The diversity and longevity of Australia’s first people an the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives Compare information from a range of sources (ACHHK077)
The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteen century, including their contacts with other societies and any impacts (ACHHK078)
Stories of the First Fleet, including reason for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)
The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, foe example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)
Examining early archaeological sites that show the longevity of the Aboriginal people.
Investigating ways of life of the Aboriginal people and their knowledge of their environment including land management practices.
Mapping the diversity of Aboriginal and Torres Strait Islander peoples, studying totems.
Mapping the diversity of Aboriginal language groups in Australia.
Mapping the diversity of Aboriginal language groups in Australia with a focus on beliefs.
Investigating networks of exchange between different groups of people.
Examining the journey of one or more explorers. Use navigation maps to reconstruct the journey of one or more explorers.
Examining the impact of Columbus’s journey on one society.
Investigating networks of exchange between networks of people.
Examining the journey of one or more of these explorers for example Ferdinand Magellan.
Identifying key individuals and groups who established contact with Asia and Oceania during the age of discovery.
Discussing reasons for the First Fleet journey, and looking at the groups who were transported.
Investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards.
Discussing reasons for the First Fleet journey, and looking at the groups who were transported. Discussing treatment of the prisoners at that time.
Discussing past and present views on the colonisation of Australia; investigating someone who travelled on the First Fleet, why and what their life was like before and after.
Investigating contact with Aboriginal people before 1788.
Comparing concepts of land ownership and the impact that British colonisation had on the lives of Aboriginal people.
Exploring whether interactions between Europeans and Aboriginal peoples had positive or negative effects.
Exploring early contact with the British.
Exploring early contact history with the British; for example, The Black War.
Key inquiry questions
What was life like for Aboriginal and/or Torres Strait Islander people before the arrival of the Europeans?
What was the nature and consequence of early contact?
Investigating pre-contact ways of life of the Aboriginal people.
Why did the great journeys of exploration occur?
Why did Europeans settle in Australia?
What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander people and early traders, explorers and settlers?
Sequence historical people and events (ACHHS081)
Use historical terms (ACHHS082)
Pose a range of questions about the past (ACHHS083)
Locate relevant information from sources provided (ACHHS084)
Identify different points of view (ACHHS085)
Develop texts particularly narratives (ACHHS086)
Use a range of communication forms (oral, graphic, and written) and digital technologies (ACHHS087)
Identify sources (ACHHS216)
Cause and effect
Continuity and change
Take a trip through history and learn how the past has helped shape today, with this engaging, content-packed seven-book series covering the Historical knowledge and understanding strand for each year level. Students will be enthralled learning about the first circumnavigation of the globe, Australia’s first people,migrants who have crossed the sea for a new life, and much more.
A supporting teachers page which provides:
the content description being addressed
an elaboration relating to the specific aspect of the content description being developed
the key inquiry questions being addressed
the historical skills practised by completing the activities
the historical concepts addressed by the activities
background information to support that given in the student pages
teaching notes to assist in classroom organisation or to highlight specific activities
additional activities to extend the topic and develop historical skills
resources to supplement information/activities for teachers/students
a time line related to specific people and events
Three student activity pages which consist of:
a stimulus text to inform students about the theme and to promote discussion
an activity page related directly to the text but requiring research, evaluative comprehension and application of historical skills
an additional activity page which may be either a continuation of the previous page or an extension activity related to the topic but not directly related to the text
a fact file on each of the two activity pages that provides an interesting or unusual fact related to the topic
Related to each section is:
a series of quizzes
an answer page
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