150 Year Gold Timeline (1829 – 1970’s)
Teacher Resource The following timeline is a summary of information from the Heart of Gold Australia app, plus other key dates, ordered chronologically for your reference.
Year Person/Organisation Event Importance 1829 British Government Arrival of the First Start of Swan Fleet River Colony 1836 Governor James Old Court House built A place where Stirling and engineer criminal and civil Henry Willey Reveley cases were heard to help keep peace in the colony 1856 Queen Victoria Proclaimed Perth as a Governed by its city own council 1876 Sir Charles ‘Scruffy’ Moved from London Supplied gold McNess to Perth prospecting equipment and later helped developed Perth city 1885 Charlie Hall Finds 870g nugget in Contestable first Halls Creek noteworthy gold find in state 1886-1900 Export 88% of WA’s export Helped build income attributed to Australia’s gold economy 1890-1895 Sir William Cleaver Appointed by British Selected John Francis Robinson Government as Forrest as Governor of Western Premer of Australia Western Australia 1890 John Forrest Becomes Premier of The first premier (1890-1901) Western Australia of WA
Keen to address colony’s urgent needs including harbour, pipeline and railway for gold industry 1892 Arthur Bayley and Carries 540ounces First noteworthy William Ford (over 15kg) of gold gold find in the to Southern Cross state, Fly Flat Bank Coolgardie 1892 Clara Saunders Arrived in WA Nursing miners Goldfields who were sick with dysentery 1892 Government Passed law Married women could own property and
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therefore mining leases etc. 1892 William G. Brookman Recovering from Bought Bankruptcy moved goldmines, from SA to WA directed 30 mining companies, became a millionaire, invested in real estate 1892-1900 Immigration The population Gold Rush increased from increases wealth, 59,000 to 180,000 services, buildings, impact on aboriginal communities, impact on environment 1893 Paddy Hannan, Discovers gold 40km Named “The Thomas Flanagan and east of Coolgardie Golden Mile” Dan O’Shea find gold which later at base of Mt Charlotte becomes Kalgoorlie
Gold Rush starts 1894 Clara Saunders Married wearing a First settler brooch given to her woman to be by Paddy Hannan married in Coolgardie 1896 Western Australian Train line from Perth Travel changed Government Railways to Coolgardie opens from walking, with Engineer-in-Chief horse or camel- C.Y. O’Connor train to a faster and safer mode of transport
Made the goldfields area more accessible 1897 Sir Charles ‘Scruffy’ Built McNess Royal First shopping McNess Arcade arcade in Perth 1897 Premier John Forrest Inner Harbour of Ability to with Engineer-in-Chief Fremantle Port opens increase the C.Y. O’Connor exports from Western Australia, including gold 1899 Britain’s Royal Mint The Perth Mint was A place to designed by George established deposit gold, Temple Poole refine gold and make coins
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Miners could exchange gold for coins to buy goods 1899 Government Passed a Law Women in WA were given the right to vote 1900 William G. Brookman Elected Mayor of Spokesman for Perth the mining industry 1901 John Forrest Last year as the Many miners Premier of WA viewed him as unsympathetic to their interests 1901 Sir Edmund Barton Elected as first Prime Separate colonies Minister of Australia agreed to unite as the Federation of Commonwealth Australia of Australia
Constitution of Australia written 1901 William G. Brookman Built Bon Marche Development of Arcade buildings in Perth city 1903 C.Y. O’Connor Pipeline finished 557km long pipeline (largest pipeline ever)
Water now provided to Kalgoorlie and Coolgardie making safer working and living conditions 1903 Governor, Sir Frederick Supreme Court was Ability to deal Bedford and Chief built with a greater Justice, Sir Edward number of crimes Stone and disputes to keep peace in a larger town 1914-1918 Government of World War 1 Goldfields diggers Australia with British left to become allies wartime ‘diggers’
Downturn in gold industry 1921 Rodolphe Samuel Established Mount Over the next 50 Schenk Margaret Mission years the mission impacted upon the lives of many Aboriginal people
