DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 14 Resources: • The Admiralty Instructions for Lt James Cook, 30th June, 1768 <www.foundingdocs.gov.au/resources/transcripts/nsw1_doc_1768.pdf> • Barani: Indigenous history of Sydney <www.cityofsydney.nsw.gov.au/barani/main.html> • BibMe (Citation generator) <www.bibme.org/> • Cadigal Wangal: the conflict begins <www.marrickville.nsw.gov.au/cadigal/people/conflict.htm> • Captain Cook -- Cook claims New South Wales <dl.nfsa.gov.au/module/1319/> • Contact history OneNote resource created by Enone Melville and Florence Tager • Endeavour Journal <dl.nfsa.gov.au/module/731/> • European observers <dl.nfsa.gov.au/module/1541/> • Film Finance Corp (2006) Ten canoes • First Australians: they have come to stay Clip 2 <aso.gov.au/titles/documentaries/first-australians-episode-1/clip2/> • A history of navigation, BBC, <www.bbc.co.uk/history/interactive/animations/navigation/index_embed.shtml> • Indigenous Australia: resources, National Museum of Australia <www.nma.gov.au/education/school_resources/indigenous/> • Indigenous Language map, [interactive] ABC online Indigenous <www.abc.net.au/indigenous/map/default.htm> • Invasion or colonisation? Evidence <www.curriculumsupport.education.nsw.gov.au/speak/aboriginal/evidence.htm> • Invasion or colonisation? Story <www.curriculumsupport.education.nsw.gov.au/speak/aboriginal/story.htm> • Kiem, P. (2004) Old worlds, new worlds: Stage 4 world history, Pearson Education,Vic. • Kiem, P. & Smithson, M. (2001) Colonial & contact history, Longman, NSW. • Marsden, J. & Tan, S. (2000) The rabbits, Lothian, Vic • Ronin Films (1981) Women of the Sun Part 1 - Alinta the flame Scroll down to download study guide • Speak soft, speak sure <www.curriculumsupport.education.nsw.gov.au/speak/> • Timetoast <www.timetoast.com/> • Tomorrow when the war began movie trailer <httpwww.dailymotion.com/video/xdq22z_tomorrow-when-the-war-began-theatri_shortfilms> • Wordle <www.wordle.net/> Note: Check Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (PDF; 1.7 MB) for guidance and protocols on consultation with the local Aboriginal community for curriculum activities <ab-ed.boardofstudies.nsw.edu.au/files/working- with-aboriginal-communities.pdf>. Topic/Unit support: Stage 4 History -- Aboriginal People, colonisation and contact history, 1788--1900 Specific focus: Students use OneNote as a learning diary to organise information for creating a multimodal presentation: Clash of cultures. Quality Teaching elements: Problematic knowledge Multiple, contrasting and potentially conflicting forms of knowledge are presented and recognised as constructed and open to question. Substantive communication Students engage in sustained and reciprocal interaction focused on the substance of each lesson. Engagement Students demonstrate sustained interest and attentiveness, show enthusiasm for their work and take the work seriously. Cultural knowledge Lessons value claims to knowledge from multiple social groups in an authentic, detailed and profound manner. Information literacy: programming ideas for collaborative teaching: organising Syllabus outcomes: History Years 7--10 4.2 describes significant features of Aboriginal and indigenous cultures, prior to colonisation 4.3 explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other Suggested teaching and learning activities/strategies Topic preparation: Clash of cultures • contacts between Aboriginal people and the British were diverse • students need to understand that history is always recorded from different perspectives • invite a local Aboriginal Elder to talk with the class. Pre-unit assessment to gauge current level of understanding: (in terms of unit/topic/focus) eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study These lessons are part of a five week learning sequence in which students have already studied these topics: • The age of exploration and colonisation • Captain Cook • Aboriginal culture • The myth of Terra Nullius • Investigating sources. Briefly reflect on key learnings for these. Evidence based practice: To support evidence based practice, gather student work samples, or reflections on understandings, at the beginning of a unit. Later, gather work samples which show the progress made by students through explicit teaching and scaffolding.