Title – Early White Settlement or Invasion of Australia?
By – Helen Whitechurch – Argot Library of Educational Resources
Subject – Social Studies, Art, Language Arts
Grade Level – Years 5 and 6
Early White Settlement or Invasion of Australia?
Unit Overview:
KLAs: Creative Arts, English, Human Society, Mathematics and Science and Technology
Timeframe: 10 weeks
Literary Text Types: Observation; Literary Description; Personal Response
Factual Text Types: Factual Description; Exposition; Discussion
This unit investigates the different land management techniques practiced by the indigenous inhabitants and the first white colonists in Australia.
Students examine the life of Aboriginal people before colonization; early white explorers; the First Fleet; and consequences of colonization for Aboriginal people.
Links to information on Australia can be found here.
Early White Settlement or Invasion of Australia?
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This unit investigates the different land management techniques practiced by the indigenous inhabitants and the first white colonists in Australia.
Students examine the life of Aboriginal people before colonization; early white explorers; the First Fleet; and consequences of colonization for Aboriginal people. |
Studentshave two major and four minor tasks to complete:Major Tasks
- a written exposition from the point of view of either an Eora person, a convict or a soldier – My life is better now than it was previously.
- a written discussion on the differences between Aboriginal and white techniques for land management
Minor Tasks
- an oral observation about the life of Aborigines before colonization
- an oral literary description about the life of convicts on the First Fleet
- an oral personal response to a reading text
- a written factual description of Old Sydney Town
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| English |
Talking and Listening: Student outcomes
- communicates effectively
- expresses well-developed and well organized ideas
- uses effective oral presentation skills
- listens attentively
- discusses how spoken and written language differ in various contexts
- evaluates organizational patterns of spoken texts
- and discusses some characteristic language features
- These activities also develop topic vocabulary and field knowledge
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Reading: Student outcomes
- reads more difficult texts
- responds to more complex themes and issues
- critically analyses techniques used by writers to create effects, position the reader, and construct different interpretations of events
- identifies text structure in complex text types
- discusses how grammatical features can be used to influence readers’ and viewers’ understandings of texts
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Writing: Student outcomes
- produces well-structured and well-presented texts on challenging topics
- uses a knowledge of sentence structure, grammar and punctuation to edit their work
- spells common words accurately and use a range of strategies to spell unfamiliar words
- produces texts in fluent and legible styles
- uses computer technology to present texts in a variety of ways
- critically analyses their own texts
- critically evaluates how their own texts can be structured to influence an audience
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You will also find the unit here.
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