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through part of the Stolen Generation. 1925 General Post Office Point Zero marker: Consistency in Distances to Perth mapping and measured from this distance point calculation and communication 1929 Australia Start of Great Low production Depression of gold, only 4,000 employed in industry 1931 Jim Larcombe 60 pound ‘Golden Reinvigorate Eagle’ nugget found search for gold 1930s Gold Industry Gold Industry Doubling of gold recovers prices and increase in foreign investment, jobs available in Kalgoorlie 1937 Claude de Bernales Built London Court 1939-1945 Government of World War II Downturn in gold Australia with British industry allies 1960-1970 Government of Decade of Mineral Major changes in Western Australia Expansion Mining Industry 1971 Paul Ritter Designs Ore Obelisk Celebrating mineral expansion 1975 Government Racial Discrimination The first time Act passed Aboriginal people were recognised as equal under Australian law 1998 Government of Kangaroo statues in Celebrating Western Australia and Perth City Australian City of Perth landscape and ecology
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Heart of Gold Lesson Plan Year 9
Lesson 1 Events that Changed WA
Curriculum Links: (ACDSEH017) (ACDSEH080) (ACDSEH081) (ACDSEH082) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACDSEH084) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / Movement of peoples (ACDSEH090) / 9 / HASS / History / Historical Knowledge and Understanding / Australia and Asia / Making a nation (ACDSEH096) / 9 / HASS / History / Historical Knowledge and Understanding / World War 1 (ACHHS164) / 9 / HASS / History / Historical Skills / Chronology, terms and concepts (ACHHS170) / 9 / HASS / History / Historical Skills / Analysis and use of sources (ACHHS174) (ACHHS175) / 9 / HASS / History / Historical Skills / Explanation and communication
Cross-curriculum priorities: (CCP ATS OI.6) Cross-curriculum priorities / Aboriginal and Torres Strait Islander Histories and Culture / Key Ideas / Organising Ideas / Culture (CCP ATS OI.9) Cross-curriculum priorities / Aboriginal and Torres Strait Islander Histories and Culture / Key Ideas / Organising Ideas / People (CCP S OI.8) Cross-curriculum priorities / Sustainability / Key Ideas / Organising Ideas / Futures
Objectives: 1. Explore a range of significant events in Australia’s history, analysing their importance in shaping Australia as a nation, covering topics including; a. The technological innovations that led to the Industrial Revolution. b. The population movements and changing settlement patterns during this period. c. The experiences of men, women and children and their changing way of life. d. Changes in the way of life of people who moved to Australia in this period. e. Living and working conditions in Australia around the turn of the twentieth century. 2. Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced. 3. Collate notes from the Heart of Gold Australia app and supporting documentation (i.e. Historic Events Timeline) correlating to one specific historical event. 4. Formulate a script for a small group performance. 5. Perform a 2 – 5-minute scene demonstrating the main themes from student’s chosen historical event.
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Materials and Resources: • Heart of Gold Discovery Trail digital resource – Heart of Gold Australia app • Supporting resources o Gold Timeline Resource Sheet o Supporting documentation • Website resource list (see below) • Space for scene performances • Students workbooks/collaborative notetaking paper for brainstorming • Access to research tools, computers, iPads etc
Introduction: 1. Gather students and introduce today’s topic. 2. Share quick recap of the group’s favourite stops, most memorable moments or details they remember most clearly. 3. Split the class into groups of 3 – 5 students and hand out Gold Timeline Resource Sheet. 4. Invite students to choose a significant event to focus on (or assign groups with pre-selected events). 5. Inform students of their task, to create a short 2 – 5-minute scene. Each group will need to create and perform a scene. Directives could include: a. A true reflection of actual events from recounts, speeches, official records and photographs. b. A fictional representation of the event based on facts. c. An analysis of the perspective of a member of the community (outlined in the Heart of Gold Discovery Trail from a specified year). d. A fictional representation of the events that occurred, leading up to one of the significant events (i.e. discussions surrounding the need for a pipeline, people becoming sick from dirty water etc). e. The impact of the Gold Rush on Aboriginal Communities.
Activity: 1. Instruct groups to discuss their chosen event, consult resources (including the Heart of Gold Discovery Trail) and brainstorm important details about the event (including characters and their relationship to each other, time period, duration of event, mood/emotion etc). 2. Ask students to research and explore the impact their chosen event may have had on Aboriginal communities. 3. Students then collaborate to write a simple script or timeline for their scene. 4. Students assign characters and ‘rehearse’ or ‘play out’ their event referring to their notes and information collected.
