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Learning Experience 1 Stage 2 Rationale/Purpose.

What is the Aboriginal Resistance? HSIE- CHANGE AND CONTINUITY

The purpose of this lesson is to introduce the topic of The Aboriginal Resistance and how this was a consequence of the British invasion. Students will inquire as to who was involved, what happened and why. Outcomes and Indicators CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. describes some of the consequences of the British invasion for Aboriginal people, eg displacement, disease, dispossession, genocide, war explains the roles played by some significant people during the occupation of Australia as a penal colony by the British, eg Pemulwuy, Arabanoo, Arthur Phillip, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson Links to Other KLAs Resources PDHPECOS2.1 Uses a variety of ways to communicate with and within groups. INS2.3 Makes positive contributions in group activities. ENGLISHRS2.5-Reading and Viewing RS2.6-Skills and Strategies CREATIVE AND PERFORMING ARTS VAS2.2 Uses the forms to suggest the qualities of subject matter. VAS2.1Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter. SCIENCE AND TECHNOLOGYUT S2.9 Selects and uses a range of equipment, computerbased technology, materials and other resources with developing skill to enhance investigation and design tasks. Teaching / Learning Strategies Introduction; Ask students what they think the Aboriginal resistance may be? After students have expressed their ideas, give a brief overview; The Aboriginal resistance is the fight that the Indigenous people put up to protect their people and land from invasion. Smart board Internet access Aboriginal Resistance to colonisation digital story telling http://www.youtube.com/watch?v=MHi0vHKMUd Comprehension worksheet- APPENDIX 2 Find-a-word- APPENDIX 1

Body; Watch the video as a class, then put up an enlarged copy of the timeline (OVERHEAD OR WORD DOCUMENT) Discuss the video, ask students what they saw, and heard. Go through the timeline and point out the warriors who were involved. Briefly suggest their roles. What they did and why. Have students collect a comprehension and find-a-word worksheet. Students will then complete the comprehension questions, and if they finish with enough free time, they may complete the find-a-word.

Conclusion; As a class read through the questions, discussing the answers.

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Behaviour Management/ Physical Organisation Awards and tokens for co-operation and participation. Students will sit on mat and at their tables. There is no need to move furniture. All equipment used will be packed away by students, once the activity is finished (glue sticks).

Assessment strategies In regards to assessment students will be assessed through observation and completion of the cloze passage. Observation Assessment; -Participation -Sharing -Following Instruction -asking questions

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Learning Experience 2 Stage 2 Rationale/Purpose.

Who is our Warrior? HSIE- CHANGE AND CONTINUITY

The purpose for this lesson is for students to research and sort information for a classroom poster to display their groups Aboriginal warrior. Students will be required to use the internet, books and supplied biographies to find and decide on the information they believe to be relevant for the poster. The will develop inquiry and research skills.

Outcomes and Indicators

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. describes some of the consequences of the British invasion for Aboriginal people, e.g. displacement, disease, dispossession, genocide, war Explains the roles played by some significant people during the occupation of Australia as a penal colony by the British, e.g. Pemulwuy, Arabanoo, Arthur Phillip, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson.

Links to Other KLAs PDHPECOS2.1 Uses a variety of ways to communicate with and within groups. INS2.3 Makes positive contributions in group activities. ENGLISHRS2.5-Reading and Viewing RS2.6-Skills and Strategies CREATIVE AND PERFORMING ARTS VAS2.2 Uses the forms to suggest the qualities of subject matter. VAS2.1Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter.

Resources

Research worksheet APPENDIX 3 Workbooks Writing utensils Internet/computer

Teaching / Learning Strategies Introduction; Reflect on the previous lesson about the Aboriginal Resistance, summarise the consequence of invasion. Etc Aboriginal groups began to fight with the British to defend their families which lead to many encounters. Ask students if they can remember any of the warriors names? Split students into groups of 4 or 5, and give each group the name of a different warrior. Explain that for the next to lesson students will have to research their warrior and create a poster that shows who the warrior was and what they did.

Body;

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As a class take students to the library or computer room. Give students 20 minutes to get their information. Hand out research work sheets Each student will be given a certain aspect to research to remain within time constraints these will include; what the warrior did, where they lived, what time period were they from and an interesting fact, and a picture. (see appendix for suitable worksheet) All students are to then go back to their groups and begin a draft poster/ plan for their poster using the information they have found.

