In this simulation, students travel back in time and experience life through the eyes of people at the Victorian goldfields in different circumstances and with different perspectives. The students will be encouraged to compare and reflect on the lives of individuals during this time and to understand the impact events from this era had on the development of society as we now know it. Comparisons will also be made with life between time eras.
View how assessment is used in this unit plan. These assessments help students and teachers set understandable goals, monitor student progress, provide feedback, assess thinking, performance and products and reflect on learning throughout the activities.
Students Prior Knowledge
Teachers’ Professional Learning
Articles/Books of Professional reading:
Higher order thinking skills
The unit will culminate in a camp at Sovereign Hill (http://www.sovereignhill.com.au/*).
1. Introduction to the Unit: Without telling the children, the teacher will role-play as if teaching in the 1850’s. The content of the lesson, delivery, classroom management and discipline, materials for class work will be modelled. After a period of time the children can discuss what they experienced and come up with suggestions as to what they thought the role play was all about. Leading from here, the link to the period in time can be illustrated. Children complete a KWL chart.
2. Blooms Activities: Students work in groups or individually. They select and work on up to three activities from each of the 6 level, and create a learning log as they work. For many of these activities, group wikis could be used to record student research and ideas about particular topics. The Webpage Evaluation (doc) support document will guide students in their selection and assessment of websites for research.
For the level Remembering, students choose from:
For the level Understanding, students choose from:
For the level l Applying, students choose from:
For the level Analysing, students choose from:
For the level Evaluating, students choose from:
For the level Creating, students use a series of key dates and events and create a ‘rap’ song about the history of Australia (or just the history of gold in Australia).
3. Thinker’s Keys: Infusing Higher Order Thinking into Content. The following section is based on Thinker’s Keys* developed by Tony Ryan http://www.tonyryan.com.au/home/innovation/thinkers-keys/*
Students will negotiate with their teacher which Thinkers Keys Activities that they will work on individually. They will need to take into consideration their learning styles, areas of interest and ability to locate the resources needed. Each student will record their intentions in their Learning Log and record their findings there if appropriate; they will also need to record their personal reflections about the tasks they have just completed. These tasks will be conducted concurrently with their Bloom’s tasks: whilst waiting for their group members/partners to complete their parts of the tasks, homework activities, ‘early’ finishing activities, etc.
Some of the tasks are also to be completed as a whole class, eg. Alphabet Keys completed in Literacy Block; Disadvantages Key completed in Writing Block.
|The Reverse||Name ten things that you would never have seen in the Gold Fields.|
|The ‘What if …?’||What if each digger found lots of gold? What would happen to the value of gold?|
|Alphabet||Compile a list of gold rush or historical Victoria words, ranging from A – Z.|
|The BAR||Improve the design of a normal, everyday shovel/spade.|
|The Construction||Build a model of a small gold mining town.|
|The Disadvantages||What are the disadvantages of ‘panning’ for gold?|
|Different Uses||Name a variety of different uses for a piece of heavy, waterproof material.|
|The Prediction||Pretend that you are a digger in the 1850’s. Predict what would have been a normal day.|
|The Ridiculous||Try to justify this statement:
People who find gold should give all of their gold to charity and keep none for themselves.
|The Commonality||Name some similarities between a shovel and a tent.|
|The Inventions||Invent an object that would have been very useful for the diggers.|
|The Alternatives||What tools could a digger have used to help him/her find gold?|
|The Question||Write five questions that would have this answer:
Many people came from all over the world to join in the ‘gold rush’ mania.
|The Brainstorming||Within three months, the population around Ballarat increased dramatically. What things would the government of the time have needed to take into consideration?|
|The Forced Relationship||How might you use a pen, a fork and a plate to find gold?|
|The Combination||List and then combine some of the qualities of a gold pan and a metal detector in order to improve the design of either one.|
|Interpretation||Give some possible reasons why someone would have died while mining.|
|The Brick Wall||What are some things that a person could do to improve their chances of finding gold?|
You are a Sydney store keeper who has come to the goldfields to make your fortune. In order to be successful you must understand the needs of all those who live there and sell the goods that are essential to them. Unfortunately the space in your tent is limited and you can only display 10 items each week.
Using the information you have collected about women, the Chinese, Aboriginal people, children and miners on the goldfields, draw up a list or inventory of 10 goods you will sell each week during your first month. Justify your choice of each of these items. Remember that the season may affect your decisions.
Have your Say
You are the editor of the local Goldfields newspaper and want to introduce a new feature entitled "Have your say!" In this feature you intend giving each of the various groups living on the goldfields the opportunity to express its view on what is important to it and explain why. You are interested in the opinions of women, Chinese people, Aboriginal people, children and miners. As the newspaper is small there is only space for one paragraph from each group.
Consider all the things you have learned when writing your paragraphs. Each paragraph should include a topic sentence and be between six and eight lines in length. You may wish to or create your own newspaper page using Microsoft Word*
English as a second language (ESL) students
Janet Hayes participated in the Intel® Teach Essentials Course, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.
© State of Victoria 2008
Janet Hayes attended an Intel® Teach Essentials course and provided the idea for this portfolio. A team of teachers expanded the project. Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Early Childhood Development. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Early Childhood Development, 2 Treasury Place, Melbourne, VIC, 3002. The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.
* Other names and brands may be claimed as the property of others.