Gather and Share: 1. Provide students with an opportunity to share their performances. 2. Have students arrange classroom to allow performance space and an audience. 3. Remind students of respectful audience etiquette. 4. Sit back and watch performances.
Reflection:
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• What new information did you obtain from acting out scenes from this time period? • How does the character you played differ from the average person today? • How would you have reacted if you were alive at the time of this event? • How has the event your group represented affected your life today?
Revisit and Extend: • This lesson could be completed in a single session or could extended to cover multiple sessions, elaborating on the research phase to collect information about the event from additional sources, creating more detailed character development documents and even working on refining their scene through further rehearsal. • Students could collaborate to write a simple script or timeline for their scene before acting it out in place of the rehearsed improvisation technique. • Scenes could be recorded and analysed at a later date. • One event could be selected for every group to act out, discussion about the differences and similarities in the performances could take place after all groups have performed. • Students could create an alternative scene, ‘if something went wrong’, ‘if gender roles were reversed’ or ‘If positions of power were held by Aboriginal people’ etc.
Website Resource: The following sites contain some information regarding minority groups including Aboriginal people and women during the Gold Rush era in Western Australia. Use this information in addition to the Heart of Heart of Gold Discovery Trail app during this lesson. • Kaartdijin Noongar: Impacts of Law Pre-1905 https://www.noongarculture.org.au/impacts-of-law-pre-1905/ • West Australian Museum: WA Goldfields: First Peoples http://museum.wa.gov.au/explore/wa-goldfields/first-peoples • ANU: Examining explanations of Wongatha behaviour in the northern Goldfields of WA (p59-73 http://press- files.anu.edu.au/downloads/press/p308321/pdf/book.pdf?referer=1268 • ABC Goldfiels: Mary Bennett Struggle for Aboriginal Rights http://www.abc.net.au/local/stories/2011/09/09/3314188.htm?§ion=article& date=(none) • Karlkurla Gold: A history of the women of Kalgoorlie-Boulder http://www.womenaustralia.info/exhib/wikb/wikb-home.html
The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Heart of Gold Lesson Plan Year 9
Lesson 2 Gold Rush Radio – C.Y. O’Connor
Curriculum Links:(ACDSEH017) (ACDSEH080) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACDSEH081) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACDSEH084) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / Movement of peoples (ACDSEH090) / 9 / HASS / History / Historical Knowledge and Understanding / Australia and Asia / Making a nation (ACHHS174) (ACHHS175) / 9 / HASS / History / Historical Skills / Explanation and communication
Cross-curriculum priorities: (CCP ATS OI.6) Cross-curriculum priorities / Aboriginal and Torres Strait Islander Histories and Culture / Key Ideas / Organising Ideas / Culture Objective: 1. Explore the technological innovations that led to the Industrial Revolution. 2. Consider the experiences of men, women and children during the Industrial Revolution, and their changing way of life. 3. Discuss the changes in the way of life of a group(s) of people who moved to Australia in this period, and Indigenous people who already lived here 4. Explore living and working conditions in Australia around the turn of the twentieth century, including Indigenous people and their communities 5. Select and use a range of communication forms (oral, graphic, written) and digital technologies, namely the recording of a radio interview.
Materials and Resources: • Heart of Gold Discovery Trail digital resource – Heart of Gold Australia app • Supporting resources o http://trove.nla.gov.au/people/464056?c=people o http://adb.anu.edu.au/biography/oconnor-charles-yelverton-7874 o http://www.abc.net.au/local/stories/2014/04/02/3977077.htm?§ion=a rticle&date=(none) • Students workbooks/collaborative notetaking paper for brainstorming • Access to research tools, computers, iPads etc.
