People, Culture and Identity; and some of their principles
(such as caring for country, caring for each other and respecting all things)

settlers)

CLASSROOM PRACTICE
Conduct a class survey prompting students to consider how they feel about climbing
Uluru. Encourage students to develop an opinion on the topic and to provide reasons
and evidence to justify their opinion. Give students time to write down their ideas.
Once students have formed an opinion, hold a class debate. This can be done in a
written form and students write a short persuasive argument with evidence or it can
be down as a whole class debate. Divide the students into two teams - For and
Against the climbing of Uluru. The topic can then be debated between the teams with
the teacher documenting the argument in a table on the board. At the conclusion of
the debate, summarise both arguments.
My Place for Teachers - Teaching Resource
Teacher Resource
Available Online: http://www.myplace.edu.au/default.asp
The website has clips which can be downloaded that align with he My Place stories
on events that have influenced Australia's history. The website also provides
teaching activities and activity sheets for students which relate to themes within the
curriculum.

exploring whether the interactions between Europeans and Aboriginal and Torres
Strait Islander peoples had positive or negative effects

settlers)

CLASSROOM PRACTICE
After viewing episodes 23 and 24 based in 1788 have students consider the parallels
between Dan and Waruwi. Complete a Venn diagram as a whole class activity to
scaffold understanding for students. Each student then can create a drawing or
painting to illustrate the similarities and differences between each society/ character.
The illustrations can be done on an A3 sized sheet of paper divided in two with one
character on each side.

World Map - Visual stimulus
Teacher Resource

Available Online: http://www.flashearth.com/
Requires flash player. A great resource to display on the Smartboard or projector
that engages students with a satellite view of the world or zoom in to the school yard.
How does the environment support the lives of people and other living things?

The location of the major countries of Africa and South America in relation to
Australia, and their main characteristics, including the types of natural vegetation and
native animals in at least two countries from both continents (ACHGK020)
using geographical tools, for example, a globe, a wall map or digital application
such as Google Earth, to identify the major countries of Africa and South America
and their relative locations
HISTORICAL SKILLS- (Observing, Questioning and Planning)
Develop geographical questions to investigate (ACHGS026)
developing what could be done? questions about alternatives and how do we
know? questions about knowledge

CLASSROOM PRACTICE
Use the map of the world as a resource to capture students engagement. It could be
used at the beginning of a unit to give students a scope of geography and all it
encompasses. Ask students questions about where they have been and visit these
places on the map. Discuss the similarities and differences that can be inferred from
the map e.g. students consider countries that may have similar climates and
vegetation etc.
Additionally have students predict what it may be like living on another continent and
compare it to life in Australia in terms of climate, rainfall and vegetation. This
comparison can be written in the form of a Venn diagram or visual as an art piece.

National Geographic Video - What can you do with geography?
Student/Teacher Resource

Available Online: http://education.nationalgeographic.com.au/education/media/what-
you-can-do-geography/?ar_a=1
A video that gives insight into what you can do with geography. The video gives
examples of professions that involve a geographic understanding and what
geographical understanding enables and empowers them to do. Environmental
economists, Earth scientists and explorers share their perspectives on why
geography matters.

The importance of environments to animals and people, and different views on how
they can be protected (ACHGK022)
explaining how peoples connections with their environment can also be aesthetic,
emotional and spiritual

developing what could be done? questions about alternatives and how do we
know? questions about knowledge

CLASSROOM PRACTICE
Can be used as an introduction to geography as it engages students with real world
implications for their learning. Have students complete a KWL chart explaining what
they already know about geography, what they want to know about geography and
what they learn about geography after viewing the video clip.

Aral Sea - Visual stimulus
Teacher Resource

Available Online: http://www.columbia.edu/~tmt2120/the%20future.htm
Use the information here to inform teaching students the consequences of human
impact on the environment.
The importance of environments to animals and people, and different views on how
they can be protected
exploring strategies to protect particular environments that provide the habitats for
animals, for example, planting bird-attracting vegetation
using contemporary issues reported in the media to initiate questions about
the sustainable use of resources

CLASSROOM PRACTICE
Show students images of the Aral Sea 'then' and 'now'. Use the images as a visual
stimulus to construct conversation about the consequences of using natural
resources and the flow on effect it has for the environment and the systems that rely
on it. Encourage students to use creative thinking to think about the sustainable use
of resources and what actions could be taken to improve the Aral Sea situation.
Additionally have students complete a PMI (Plus, Minus & Interesting) chart on the
use of the Aral Sea for cotton farming.

Interactive Flash resource - 'Environment Intelligence Agency'

Available Online: http://www.bbc.co.uk/scotland/education/sysm/eco/flash/flash.shtml
An interactive online activity that introduces students to ways they can 'Reduce,
Reuse and Recycle' and the importance of looking after our environment.
How can people use places and environments more sustainably?

The sustainable management of waste from production and
consumption(ACHGK025)
exploring different ways of managing wastes sustainably, and how these may
include the principles of reduce, reuse, recycle and replace
using contemporary issues reported in the media to initiate questions about
the sustainable use of resources

CLASSROOM PRACTICE
After completing the tasks in the interactive activity students evaluate and
consolidate their new understanding by producing a visual art piece that illustrates
examples of Reduce, Reuse and Recycle.

Standard 3 Artifact 3 1

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Interactive Flash resource - 'Saibai Island Canoe'

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