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EDSS428 Assessment Task 3- Inquiry Unit Planner

Topic: Indigenous History Question to be investigated: What impact did European colonisation
have on Aboriginal and Torres Strait Islander Peoples?

Year Level: 4 Domain: History

Duration: 16 lessons for 3 hours per week over 6 weeks Term: Term 3

Humanities Integration: History, Civics and Citizenship and Geography. Background to learning: This will follow on from a unit focusing on the
life of Aboriginal and Torres Strait Islander Peoples before European
Settlement

Rationale:
This unit of work answers a key inquiry question outlined by AusVELS in the Level 4 History domain; What was the nature and consequence of
contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers? (AusVELS, 2015). Through a range of
activities students will work towards answering this question. This unit is critical in Australian childrens education as it allows them to learn about a
significant time in Australias history and be able to be their own investigators of the past through independent research.
There is several Historical Key Concepts addressed and covered in this unit of work. Perspectives are looked at in depth as children explore the idea
of different points of view and feelings towards the same event. In lessons 6-8 this is investigated and students list, compare and contrast different
perspectives to the same occurrence, in this instance the arrival of European Settlers and first interactions. Because students are looking at the past
from several points of view it places them in a position to be able to draw conclusions and create their own informed opinion about past historical
events. By exploring the emotions felt by those involved as well as the values and motivators behind their actions students are engaging in the
concept of empathy. When they investigate the impact that colonisation had on the Aboriginal and Torres Strait Islander Peoples and Communities
they are also connecting their learning to the concept of cause and effect (AusVELS, 2015).
Because this is a unit of work around Aboriginal People, some traditional Aboriginal ways of learning have been introduced. According to the
Indigenous Australia website, oral language and oral tradition is how information is passed down and new things taught and learnt in the Indigenous
community. Students will participate in oral language and learning by communicating new information to their class through speech and language.

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This is also varying the mode of delivery so that another style of learning is reached and therefore there are more students engaged and
understanding the learning.
There are several differentiated tasks in the unit. Heacox stresses the importance that differentiated work means different work, not simply more or
less work (Heacox, 2001, pg. 99). The tasks are differentiated according to a tiered by complexity approach which means that students are divided
into groups according to ability and then they engage in a activities that vary in the order of thinking required so that all students are challenged but
supported.
There is a range of forms of assessment throughout the unit, including diagnostic, formative and summative. This means that both students and
teachers are able to track progress and see what they have learnt. There is also the opportunity for self reflection and peer reflection of the major
project that occurs in the Taking Action stage of learning which means that students get a variety of feedback and are able to think in depth about
what they have learnt.
Overall this unit addresses key concepts, skills and standards according to AusVELS while giving students meaningful learning experiences. The
differentiated tasks challenge students at their own level and provide necessary support while also incorporating forms in Indigenous learning
meaning students are not only learning about traditional customs but also learning from them.

Knowledge and Understandings:

The following are taken directly from AusVELS. These understandings outline what will be taught in this unit of work.
- The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the
effects of these interactions on, for example families and the environment (ACHHK080).
-comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea,
and how this affected relations between them.
- exploring early contact history with the British and the impact that British colonisation had on the lives of Aboriginal people (dispossession,
dislocation and the loss of lives through conflict, disease, loss of food sources and medicines).
- exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
- examining paintings and accounts to determine the impact of early British colonisation on Aboriginal peoples' country

Key Concepts: Skills:

2

-Perspectives
-Empathy
-Cause and effect
-Continuity and change
Standards:
The following are achievement standards taken directly from AusVELS
under the domain of History. Students will be able to achieve these
outcomes by the conclusion of the unit.
By the end of Level 4, students explain how and why life changed in the
past, and identify aspects that remained the same... They pose a range
of questions about the past. They identify sources (written, physical,
visual, oral), and locate information to answer these questions. They
recognise different points of view. Students develop and present texts,
including narratives, using historical terms (AusVELS, 2015).
Elizabeth Blackwell- S00126377
-Researching effectively using a variety of tools
-Displaying and recording information found
-Looking at events through different perspectives
-Pose a range of questions about the past
-Develop a narrative about the past
-Presenting
-Thinking and inquiry
-Comparing information
-Self reflection
Assessments:
A range of diagnostic, formative and summative assessment is used
throughout this unit of work. Through the use of KWL charts students are
able to participate in an ongoing assessment and then use the chart as a
tool for self reflection at the conclusion of the unit. This is also a
summative assessment as it concludes what they have learnt.
Students will be informally assessed throughout using observation,
questioning and tick sheets to ensure they meet the stated criteria of the
tasks.
There are two formal assessments throughout the unit that are based on
differentiated tasks. These are assessed through rubrics.
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Stage of Key Inquiry Learning Experiences Learning Resources Assessment