The following sites contain some information regarding minority groups including Aboriginal people and women during the Gold Rush era in Western Australia. Use this information in addition to the Heart of Heart of Gold Australia app during this lesson. • Kaartdijin Noongar: Impacts of Law Pre-1905 https://www.noongarculture.org.au/impacts-of-law-pre-1905/ • West Australian Museum: WA Goldfields: First Peoples http://museum.wa.gov.au/explore/wa-goldfields/first-peoples • Karlkurla Gold: A history of the women of Kalgoorlie-Boulder http://www.womenaustralia.info/exhib/wikb/wikb-home.html
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Introduction: 1. Gather students together. 2. Briefly revisit Stop #6 on the Perth Heart of Gold Discovery Trail or Stop #2 on the Kalgoorlie Heart of Gold Discovery Trail and discuss C.Y. O’Connor. 3. Invite students to make a list of 5 – 10 facts that they remember about C.Y. O’Connor from the excursion. 4. Introduce the focus for the lesson – creating a radio interview of C.Y. O’Connor to discuss the impact of the Goldfields Pipeline may have on the people of Western Australia. 5. Split the class into pairs or groups of 3 and explain that one person will be playing the role of C.Y. O’Connor and the other person/s will be the radio show host/interviewer. The groups job is to unpack the information from a range of sources and explore the impacts that this technological development had on the people of Western Australia and then to incorporate this knowledge and understanding within a 5-minute interview with the man who made it happen. 6. Introduce Bloom’s Taxonomy of questions and remind students that their list of questions must include a minimum of 3 questions from each column.
Remember Understand Apply
Who? What does this mean? Predict what would happen Where? Which are the facts? if ... Choose the best Which one? State in your own words. statements that apply. What? Is this the same as ...? Judge the effects of ... How? Give an example. What would result ...? Why? What would happen if ...? Tell what would happen if How much? How many? Explain why ...... When? What does it mean? What expectations are Tell how, when, where, What happened after? there? Read the graph why. What is the best one? Can (table). Tell how much change you name all the ...? What are they saying? there would be if ... Who spoke to ...? This represents . . . Identify the results of ... Which is true or false? What seems to be ...? Write in your own words ... Is it valid that ...? How would you explain ...? What seems likely? Write a brief outline ... Show in a graph, table. What do you think could Which statements support have happened next? ...? Who do you think...? What restrictions would What was the main idea you add? ...? Clarify why ... Outline . . . Illustrate the ... What could have happened Does everyone act in the next? way that... does? Can you clarify. . .? Draw a story map. Can you illustrate . . .? Explain why a character Does everyone think in the acted in the way that he way that ... does? did. Do you know of another instance where ...? Can you group by
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characteristics such as ...? Which factors would you change if ...? What questions would you ask of ...? From the information given, can you develop a set of instructions about...?
Activity: 1. Students work in their groups to read through and analyse the content available in the Heart of Gold Discovery Trail, additional resources (including websites supplied) and their own personal research to collect information about C.Y. O’Connor, his life and experiences as well as the Goldfields Pipeline. 2. Students collaborate to create a list of questions for C.Y. O’Connor and associated responses that demonstrate understanding of the events of the time and the impacts that these advances in technology had on society. 3. Groups spend time rehearsing their radio interview and then use a digital device, audio recorder, iPads etc. to record their interview.
Gather and Share: 1. Provide the group with a chance to listen to each other’s interviews and reflect on the lesson based on the reflection questions below.
Reflection: • What new information did you gain from this process? • What was the most significant event in your interview? • How do you think people would have reacted to that interview? Would that have been enjoyable, informative to listen to? • How did the development of the Goldfields’ Pipeline impact on the life of C.Y. O’Connor and those around him? • Why is the Goldfields’ Pipeline important today?
Revisit and Extend: • Invite the students to include other ‘significant individuals’ in the radio interview. • Students could create a newspaper article to extend on the ‘answers given’ by C.Y. O’Connor in the interview. • Use the content from the interview and other information collected to create some ‘current media’ news items – a series of Instagram posts, a Twitter thread, a Facebook feed etc.
