Activity Number:

Activity Three

Target Year Level:

Year Five

Inquiry Questions:
How does looking through different perspectives enlighten us with a more realistic view of the
past?

Curriculum Links:
History:
Historical Knowledge and Understanding (The Australian Colonies):
The impact of a significant development or event on a colony; for example, frontier conflict, the
gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of
farming, drought. (ACHHK095)
Drama:
Knowledge and Skills:
Explore dramatic action, empathy and space in improvisations, playbuilding and
scripted drama to develop characters and situations (ACADRM035)

Rehearse and perform devised and scripted drama that develops narrative, drives
dramatic tension, and uses dramatic symbol, performance styles and design elements
to share community and cultural stories and engage an audience (ACADRM037)
English:
Literacy (Interacting with Others):
Plan, rehearse and deliver presentations for defined audiences and purposes
incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Necessary Student Prior Knowledge:

Students will need to have some prior knowledge on the frontier conflict (this topic has
been taught extensively throughout the unit.)
Students will need to have researched the necessary stakeholders, dates, conflicts and
resolutions of the significant event.
Students should have an understanding of how to create a Prezi and/or website and/or
PowerPoint

General Capabilities, Cross Curricula Priorities and ICT

Links
Ethical Understanding

Aboriginal and Torres Strait Islander Histories and

Cultures

Intercultural Understanding
Literacy
ICT

Learning Intentions and Lesson Objectives:

Teacher will:
Create partnerships for students to work in
Monitor the groups as they work
Work with individual groups
Students will:
Create a presentation from the perspective of someone who would have witnessed the
frontier conflict
By the end of this lesson you should be able to:
Present a 5-minute speech with a peer from the perspective of someone who would
have witnessed the frontier conflict. You should include topics such as: the persons
beliefs, their up bringing, their nationality, what actions they took during the event and
the current beliefs of their people.

Resources:
Activity Overview:

students
In this USBs
activitywith
students
willpresentations
be partnered with a peer to create a presentation about the frontier
Dress
material
conflict.
The up
students
will(optional)
direct their own learning path by deciding upon the mode that they
present
in (i.e. Prezi, PowerPoint, website ect) and the particular topic they will research and
Projector
discuss.
The students will need to create a class discussion/debate about the significant event
Lecterns
from
opposing
sides. For
example
the students pick the frontier conflict, one student could
List of possible
subjects
and ifstakeholders.
talk from the opinion of Captain Cook whilst the other could argue from the ingenious
perspective. The debate will go for 5 minutes and will allow the students to become the
experts/teacher for the class. An attempt will be made that every group discusses something
different.

Student Oriented Instructions:

Assessment:
1. In this activity you will create a debate with a peer (teacher elected), which should

FOR:
demonstrate a significant event in our history argued from two different perspectives. You
may choose any moment within the frontier conflict to present.
AS:
2. You may use the notes you have collected throughout the term to choose two
Students will be asked to reflect upon their presentation. They will reflect upon their
stakeholders from the event. The two people chosen must have differing views and
performance and the information they presented to the class.
beliefs. You and your partner will then decide who will act as each stakeholder.
OF:
3. You will have 20 minutes to decide upon what you believe the class should know about
This activity will be used as a summative piece of assessment. Students will be marked on their
these two people including their beliefs, their up bringing, their nationality, what actions
historical understanding of a characters perspective from the frontier conflict.
they took during the event and the current beliefs of their people.
This presentation is also used as an assessment piece for Drama and English.
4. You may use any resource you would like, such as the costumes, the computers and the
iPads.
5. You will then have 5 minutes to present your debate to the class. It will be your job to
teach the class about these 2 people.

Modifications for Individual Students

To assist students the teacher will create a table with possible subject choices.
Students will not be restricted to this list however it may assist some students and help
when partnerships cant agree on a topic.
The teacher will create the partnerships, this should mean that no student is left out
and that the groupings should create for the most constructive learning.
As well as this the teacher should endeavour to create partnerships that will assist both
students (for example if one student is shy, it is hoped that the other peer will assist
with their confidence.)