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#28 Hogarth engravings

 

The Very Early Years

Context
Areas of Integration - Outcomes Being Addressed
Learning Sequences: - audio files: audio icon |audio icon
References

 

Learning Sequence

  1. What can we find out about contact and resistance?
  2. What do we know about Britain prior to colonisation?
  3. Why did the British Government transport convicts to Australia?
  4. The First Fleet journey

1. What can we find out about contact and resistance?

Outcomes: CUS2.4, RS2.5

Resources: #25 Poetry and songs, #26 Punishment worksheet, #27 Punishment grid

Punishments

  • Compare Aboriginals’ and Europeans’ use of punishment to regulate society as at the commencement of the colonisation phase.

  • In groups students draw a mind map about punishments used at school, at home, in the community and between countries, and in Britain in the 1700s. Groups share information and discuss.

  • Read an excerpt from text about punishments in the 18th century:

    Laws and punishments in Britain in the 1700s were very harsh particularly for crimes against property.     ‘The worst punishment was death … In 1785, of 97 hangings in London, only one was for murder, forty-three were for burglary and rest for smaller thefts.’ Other forms of punishment included flogging (whipping), branding with a hot iron. Those who set the laws were rich and powerful. The laws they made protected their property. Transportation was also a punishment. It was an alternative form of punishment to the death sentence. It was thought to be a much kinder way of treating people.

  • Reference: Bound for Botany Bay, solving a problem Cooperative Educational Resources, 1978.

  • Discuss the different punishments and what transportation meant for the people (Europeans and Aboriginals) in England and Australia.

  • Examine how a penal colony was established.· Teacher reads ballad ‘The girl with the black velvet band’. #25 It is a traditional song that tells the story of a young man who was sent to Van Diemen’s Land. Discuss with the class.

  • Use the suggested questions on the task sheet to guide discussion.

  • Present #26 which lists different forms of punishment in British and Aboriginal cultures. From the list of punishments, students sort into either British or Aboriginal on #27. Discuss with the students which system of punishment they think is the fairest and why.

 

2. What do we know about Britain prior to colonisation?

Outcomes: VAS2.3, VAS2.4, CCS2.1

Resources: #28 gallery of Hogarth engravings, #29 Hogarth gallery on the web, #30 Comparison of life worksheet The First Fleet, Alan Boardman and Roland Harvey

  • Use the website or other sources to show the students print engravings by William Hogarth depicting life in 18th century London #28. Explain to students that Hogarth was a non-conformist who challenged the views of other artists of his time. Using Hogarth’s prints, compare the lifestyles of the rich and poor in Britain. Ask students to discuss the different conditions in which most Britons lived shown in the prints.

  • #29 www.haleysteele.com/hogarth

  • Read and discuss the book The First Fleet. This book depicts conditions in which poor people lived in England in the 18th century and can give students some idea of how life might have been in England when the First Fleet set sail for Australia.

  • Using the suggested topics on worksheet #30. Students compare life in Britain around the 1780s with life in Sydney for the Eora people. (assessment task)

 

3. Why did the British Government transport convicts to Australia?

Outcomes: SGS2.3, MS2.1, TS2.2

Resources: #31 First Fleet data, #32 First Fleet Mathematics sheet, #33 Convict children

What does ‘First Fleet’ mean?

  • Students brainstorm their existing knowledge of the First Fleet.

  • Students use First Fleet data #31 to acquire information about the numbers of first convicts, officers, soldiers and settlers that arrived in Australia.

  • On the First Fleet data worksheet #31students round off lengths of ships to the nearest metre and complete column.

  • Using the First Fleet data students work through mathematical activities on #32.

  • Students are given the name of a child convict and some information about their age, job, and crime committed #33.
    Hot Seat: Children take turns to sit in the hot seat and take on the role of a convict child. The rest of the class ask questions to gain information about the convict. Note, when in the hot seat need to elaborate when asked questions they do not have the facts for. Who are you? How old are you? What offence did you commit? Did you harm someone? Why did you commit this crime? What was your punishment? Do you think it was fair?

  • Teacher discusses the role of Governor, Naval Officer, Royal Marines and convicts using the First Fleet text. Students then match the description to the name. # 31 Optional activity using available texts: Students research one group to present to the class.

4. The First Fleet journey

Outcomes: RS2.5, SGS2.3, TS2.1, CCS2.2, RS2.6

Resources: #34 Audio: ‘An historical recount of the First Fleet Journey’ (see below), #35 Historical recount worksheet
 

Resource # 34 ‘An historical recount of the First Fleet Journey’
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.mp3 ENGLISH READING MP3 244k
download time : 56k modem : 35 secs
Duration = 1 min 22 secs

 

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  • Students listen to the tape #34 ‘An historical recount of the First Fleet journey’ informing students who came on the First Fleet, and how many. Students listen without writing, re-read the text and students record information.

  • Mapping Task: Use an OHT of world map and label continents and oceans [South America, Africa, Atlantic Ocean, Indian Ocean, Europe]. Ask students to give possible routes the First Fleet may have taken. Students label own maps.

  • Students listen to the tape #34 again, then on the world map, mark the route taken on the first part of the journey. Students listen to the remainder of the journey and mark the route taken.

  • Discuss the following questions, and report back:

  • Why do you think the First Fleet crossed the Atlantic Ocean twice? What do you think Captain Phillip used to pay for supplies? How much drinking water would the Fleet have needed when crossing the Indian Ocean? Why do you think they didn’t sail between Van Diemen’s Land and the mainland?

  • On #35 students’ sequence the ‘Historical recount of the First Fleet journey’ independently. Students check sequence with a partner. Pose the following question to students: The First Fleet took on fresh supplies at Tenerife, Rio de Janeiro and Table Bay. Give two reasons why Captain Phillip might have done this. Pairs discuss possible answers and share with whole class.

    continue on to next learning sequence

 

 

 

 
 
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