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Heart of Gold Lesson Plan Year 9
Lesson 3 Walking in their Footsteps
Curriculum Links: (ACDSEH080) (ACDSEH081) (ACDSEH082) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACDSEH090) / 9 / HASS / History / Historical Knowledge and Understanding / Australia and Asia / Making a nation (ACHHS170) / 9 / HASS / History / Historical Skills / Analysis and use of sources (ACHHS175) / 9 / HASS / History / Historical Skills / Explanation and communication
Cross-curriculum priorities: (CCP ATS OI.6) Cross-curriculum priorities / Aboriginal and Torres Strait Islander Histories and Culture / Key Ideas / Organising Ideas / Culture
Objective: 1. Explore the population movements and changing settlement patterns during this period (pop stats of cities, change in city). 2. Investigate the experiences of men, women and children during the Industrial Revolution, and their changing way of life. 3. Explore the short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication. 4. Discuss and evaluate the living and working conditions in Australia around the turn of the twentieth century. 5. Process and synthesise information from a range of sources for use as evidence in an historical argument. 6. Select and use a range of communication forms (oral, graphic, written) and digital technologies. 7. Make connections between their personal journey and the journey of those travelling to the Goldfields.
Materials and Resources: • Heart of Gold Discovery Trail digital resource – Heart of Gold Australia app • Supporting resources o Google maps • Students workbooks/collaborative notetaking paper for brainstorming • Access to research tools, computers, iPad etc. • Data collected from student’s Fitbits/fitness tools or parent/teacher’s mobile devices Health App
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Introduction: 1. Briefly revisit the group’s favourite elements of the Heart of Gold Discovery Trail. 2. Pose the questions ‘How far do you think we walked from start to finish on this trail?’ and ‘How did your body feel after the walk?’ (Some students may pick up on the note in the introduction/trail info page that states how long the trial is, others may have checked out their Fitbit personal device, this is ok and will support further discussion). 3. Ask the question ‘Does anyone remember how far it was from Point Zero to Kalgoorlie? 4. Listen to the audio from the Perth Heart of Gold Discovery Trail. 5. Read the information below, from the Perth Heart of Gold Discovery Trail.
Point Zero - the geographical marker from which all distances to Perth have been measured since 1925. From this point, it’s approximately 595km to Kalgoorlie.
Tough Transport If you hopped in a car, driving there non-stop would take six and a half hours. That’s a pretty long journey, right? Well imagine walking! Before the train line from Perth to Coolgardie and Kalgoorlie was constructed in 1896, travellers wanting to access the goldfields had limited options: they could go by camel-train, horse, or they could walk.
6. Inform the students that today their task is to compare the distance walked by them on the excursion to the distance the early gold prospectors would have had to walk to get from Perth to Kalgoorlie.
Activity One: 1. Split the class into groups of around 4 students. 2. Pose the problem: “How many times would we need to walk the Heart of Gold Discovery Trail in order to walk the same distance as from Perth to Kalgoorlie?” Groups work together to find the distance walked during the Heart of Gold Discovery Trail using Google Maps or the Health App on the device used for the walk. This may need to be a whole class demonstration on a smart board. 3. Ask students to calculate how many times they would need to walk the Heart of Gold Discovery Trail to reach Kalgoorlie.
Gather and Share: 1. Bring the class together 2. Call on students to share their calculated answers.
Activity Two: • Instruct students to research the nature of travel to Coolgardie and Kalgoorlie before the train line and what impact the new track had on the economics and lifestyle of the era. A list of website resources is provided below as a starting point. • Ask students to write a short historical argument on why the Perth to Kalgoorlie train line was necessary for the continuation of the Gold Industry in Western Australia.
Revisit and Extend:
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• Students could write a letter to the first worker’s union of Western Australia, explaining their working conditions, pre-train line, and why they need to improve. In the letter, they can ask the union to help them lobby John Forrest for assistance stating what is needed. • Students could compare the need for infrastructure during the Industrial Revolution and Gold Rush with our continuing need for infrastructure in a modern global economy. • Student could create a map of the original trip to Kalgoorlie, marking places to find water and accommodation along the way. This map could be overlaid with the train line and current road.