Learning for Questions Indicator
this unit (Students are able
to...)
Tuning In -What do I already Lesson 1: Prior knowledge and introduction to -Whiteboard -KWL chart means
Activities to know? perspectives -List information that -KWL chart template that students can
engage students -Ask students to create a KWL chart to demonstrate they already know and be assessed at
in the topic their prior knowledge, opinions and perspectives about what they would like to various stages as
what happened when the European Settlers first know more about. they progress
arrived in Australia. -The Unlikely story of through their
-Class brainstorm about what we know about Bennalong and Philip. learning by
European settlers, how they got to Australia and what completing the
-Is there more happened when they got here. chart. Diagnostic
than one side to a -Read a picture book that tells the story of settlement assessment.
story? that students may not be aware of- The Unlikely Story -Contribute to class -Whiteboard to write
-Why do different of Bennalong and Phillip by Michael Sedunary. discussion with down ideas and
people have Engage in a class discussion about how this story relevant thoughts and questions to be
different differs from the ideas that they may have had about the ideas. researched later for
perspectives on relationship between the European settlers and the easy referral.
the same event? Aboriginal and Torres Strait Islander Peoples.

Lesson 2: How to research -Informal

What tools are -Lesson on how to research. How to use an -Experiment with a assessment.
available to help encyclopaedia, how to look up a book in the library variety of research Observe students
me find using the catalogue, the best way to use search tools to consolidate research
information? engines etc. understanding. techniques and
-Access to internet, abilities.
Lesson 3: Belonging to the land- See Appendix 1 iPads,
-Discuss the idea of the importance of the land to -Contribute to class encyclopaedias, -Assess students
Aboriginal people. Students should already know about discussion with books, other research through observation
this from the previous history unit. relevant thoughts and tools. of research tools
-Research why the land is so important to the ideas. chosen and
-What does it Aboriginal community and how the European settlers questioning of
mean to belong changed the land when they arrived using at least 2 -Successfully source research
to the land? different research tools. These could include; internet, information using a techniques.
encyclopaedia, educational apps, books, traditional newly learned
aboriginal stories. Give this information to the class research tool.
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using the Aboriginal tradition of oral language, that is,

telling the class using your own words. Think about -Share findings
where the settlers arrived and what clan/clans this through oral
immediately effected by looking at the Aboriginal land form/telling the class.
name.
Finding Out Lesson 4: Change and continuity
-Through
A shared -Brainstorm ideas and questioning assess
-What do you think -What do you think life was like for Aboriginal and thoughts about what -Tools to research; students
experience from
which students life was like for the Torres Strait Islander Peoples before the European life might have been internet, iPads, books, understanding of
will gather new Aboriginal and Settlers arrived? Think, Pair, Share. like pre colonisation. encyclopaedias etc. life prior to
information about Torres Strait -What has remained the same and what has changed -Think about what -Computers and iPads colonisation.
the topic. Islander Peoples in the Aboriginal community since the settlers first might have changed for students to present
pre colonisation? arrived? Research accounts from Watkin Tench and from then until now. their information.
David Collins to see the impact of colonisation on -Poster
Aboriginal Peoples country. Display your findings paper/coloured paper
visually however you choose. etc for students who
wish to make a poster
Lesson 5: European vices and diseases- See -Look up the word -Assess childrens
-What is a vice? Appendix 2 vice. -Research tools ability to look up
-What were some -Research vices and new objects/ideas that -Find information that unfamiliar words
positive things that Europeans introduced to the Aboriginal and Torres answers the key through
they brought? questions outlined. observation.
Strait Islander Peoples e.g. Flour, sugar, clothes,
-What were some -Record findings in a -iPads
alcohol cigarettes etc. Were all of these things good?
negative things? video or voice
What was good and what was bad? What effect did recording.
diseases have? Display in a short 2 minute voice
recording or video on the iPads.
Sorting Out Lesson 6: Comparing perspectives -Venn Diagram -Assess students
Activities that -Why did people -Create a Venn Diagram that depicts two different -Compare and template ability to compare
help students see things perspectives of when the European Settlers first got off contrast different and contrast facts
process the differently? the ship. E.g. Aboriginal people, convicts, convict perspectives using a and effectively use
information that guards etc. Venn Diagram a visual organiser
they have through observation
gathered. Lesson 7: Using artwork to inform us- See and thorough
-How does art Appendix 3 -Find out information -Examples of different reading of work
help us to find out -Look at artwork and see different perspectives and about what happened artworks
more about the account of what happened upon arrival. from the paintings. -Differentiated
past? -Students are to write down the key points that they -List similarities and -Inquiry books for task. Assess
can see in the selected artwork. See task sheet. differences students to make their students ability to
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notes meet the criteria

