How did an already diverse Australia become even more diverse during the Gold Rushes?
Year 5 level description: The Australian Colonies
The Year 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies. and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns.
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.
These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at this year level are:
What do we know about the lives of people in Australia’s colonial past and how do we know?
How did an Australian colony develop over time and why?
How did colonial settlement change the environment?
What were the significant events and who were the significant people that shaped Australian colonies?
Investigating an event or development and explaining its economic, social and political impact on a colony (for example the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy)
Creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’
The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)
CHRONOLOGY- Sequence historical people and events. (ACHHS098)
Use historical terms and concepts (ACHHS099)
Analysis- and use of sources. Locate information related to inquiry questions in a range of sources (ACHHS102)
Historical questions and research. Identify questions to inform an historical inquiry. (ACHHS100)
PERSPECTIVE- Identify points of view in past and present. Identify points of view in the past and present (ACHHS104)
Explanation and communication.Develop texts, particularly narratives and descriptions which incorporate source materials. (ACHHS105)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)
History Achievement Standard
By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.
Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.