Website resources: • State Heritage: Railway Workers’ Cottage http://inherit.stateheritage.wa.gov.au/Public/Inventory/PrintSingleRecord/48c8be 75-1e68-41ac-bfd4-3cd658e7177f • WA Museum: On the Track http://museum.wa.gov.au/explore/wa-goldfields/rush-gold/on-track • Australian Government: Afghan Cameleers in Australia http://www.australia.gov.au/about-australia/australian-story/afghan-cameleers • Australian Government: Cobb and Co http://www.australia.gov.au/about-australia/australian-story/cobb-and-co • National Trust: Transport and Travel http://www.rolian.net/learning_federation/transport_and_travel.html
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Heart of Gold Lesson Plans Year 9
Lesson 4 Time for Gold
Curriculum Links: (ACDSEH080) (ACDSEH082) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACDSEH096) / 9 / HASS / History / Historical Knowledge and Understanding / World War 1 (ACHHS164) / 9 / HASS / History / Historical Skills / Chronology, terms and concepts (ACHHS170) / 9 / HASS / History / Historical Skills / Analysis and use of sources (ACHHS175) / 9 / HASS / History / Historical Skills / Explanation and communication (CCP S OI.8) Cross-curriculum priorities / Sustainability / Key Ideas / Organising Ideas / Futures
Objective: 1. Create a timeline to discover relationships between the emergence of gold mining on events and developments in Western Australia. 2. Process and synthesise information to make inferences on the impact of gold mining in Western Australia 3. Explore the population movements and changing settlement patterns during this period. 4. Consider the short and long-term impacts of the Gold Rush in Western Australia during the Industrial Revolution. 5. Consider how events, such as World War 1, impacted Western Australia and the gold industry.
Materials and Resources: • Heart of Gold Discovery Trail digital resource – Heart of Gold Australia app • Gold Timeline Resource Sheet • Website resource list (see below) • Post-it notes with one date (from the Gold Timeline Resource) written on each post-it note. (You will need one per student) • Access to research tools, computers, iPads etc.
Introduction: 1. Introduce the lesson as a synthesis of the information gathered from the Heart of Gold Discovery Trail in the form of a timeline. 2. Ask students to brainstorm, as a whole class, the events they remember from the Heart of Gold Discovery Trail. 3. Invite students to offer other events or major changes that may have occurred between 1880 and present day to change the gold industry in Australia or the impact of the industry on Western Australia.
Activity: 1. Draw up a timeline from 1800 to 2000 on your whiteboard or smart board with increments every 20 years. 2. Hand out post-it notes (with dates written on them). 3. Ask students to use the Heart of Gold Australia App to find an event matching that date and write the event on the post-it-note. 4. Invite students to stick their note on the appropriate place along the timeline.
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5. Ask students to predict which event would have had the biggest impact on the development of Western Australia. 6. Direct students to research their chosen event and the effect it had on the nation including the economy, change in lifestyle, architectural landscape of Coolgardie/Kalgoorlie and Perth city, plus impact on minority groups including Aboriginal people.
Gather and Share: 1. Split the class into groups and assign a discussion topic (examples below). 2. Ask the students to discuss the topic and take notes of group members ideas. 3. Invite one person from each group to share their group’s opinion. a. Which events had the biggest impact on the development of Western Australia and why? b. Which events would have affected the Aboriginal population the most and how? c. What facilities were important in Coolgardie and Kalgoorlie during the Gold Rush? d. How did new infrastructure help the economic development of Western Australia? e. How did the Gold Rush shape Perth as a city centre?
Reflection: • How do you think the city of Perth may change in the future? • What major changes do you think may occur in the future of the gold industry?
Revisit and Extend: • Set up a class debate to argue which event was the most crucial to the development of Western Australia. • Students could use a timeline builder from a site such as Timeline by Read Write Think to create a timeline from scratch using information from the app. http://www.readwritethink.org/files/resources/interactives/timeline_2/
Website Resource: The following sites contain some information regarding minority groups including Aboriginal people and women during the Gold Rush era in Western Australia. Use this information in addition to the Heart of Gold Discovery Trail during this lesson. • Kaartdijin Noongar: Impacts of Law Pre-1905 https://www.noongarculture.org.au/impacts-of-law-pre-1905/ • West Australian Museum: WA Goldfields: First Peoples http://museum.wa.gov.au/explore/wa-goldfields/first-peoples • ANU: Examining explanations of Wongatha behaviour in the northern Goldfields of WA (p59-73 http://press- files.anu.edu.au/downloads/press/p308321/pdf/book.pdf?referer=1268 • ABC Goldfiels: Mary Bennett Struggle for Aboriginal Rights http://www.abc.net.au/local/stories/2011/09/09/3314188.htm?§ion=article& date=(none) • Karlkurla Gold: A history of the women of Kalgoorlie-Boulder http://www.womenaustralia.info/exhib/wikb/wikb-home.html • Trove Biographies: http://trove.nla.gov.au/people
The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Heart of Gold Lesson Plan Year 9
Lesson 5 Whose Gold is it Anyway?