through a tick
sheet.
Going Further Lesson 8: Perspectives- See Appendix 4 -Completed Venn -Formal
Activities that -Do you think that -Write a piece of writing depicting the same scenario -Write a piece of diagrams to draw assessment of
challenge and different groups about settlers first arriving from perspectives of the two writing that tells ideas and information students ability to
extend students could understand different people you chose to focus on in your Venn someones side of the from write a narrative
understandings. each others point Diagram. story that draws on -Inquiry books piece based on fact
of view? -Select one perspective/person from whose point of facts found through and past events.
view you wish to focus on. Students may select research. See appendix 4.1
someone who actually existed, such as Governor and 4.2.
Arthur Phillip or they may wish to pick a convict and
give them a fictional name. However they will be doing
a lot of work on this person later so select wisely.
Because they will be telling the story from that persons
point of view it may be considered disrespectful to
choose a past Aboriginal person. Instead they can
create a fictional Aboriginal or Torres Strait Islander
person who may have lived in that time.

Lesson 9: Introduction to wax museum

-How do you think -Students informed about the upcoming wax museum -Information sheet
your person felt where they will pretend to be a wax figure of a person outlining everything
when the first fleet who was involved in first interactions. This could be an that students have to
landed? Happy? Aboriginal Person who watched the first fleet arrive, it include in their wax
Scared? Lonely? could be convicts aboard the ship, convict guards or museum presentation
people who came freely searching for a better life. handed out
Remember to be respectful with who you select, as
outlined above.

Lesson 10: Excursion to Melbourne Museum- -Formulate questions

Bunjilaka that they have after
-What questions -Visit to Bunjilaka in Melbourne Museum with particular investigating and -Assess through
do you have now focus on the Our Story part of the exhibition. Students interacting with the questioning
about the first to take notes of any questions that arise for them as exhibition. students ability to
people and they explore the exhibition. formulate questions
colonisation? about the world
Lesson 11: Questions I now have around them to
-On return to school students will extend on their list of -Answer questions -Research tools further their
questions that have risen for them after visiting the they have through -Coloured paper to understanding.
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museum. They will then research independently using independent research create visually
a range of resources to answer their questions. appealing posters with
These questions and answers will be made into a questions for
display/another learning tool in the classroom. classroom display
Making -What is the most Lesson 12: Creating information for wax museum- -Create an oral -Computers to type up -Formal
connections important See Appendix 5.1 presentation that goes speeches assessment. See
Activities that information about -In preparation for the wax museum students will need for one minute that -Something to time Appendix 5.1
help students put your chosen to create a speech for one minute that gives follows required speeches with
it all together and person? information about their chosen person so that viewers components outlined -Using a tick sheet
draw some of the museum will be able to learn more about them. on the task sheet. to ensure all criteria
conclusions -Computers/iPads/ are met, assess
about what they Lesson 13: Creating a visual aid for wax museum -Create a visually -Paper to create visual students ability to
have learnt. -Create a poster/power point/prezi/other form of visual pleasing presentation display collate their found
presentation that gives information about the chosen that incorporates information.
person to help give an extra visual element to your relevant information
display at the wax museum. -Through carefully
viewing each
Lesson 14: Dress rehearsal
students visual aid,
-Dress rehearsal of wax museum for students to assess on accuracy
practice, set up their displays and make any of facts and
adjustments that they need. presentation.
Taking Action Lesson 15: WAX MUSEUM!!!- See Appendix 6 -Students will bring -Formal
Activities that -Wax museum where everyone picks a person that -Deliver their their own costumes assessment. See
give students the they want to represent in a museum about Australian information with -Room set up like a appendix 5.2 for
opportunity to act History and Colonization and tell their perspective of confidence and make museum with different rubric
upon what they first interactions between settlers and Aboriginal and use the presentation displays
have learnt Torres Strait Islander Peoples. that has been created.
-What do you -Summative
know now that you Lesson 16: Reflecting on how much we have learnt -Summarise new -Mind map template assessment.
didnt know -Create a mind map of what students now know and knowledge learnt. Summarising new
before? compare to original KWL chart so they can see how knowledge learnt.
much they have learnt. -Be able to find both -Self assessment of
-Self reflection on success of wax museum positives and success of final
presentation. negatives in delivery project
of presentation.
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References
AusVELS,. (2015). AusVELS - Level 4. Ausvels.vcaa.vic.edu.au. Retrieved 20 May 2015, from http://ausvels.vcaa.vic.edu.au/Level4

Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Pub.

Indigenousaustralia.info,. (2015). oral-traditions. Retrieved 15 May 2015, from http://www.indigenousaustralia.info/languages/oral-traditions.html

 Elizabeth Blackwell- S00126377

Appendix 1- Lesson 3

Using research to find out more

Today you will be using a variety of research tools to find out more
about what it means to belong to the land. Why was the land so
important to Aboriginal people and why did they fight so hard to protect
it? How is this different to what the European settlers saw as owning
land?
You will be using the research tools in the library that we learnt recently how to
use and find information from.
You need to use at least two different forms of research tools to discover
your information. These include
The internet (using a search engine like Google)

Books

Encyclopaedias

Education apps on the iPads

Traditional Aboriginal stories

The information you need to research

Yellow Group What did it mean to Aboriginal People to

belong to the land? Write your own
definition explaining this. Why was the
land so important to Aboriginal People?

Green Group What did it mean to Aboriginal People to

belong to the land? How was this different
to the Europeans idea of land ownership?

Purple Group What did it mean to Aboriginal People to

belong to the land? How is this different
to the Europeans idea of land ownership?
Why do you think the land was so
important to Aboriginal People?
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Appendix 2- Lesson 5

European impact on Aboriginal People

Today we will be investigating and researching what the
Europeans brought with them when they arrived in Australia-
the good, the bad and the ugly!
You will select one of the following objects, luxuries or diseases that the Europeans brought that
were used by the Aboriginal people and research it. Once you have found your information you
will then present it in a two minute video or voice recording that you will record on an iPad
and share with the class so we can all learn from each other.
You need at least 5 facts about the effect that your chosen topic had on the
Aboriginal people.

Choose ONE of the following Things to think about

topics to investigate

Flour and sugar Was this a good or a bad thing? Were the
Indigenous People used to having this in their
diet? What were the consequences of them
eating it? How was this different to the way they
were used to getting their food?

Clothes Did the Aboriginal People need clothes? What

was wrong with their traditional way of dressing?
Did wearing clothes help them be accepted as
part of society?

Ownership of land What did European people think owning land

meant? How was this different to what
Indigenous Australians thought?

Diseases What were the main diseases that the

Europeans brought with them? How many
natives did it kill? Why do you think it killed so
many?

Conflict What were they fighting about? How many died

in conflicts? Who was it most damaging to?
What are some of the famous massacres that
happened?
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Write down your findings in your inquiry book and get it checked before you
grab an iPad.
Happy researching!!
Appendix 3- Lesson 7

Using artwork to help us understand the story

Today we will be investigating and researching different artworks to
understand perspective.
Look at the artwork below and imagine it from two different perspectives. How do you think the
settlers felt? How do you think the Aboriginal people felt?
Why do you think that the same story is being represented in two different ways?
Who do you think painted each artwork? Does that affect the story? Why/why not?