Conclusion; As a class ask if anyone would like to share anything interesting they may have found. Select students to collect all the drafts and out them away for the next lesson.

Behaviour Management/ Physical Organisation Behaviour management can involve using awards and tokens depending on the class/ school reward system. In addition having set rules, no running, touching anyone else and explains why; because you can injure yourself or others. Also make the students aware that if they are being silly or not following the few rules they will sit out while everyone else gets to participate. These ideas are to allow for a safe and fun learning environment. The physical organisation of the classroom for this lesson use of computers. This requires no movement of furniture.

Assessment Strategies To asses students observe their behaviour in the activity, do they participate, how do they react with other students and whether they understand the concepts, are they doing what you have asked. Observation Assessment; -Participation -Sharing -Collaboration -Following Instruction -Using technology

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Learning Experience 3 Stage 2;

Resistance Warrior poster HSIE-CHANGE AND CONTINUITY

Rationale/Purpose. The purpose of this lesson is for students to work collaboratively using a range of collected information to produce a poster on an Aboriginal Resistance Warrior. They will be required to communicate and work effectively with other students and further develop literacy and creative arts skills in the process.

Outcomes and Indicators

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. describes some of the consequences of the British invasion for Aboriginal people, e.g. displacement, disease, dispossession, genocide, war Explains the roles played by some significant people during the occupation of Australia as a penal colony by the British, e.g. Pemulwuy, Arabanoo, Arthur Phillip, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson.
Links to Other KLAs PDHPECOS2.1 Uses a variety of ways to communicate with and within groups. INS2.3 Makes positive contributions in group activities. ENGLISHRS2.5-Reading and Viewing RS2.6-Skills and Strategies CREATIVE AND PERFORMING ARTS VAS2.2 Uses the forms to suggest the qualities of subject matter. VAS2.1Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter. SCIENCE AND TECHNOLOGYUT S2.9 Selects and uses a range of equipment, computerbased technology, materials and other resources with developing skill to enhance investigation and design tasks. Resources -cardboard -textas -glue/scissors -previously collected information -computer access

Teaching / Learning Strategies Introduction; Reflect on the previous lesson, reminding students of the research they did and that they will now make their final poster. Hand out the work collected from the previous lesson and have students move into their groups. Make sure students are aware they only have this lesson to do the poster.

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Body; Students will work within their groups to create their poster. They will self regulate who will complete which aspects of the poster i.e. writer, drawer, cut/glue Allow students to collect material (cardboard, glue, etc) from front of the room as they require.

Conclusion; Students will pack away all materials, then as a class will organise who will go first and so forth for presentations of their groups posters for next lesson. Discuss what they are required to do in presentation, which is read out their information and show the poster. Behaviour Management/ Physical Organisation Assessment strategies Behaviour management can involve using awards and tokens depending on the class/ school reward system. In addition having set rules, no running, touching anyone else and explains why; because you can injure yourself or others. Also make the students aware that if they are being silly or not following the few rules they will sit out while everyone else gets to participate. These ideas are to allow for a safe and fun learning environment. The physical organisation of the classroom for this lesson use of computers and tables. This requires no movement of furniture. To asses students observe their behaviour in the activity, do they participate, how do they react with other students and whether they understand the concepts, are they doing what you have asked. Observation Assessment; -Participation -Sharing -Collaboration -Following Instruction

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Learning Experience 4 Stage 2;

This is a Warrior HSIE-CHANGE AND CONTINUITY

Rationale/Purpose. The purpose of this lesson is for students to present what they have researched about a particular warrior. This process aims to allow students to teach and learn from one another as they are presenting and listening to information they have found themselves. This activity aims to increase confidence, knowledge and interpersonal skills.

Outcomes and Indicators Making;

CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. describes some of the consequences of the British invasion for Aboriginal people, e.g. displacement, disease, dispossession, genocide, war Explains the roles played by some significant people during the occupation of Australia as a penal colony by the British, e.g. Pemulwuy, Arabanoo, Arthur Phillip, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson.
Links to Other KLAs PDHPECOS2.1 Uses a variety of ways to communicate with and within groups. INS2.3 Makes positive contributions in group activities. ENGLISHRS2.5-Reading and Viewing RS2.6-Skills and Strategies Resources Group Poster

Teaching / Learning Strategies Introduction; Body; Groups begin showing their poster and reading their information. Allow other students to ask questions or make positive comments. Encourage this by making positive comments and asking if other students noticed anything good as well. Reflect on previous lessons making of the poster. Ask students to form their groups, and one member from each to collect their poster.

