Lesson: 8

History: Captain Cook

Objectives: By the end of this lesson, students will have an opportunity to demonstrate
their ability to:
1. Understand how the Indigenous people felt when Captain Cook landed in Australia.
2. Have a brief understanding on how Indigenous people lived.
Australian Curriculum:

The diversity of Australia's first peoples and the long and continuous connection of
Aboriginal and Torres Strait Islander Peoples to Country/ Place (land, sea, waterways and
skies) and the implications for their daily lives. (ACHHK077)

Identify different points of view (ACHHS085)

Use historical terms (ACHHS082)

Resources:

Project to project up information

Computer with internet
http://www.aboriginalheritage.org/history/history/
A whiteboard that can be written on and left for students to continuously look at
(word wall)
o If not, a larger piece of paper or card
You will need to move the students desks around. Put them in places they arent
used to, that dont make any sense and possibly just randomly around the room.

Students Prior Knowledge:

How a word wall works

How to take notes

Lesson Procedure:
Orientation (10 mins)

Get the students to walk around the room to find their tables
Encourage discussion about feelings on the move

Main Lesson (20 mins and 20 mins)

Without moving their tables, get the students to voice their feelings and opinions on
how the move makes them feel.
Write these words (or get the students to write up) on the board or piece of paper
words that describe how this move and making them work in these places affects
them and makes them feel.

Relate these feelings back to how the indigenous inhabitants of Australia may have
felt.

Go through the website (http://www.aboriginalheritage.org/history/history/) with

the students.
Read through:
o The Introduction
o The Occupants of the Land
o Kinship with the Land
Get students to take notes on this.

Conclusion (10 mins)

Get the students to discuss and relate the activity at the start of the lesson to the
how the Aboriginals may have felt and how their lives might have changed.

Differentiation for diverse learners:

For students who may not cope well with change, you may not move there desk like
the other children. Possibly just move the people they are sitting with around the
student.
Both discussing and recording how everyone feels about the move.
Having the information both up on the board for the students to look at, as well as
engaging discussion about the topic. If needed and capable, giving particular
students printout of the information so that they can physically highlight the
important information.

Extension Activities: N/A Whole class activity

Assessment of Student Learning:
Formative Assessment Assessing if the students are understand what is trying to be put
across and taught to the students.
Leading to the final assessment piece at the end of the unit.
Evaluation- Objectives:

Do they understand how the Indigenous may have felt?

Do they understand how the Indigenous people might have lived?
Was the activity at the start fun and insightful?

Evaluation-Self as a Teacher:

Do the students understand why I did the activity at the start?

Have I given them enough information on how the indigenous may have lived?
Will I need to do another lesson to recap what was covered?