Understanding Migration

Year 5 History Unit Term 2, 2012

Curriculum Content Descriptions Historical Knowledge and Understanding: THE AUSTRALIAN COLONIES The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096) Elaborations: identifying the reasons why people migrated to Australia in the 1800s (for example as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances) investigating the experiences and contributions of a particular migrant group within a colony (for example Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait

Historical Skills:

CHRONOLOGY, TERMS AND CONCEPTS Locate information related to inquiry questions in a range of sources. (ACHHS102) Elaborations: finding relevant historical information about colonial Australia from primary and secondary sources Develop texts, particularly narratives and descriptions, which incorporate source materials. (ACHHS105) Elaborations: using sources to develop narratives (for example the impact of significant groups on development using some of the language devices of narratives but using real characters and events to tell their story creating visual, oral or written journals reflecting the daily life experiences of difference inhabitants Use historical terms and concepts. (ACHHSO99) Elaborations: using historical terms (such as colony) understanding the key concepts related to the content (such as settlement, expansion, migration, development)

Assessment Assessment One: Diary entry of a person who is migrating to Australia. Students need to pretend that they are someone who is migrating to Australia and write a diary reflection using De Bonos six thinking hats to prompt writing. Students will investigate the experiences and contributions of a particular group within a colony. They will be given a topic and research questions which they must research and write a report about. When did they migrate? Who was included in this migration group? What were their experiences in their colony in Australia and what were their contributions within the colony?

Assessment Two:

Lessons Lesson One: Read an extract about Australia migration in the 1800s. Brainstorm using BUBBL, reasons why people in this era would have wanted to migrate to Australia and record. Lesson Two: Use the fishbone strategy to find out why Europeans and Asians migrated. Lesson Three: Research reasons why people may have wanted to migrate and record information. Expert groups to research a topic and report to each of the other groups. WHAT IS IT? WHO WAS INCLUDED? WHY WAS IT APPEALLING FOR MIGRANTS? Lesson Four: Discuss assessment one criteria and begin. Once completed students can burn the edges and tea stain the letter to make it look authentic. HOME TASK Lesson Five: When migrants came to Australia they became a part of a colony. Explain what a colony is. Discuss:
Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait Give a brief outline about each colony and explain research tasks to students.

Resources www.bubbl.com user: 5green pword: 5green

ACTIVITY SHEET ATTACHED

Research Topics The Irish Potato Famine Industrial Revolution Gold Rush Indentured Labourers Wool Industry Boom Use posters to write on so that these can be displayed around the classroom. White Hat facts (date, name, place) Black Hat playing the devils advocate (what could go wrong) Red Hat emotions (how they feel about the journey) Yellow Hat optimistic views (reasons for wanting to go) Research questions could include:
When did they migrate? Where did they migrate (eg. what part of South Australia)? What were their experiences like in their Australian colony? What were their contributions within the colony? Outline significant people Any other questions which they would like to create. This assessment is to be completed in a PowerPoint format and presented to the class as an oral presentation.

Lessons Six, Seven: Students will be given time to complete their assessment task in these two sessions.