Conclusion; All posters will be then stapled to the current HSIE wall, with the timeline of warriors. This is a follow on addition to the timeline that already contains the information on the white settlement. Tell students they did a wonderful job and everyone deserves a round of applause.

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Behaviour Management/ Physical Organisation Behaviour management can involve using awards and tokens depending on the class/ school reward system. In addition having set rules, no running, touching anyone else and explains why; because you can injure yourself or others. Also make the students aware that if they are being silly or not following the few rules they will sit out while everyone else gets to participate. These ideas are to allow for a safe and fun learning environment. The physical organisation of the classroom for this lesson use of computers and tables. This requires no movement of furniture.

Assessment Strategies

The assessment of student ability in this activity is through their finished artwork in regards to completion of the activity. Have they used a range of techniques through their drawing, has their confidence in the task increased and their ability to attempt the task at hand. Observing is a key tool to establish how they work within the classroom and their collaboration with other students in regards to sharing and co-operation. Observation Assessment; -Participation -Sharing -Collaboration -Following Instruction

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Teacher resource list/Notes;

Topic: Aboriginal Resistance Stage: 2 Strand: Change and Continuity
Change and Continuity Strand overview Students learn that human societies and environments are affected by change and continuity. Emphasis is placed upon the importance of knowing about the past in order to understand the present and hypothesise about the future. They also learn about sites and places and the significance of these for their own and Australias heritage. Students learn about their historical roots, their shared history and the people, forces and events that have created present societies and cultures. They recognise their connections with the past and develop understandings and values about themselves and others and their heritages, what it means to be human and, in particular, what it means to be Australian. They learn about the history of the Aboriginal peoples and their contribution to Australias heritage.

Resources:
Websites:
http://mtmariasose10-2.wikispaces.com/Aboriginal+Resistence http://perth.indymedia.org/?action=newswire&parentview=10716 www.nma.gov.au/.../resistance/.../Studies%20MNA%20bw.pdf http://www.skwirk.com.au/p-c_s-14_u-179_t-526_c-1965/NSW/7/Pemulwuy-of-theEora/Fighting-back/Aboriginal-colonisation-and-contact/History/

http://adbonline.anu.edu.au/adbonline.htm http://www.mabonativetitle.com/info/aboriginalResistanceHeroes.htm
http://www.youtube.com/watch?v=MHi0vHKMUd http://adbonline.anu.edu.au/biogs/

Books:
1. 2. Jandamarra and the Bunuba Resistance by H.Pederson and B.Woorunmurra Human Society and Its Environment k-6 syllabus

Video Productions:

1.

The first Australians, an SBS production

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All of the above websites and books can be used to extract information for the 4 learning activities. It is recommended that the teacher read the information prior to the unit to ensure an understanding of events.

Assessment:

The posters and worksheets will be used for collection and subsequent assessment in addition to students ability to work both individually and in groups and participate in all aspects of the tasks at hand.

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Appendix 1

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Appendix 2
Name:_________________________

Aboriginal Resistance Aboriginal people wanted to fight for their land; they then began to do this. These people were called Warriors. The Aboriginal peoples did not have big armies to fight the British invaders. Instead, they worked in small groups to annoy the settlers and surprise them; this was the first guerrilla warfare. One of the earliest Aboriginal men to lead a group of warriors was a man named Pemulwuy; he was from the Sydney region. West Australian Aboriginal warriors in the early 1830s were Yagan and Calyute. The White invaders tried to capture the Aboriginals and put them in prison and on missions. In Australia, war between White settlers and Aboriginal people grew in 1824, making Aboriginal Resistance continue.

Questions 1. Name a warrior from the story: _____________________________ 2. Who was the story about? ____________________
3. Can you find the missing word from this sentence:

The Aboriginal peoples did not have big armies to _______ the British invaders.

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Appendix 3

Student Name _________________

Name of Warrior - _____________________________ Description of Warrior: (When were they born? Where did they live?)

What did this Warrior do in the resistance? (who did they fight and when)

What is an interesting fact?

Draw a picture of a warrior:

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