OR

European settlers discovering

Australia and placing a flag down
European settlers arriving by boat to claim it as theirs
and their interactions with
Aboriginal people

Yellow Group
Write down 5 things you can see in the painting you choose. Write down some feelings that the people in
the painting might have felt. Aim for three feelings from the Aboriginal Peoples point of view and three
feelings from the settlers point of view
Green Group
Write down 5 things that you can see in the painting you choose. Write down some feelings that the
people in the painting might have felt. Are these feeling the same? Are they different?
Purple Group
Write down 5 things that you can see in the painting you choose. What sort of feelings would the people
in the paintings be having? Would everyone be feeling the same thing? Describe why people would be
feeling the emotions you have listed.
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Appendix 4.1- Lesson 8

Creating a narrative
Today we will be creating our own narrative from the perspective of
someone who was there when the European settlers arrived.
Choose a perspective you focused on in you Venn Diagram and include facts you
researched to make your story more realistic.
Things your narrative has to have

Yellow Group -At least one page of writing

-Include at least 3 facts you have
researched
-A realistic story
-From the point of view of one person you
selected

Green Group -At least one page of writing

-Include at least 3 facts and how these
facts effected the characters in your story
-A realistic story
-From the point of view of one person you
selected

Purple Group -At least one page of writing

-Include at least 3 of your most interesting
facts you researched and how these facts
effected the characters in the story
-A realistic story
-Aim to try and include 2 different
perspectives. You could do this by allowing
your main character to see the emotions of
the other characters and compare how
they are feeling or you could write in the
third person so that you can switch
between perspectives.

See rubric to know how to do this task well!

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Get creative!!
Appendix 4.2- Rubric

Content I have included 2 I have included 3 or I have included 5 or

facts or less more correct facts more correct and
Knowledge researched facts

Imaginative My story retold what My story

happened by writing
Story facts in sentences

Realistic My story was not very My story was My story was

realistic-would that sometimes realistic incredibly realistic
really have
happened?

Length of My story was less My story was one My story was more
than one page long page long than one page long
story
Perspective My story included one My story included one My story included one
perspective detailed perspective detailed perspective
but it considered the
perspectives of other
characters

Teacher Assessment Self Assessment

WWW (What went well) WWW (What went well)

EBI (Even Better If) EBI (Even Better If)

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Appendix 5.1- Lesson 12

Grade 4 Wax Museum!

You will be creating an exhibition in our classroom to give information about the
story of settlement from the perspective of the person you wrote your story about.
You will pretend to be a wax figure in a museum of the person you have chosen
and you will have interactive.
Visitors to the Grade 4 Australia History museum will come along and push a button at your
display which will activate you and you will tell facts about your chosen person.
The sorts of wax figures we should see
Aboriginal Australians who were here when the settlers first arrived

European settlers coming for a better life

Convicts- could be children or adults

Convict guards

You will have a one minute script planned of information you will give when somebody
presses the button at your display. Your display will need to include
One minute worth of spoken information

A visual aid to help give your information to the audience. Can be a poster, power point
presentation, prezi, video etc.

You might like to think about a costume to make it more realistic

A buzzer/bell/button for the audience to press so you can begin speaking and giving your
information

Your script needs to include the following information

Your persons name (can give a fictional name but make it realistic)

Their country of birth

Why they came to Australia OR what clan they belong to

How they felt about the European settlement

You will be pretending to be a wax figure which means you will stay still and quiet
until somebody comes along and presses the button to know more about you!
This is your chance to show the rest of the school all the exciting and interesting
work we do in Grade 4!
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Content I did not have any of I had most of the I had all of the
the required facts in required facts in my required facts in my
Knowledge my speech speech speech

Visual aid My visual aid had My visual aid had 3 My visual aid had 5 or
less than 3 facts or more facts about more facts about my
about my person my person chosen person

Time I can speak for less I can speak for one I can speak for more
than one minute minute than one minute

Delivery I read my facts off a I remembered most of I memorized my entire

sheet of paper or card my script but needed script and didnt need
cue cards to help to read off anything

Character I did not put effort into I made a good I made an excellent
getting into character. attempt at getting into attempt at getting into
I did not try to be a character. I tried very character. I had props
wax figure. hard to be a wax and a costume. I was
figure a convincing wax
figure
Appendix 5.2- Rubric
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Teacher Reflection Peer Reflection Self Reflection

WWW (What went well) WWW (What went well) WWW (What went well)

EBI (Even Better If) EBI (Even Better If) EBI (Even Better If)

Appendix 6- Lesson 16

Look how much I have learnt!

Today we will be completing our KWL charts so that we can look back on what we have learnt
over this unit. We will also be listing our favourite fact, what we enjoyed most and what we didnt
really enjoy.

What I Know What I Want to know What I Learned

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The most interesting fact I learned was...

My favourite thing we did was...

The thing I didnt enjoy as much as the rest was...

Overall this is how I feel about the unit of work (circle one)