Identify The Desired Results

Significant concept(s):

What is the conceptual lens that sits at the core of this unit?

· Continuity and change

· Diversity

· Sustainability

What do we want our students to retain for years into the future?

· The significance of the gold rush on Australian History.

· The wealth it brought to the country

· How it created an even more culturally diverse nation

· The unjust laws, which resulted in the Eureka Stockade

· The impact the Eureka Stockade had on the country

· The role that bushrangers played in Australian History (Ned Kelly)

Learning Outcomes:

What understandings, knowledge and skills are going to be developed to achieve the desired results?

At the conclusion of this unit, students will:

Understand:

· Identify the causes and effects of change in particular communities and describe aspects of the past that remained the same

· Describe the different experiences of people in the past

· Describe the significance of people and events in bringing about change

· That people and environments influence one another that people influence the human characteristics of places and the management of spaces within them

Know:

· The impact of a significant development or event on a colony

· The role that a significant individual or group played in shaping a colony

· The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents

· The influence of people, including Aboriginal and Torres Strait Islander people, on the environmental characteristics of Australian places

· The influence of the environment on the human characteristics of a place

Skills:

· Sequence historical people and events

· Ese historical terms and concepts

· Identify questions to inform a historical inquiry

· Identify and locate a range of relevant sources

· Locate information related to inquiry questions in a range of sources

· Compare information from a range of sources

· Identify points of view in the past and present

· Develop texts, particularly narratives and descriptions, which incorporate source materials

· Use a range of communication forms (oral, graphic, written) and digital technologies.

· Develop geographical questions to investigate and plan an inquiry

· Collect and record relevant geographical data and information, using people, maps, plans, photographs, satellite images, statistical sources and reports

· Evaluate sources for their usefulness and represent data in different forms (maps, plans, graphs, tables, sketches and diagrams)

· Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that include border, source, scale, legend, title and north point, using spatial technologies as appropriate

· Present findings and ideas in a range of communication forms (written, oral, graphic, tabular, visual, maps); using geographical terminology and digital technologies as appropriate

· Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people

Lines of Inquiry (areas of investigation)

Individuals and groups in the past and present have contributed to the development of Australia.
The relationship between environment and roles as a consumer and citizen
People have enacted their values and perceptions about their community, other people and places, past and present