Curriculum Links: (ACDSEH081) (ACDSEH082) / 9 / HASS / History / Historical Knowledge and Understanding / Making a better world / The Industrial Revolution (ACHHS170) / 9 / HASS / History / Historical Skills / Analysis and use of sources
Objective: 1. Investigate the experiences of men, women and children during the Industrial Revolution, and their changing way of life. 2. Research some short and long-term impacts of the Gold Rush on landscapes, transport and communication created by significant people of the Industrial Revolution era in Western Australia. 3. Process and synthesise information from a range of sources and use background information to help play the game ‘Who Am I’.
Materials and Resources • Heart of Gold Discovery Trail digital resource – Heart of Gold Australia app • A ‘People of the Gold Rush’ Worksheet for each student • One ‘People of the Gold Rush’ individual ‘significant person’ fact card per group • Supporting resources o Australian Dictionary of Biography - http://adb.anu.edu.au/biography • Students workbooks/collaborative notetaking paper for brainstorming • Access to research tools, computers, iPads etc.
Introduction: 1. Introduce the object of the lesson to learn a little more about the significant people presented during the Heart of Gold Discovery Trail including playing a game of ‘Who Am I?’ at the end of the lesson. 2. Brainstorm with students a list of names remembered from the Heart of Gold Discovery Trail.
Activity: 1. Split the class into 8 groups. 2. Hand each group a fact card of a significant person (empty fact sheet, i.e. C.Y. O’Connor). 3. Ask each group to locate their significant person on the Heart of Gold Australia app and read it out to the group. 4. Groups do further research to find 6 facts. Use the reference list from the app, search on the Australian Dictionary of Biography or use other websites. 5. Ask students to write six pieces of information about their person, focusing on; a. Lifestyle and personal experiences b. Changes to their living conditions c. Short-term impacts to the colony and towns d. Long-term impacts to Western Australia or internationally 6. Group members share findings and choose the six most interesting or convincing pieces of information to share with the rest of the class.
The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Gather and Share: 1. Hand out the ‘People of the Gold Rush’ worksheet to each student. 2. Invite one student from each group to share their group’s six points with the whole class. 3. The rest of the class makes notes on their ‘People of the Gold Rush’ worksheet.
Reflection: • Introduce the game of ‘Who Am I?’. • Choose three students to sit in front of the whiteboard or smart board. • Write one name above each students’ head. • One at a time, invite these students to ask the rest of the class a question, referring to their notes for help. Questions need to be formed as closed questions where the class can answer either ‘yes’ or ‘no’. • The class then answers with a ‘yes’ or ‘no’. • Encourage students to ask broad questions to start, for example, “Did I have an impact on the infrastructure of the state?” or “Did I become wealthy from gold?” then move to more specific questions, for example “Did I build the pipeline?” or “Was I a nurse?” • The first person to guess their character correctly wins.
Revisit and Extend: • Split the class into four teams who can simultaneously play the game so that everyone can have a turn of guessing. • Invite the students to use the ‘significant person’ fact card to write a biography of their person. • Students could write an epitaph, eulogy or memorial plaque for their person, stating what major influence they had on the history of Western Australia. • Students could research their person further to discover if they had any interactions with Aboriginal people. • Students could write an historical argument on why their person was the most significant for creating change during the Industrial Revolution in Western Australia. • Students could write a description of what our current life might be like if their person and the event in which they are involved did not occur.
The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
People of the Western Australian Gold Rush
Sir Charles McNess John Forrest
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Sir William Cleaver Francis Arthur Bayley Robinson 1. 1.
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The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Clara Saunders C.Y. O’Connor
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William G Brookman
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The #heartofgold Discovery Trails are a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au