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Context
Areas of Integration - Outcomes Being Addressed
Learning
Sequences: 
- audio
files:  |
References
Learning Sequence
- What do we know about Australia before the
British came?
- Who lived in Australia?
- Who lived in your area?
- What were the names of places?
1. What do we know about Australia before
the British came?
Outcomes: CCS2.1
Resources: Chart paper and
Pens.
Initiating activity
-
Explain to students this unit is about the British ‘colonisation’
or ‘invasion’ of Australia.
-
Record on chart paper to keep students’ initial
understanding of these terms.
-
Ask students what they think ‘colonisation’
means in the context of British colonisation of Australia
and why Aboriginal people would call it ‘invasion’.
Begin a retrieval chart with their ideas and modify the
chart throughout the unit as students’ knowledge,
understanding and ideas change.
-
Remind students that Britain sent people to Australia
to live and to set up a government similar to theirs.
Many countries were doing the same in other parts of the
world at the time.
-
In groups, brainstorm what students know at this time
and report back to share information. Add this to a retrieval
chart.
2. Who lived in Australia?
Outcomes: MS3.5, CCS2.2, ENS2.5, DS2.1
Resources: Map #1, Map #2a
#2b
-
Construct a timeline to represent 100 000 years (1cm
= 200 years). Five metres will represent 100 000 years
of Aboriginal occupation. Indicate that the last cm on
the timeline represents the 200 + years of British colonisation.
-
Show two maps of Australia (#1,
#2a
#2b)
and list differences and similarities, eg states and nations,
areas of land, borders based on languages and past colonial
governments.
-
Explain to students that before 1788 there were approximately
250 different language groups and probably 500–800 dialects*. Reiterate
that before 1788 Australia was multicultural and that
it
still is
multicultural.
*Source: Encyclopedia of Aboriginal Australia p279 Horton,
David (Ed) 1994. Australian Languages, Dixon, R, M, W
p2;3;4-7, 2002 revised edition.
-
Stress the fact that the Aboriginal Australia
map (#2a #2b) also gives some indication
of contemporary Aboriginal land ownership.
-
Generalisation: Australia has always been multicultural.
-
To illustrate this fact, ask students to identify their
cultural background.
– Survey class on languages spoken and family
origins. The word ‘British’ comes from ‘Great
Britain’. Have students find Great Britain in
an atlas. Students should know that Great Britain is
made up of England, Scotland, Northern Ireland and Wales.
Students can make the following type of statements:
‘If I was born in Portugal I would be Portuguese’
‘I come from Great Britain, I am British’
‘People who live in Vietnam are Vietnamese’
– Tally results, and students construct a bar
graph. Students interpret information and write statements
eg ‘most students in our class come from …’
-
assessment activity – write a brief report
on the findings of the survey.
3. Who lived in your area?
Outcomes: CCS2.2, ENS2.5, SGS2.3
Resources: Map #3, Map #4,
Map #5, #6 Joseph Lycett Album.
-
Locate the Aboriginal people who lived in your local
area.
-
Use the Aboriginal Australia map (#2a
#2b)
and a map of NSW to locate the language group for your
area (#3).
-
Locate the Aboriginal language groups for the Sydney
area.
-
Make OHTs of three maps (#3,
#4,
#5)
-
Discussion question: ‘Why do you think that there
may have been so many groups in this region?’ Guide
the students to understand that Sydney was able to sustain
a greater population than other areas because of the physical
environment. #6
Joseph Lycett album
-
Show map of Sydney region that identifies the smaller
Aboriginal communities (clans #4). Overlay with
the suburb map #5 to identify the clan that owned
the land of your school community.
-
On the suburban map #5 of Sydney, students
to label and shade the Aboriginal nations who lived around
Sydney.
-
Using #4 (Aboriginal language clans)
students answer the following questions relating to compass
directions.
- Which direction do the Eora people need to travel to
go saltwater fishing?
- The Dharawal need to travel to the Eora land for a ceremony.
In what direction do they need to go?
- The Eora people are moving away from the coast to hunt
inland. In which direction will they go?
- The Hawkesbury River is part of Darug land. In which
direction does the river run?
- The Darug can see the Blue Mountains from their land.
Where are they looking?
-
assessment activity – students create own
questions and share as a quiz.
4. What were the names of places?
Outcomes: ENS2.5
-
Using a contemporary map of Sydney suburbs or your local
area, students identify if the place names are Aboriginal
or English (note website for NSW Geographical Names Board)
www.lpi.nsw.gov.au/geog/
-
The Aboriginal words used to name a place relate to the
land – how it was used or its physical features.
British names relate to places in Britain or prominent
people.
Examples of Aboriginal and non-Aboriginal names:
Bondi – ‘water breaking over rocks’
Liverpool – a city in England
Leichhardt – name of a German explorer
Katoomba – ‘falling water’
Kuring-gai – home or hunting ground of Kuring-gai
tribe
Cabramatta – home of the cobra grub
Cammeray – home of local tribe on Sydney’s
north shore
Reference: NSW Aboriginal Place Names (McCarthy
1971).
-
Investigate Aboriginal names for own local areas.
continue on to next learning sequence
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