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 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 Paddy Hannan Discovers gold 40km Named “The east of Coolgardie Golden Mile” which later becomes Kalgoorlie
Gold Rush starts
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
1892 Clara Saunders Arrived in WA Nursing miners Goldfields who were sick with dysentery 1892 Government Passed law Married women could own property and 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 realestate. 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 1886-1900 Export 88% of WA’s export Helped build income attributed to Australia’s gold economy 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
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
refine gold and make coins
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 CY 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
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Aboriginal people 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
The #heartofgold Discovery Trail is 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 5
Lesson 1 Walking in their Footsteps
Curriculum Links: (ACHASSI094) / Year 5 / HASS / Inquiry Skills / Questioning (ACHASSI095) (ACHASSI097) / Year 5 / HASS / Inquiry Skills / Researching (ACHASSI102) / Year 5 / HASS / Inquiry Skills / Evaluating and reflecting (ACHASSK108) (ACHASSK107) / Year 5 / HASS / Knowledge and Understanding / History (ACMNA291) / Year 5 / Mathematics / Number and Algebra / Number and Place Value (ACMNA105) / Year 5 / Mathematics / Number and Algebra / Fractions and Decimals (ACMMG108) / Year 5 / Mathematics / Measurement and Geometry / Using units of measurement (ACMSP118) (ACMSP120) / Year 5 / Mathematics / Statistics and Probability / Data representation and interpretation
Objective: 1. Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges 2. Locate and collect relevant information and data from primary sources and secondary sources 3. Work in groups to generate responses to issues and challenges 4. Explore the impact of a significant development or event on an Australian colony 5. Use efficient mental and written strategies and apply appropriate digital technologies to solve problems 6. Compare, order and represent decimals and choose appropriate units of measurement for length 7. Pose questions and collect categorical or numerical data by observation or survey 8. 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, ipads etc • Data collected from student’s Fitbits/fitness tools or parent/teacher’s mobile devices Health App
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Introduction: 1. Gather students together. 2. Briefly revisit the group’s favourite elements of the Heart of Gold Discovery Trail and begin to record their answers on the whiteboard as a brainstorm. (Attempt to place the elements that they recall, especially specific stops in a chronological order on the board in their position along the trail). 3. 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 of personal device, this is ok and will support further discussion). 4. Ask the question ‘Does anyone remember how far it was from Point Zero to Kalgoorlie?’ 5. Revisit the audio from the Heart of Gold Discovery Trail. 6. Re read the information from the Heart of Gold Discovery Trail.
Tough Transport You are standing at Point Zero - the geographical marker from which all distances to Perth have been measured since 1925. From where you stand right now, it’s approximately 595km to Kalgoorlie.
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.
7. 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: 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?”. 3. Direct the groups to list down the mathematical steps to work out this problem, including what information is needed. 4. Ask a couple of groups to share their steps to make sure the students understand how to make this calculation. Review multiplication and division techniques if necessary. 5. Assist groups to find the distance walked on the Heart of Gold Discovery Trail through 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. 6. Groups work together to find the distance walked during the Heart of Gold Discovery Trail. 7. Ask students to work individually 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.
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Reflection: • How would you feel to walk that far? • How long do you think it would take to walk to Kalgoorlie? • What challenges would you have walking there today? • What challenges would you have had walking there in the late 1800s? • What assistance or technology would make the trip easier?
Revisit and Extend: • Students could write a diary of the trip to Kalgoorlie from Perth without train transport. They could Include how they carried their equipment, meeting aboriginal people along the way, how they found water and the state of the track. • Students could write a review of the first train trip to Kalgoorlie from Perth for the local paper. What was the train like, what speed did it travel, how did they feel riding it, who else was on the train, what was the view from the window and how long did it take? • View the 1894 sketch on this National Trust web page illustrating the different modes of transport to Coolgardie. Ask students to read the content supplied and create a diorama.
The #heartofgold Discovery Trail is 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 5
Lesson 2 Whose Gold is it Anyway?
Curriculum Links: (ACHASSK110) / Year 5 / HASS / Knowledge and Understanding / History (ACHASSI094) / Year 5 / HASS / Inquiry Skills / Questioning (ACHASSI095) / Year 5 / HASS / Inquiry Skills / Researching (ACELT1608) / Year 5 / English / Literature / Literature and context (ACELY1703) / Year 5 / English / Literacy / Interpreting, analysing, evaluating
Objective: 1. Explore the role that a significant individual or group played in shaping a colony. 2. Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges. 3. Locate and collect relevant information and data from primary sources and secondary sources. 4. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. 5. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
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 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. CY 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. The group then writes 6 facts about that person. 5. Groups may need to do further research to find 6 facts. Use the reference list from the app or search on the Australian Dictionary of Biography.
The #heartofgold Discovery Trail is 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 full ‘People of the Gold Rush’ worksheet to each student. 2. Invite one student from each group to share their group’s 6 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 3 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, “Was I involved in making decisions for the colony?” or “Did I move to Kalgoorlie?” then move to more specific questions, for example “Did I build the pipeline?” or “Was I a nurse?” • The first person to guess their significant person correctly wins.
Revisit and Extend: • Split the class into 4 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. • Investigate Aboriginal history resources to find stories of aboriginal people living around the goldfields. http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/general- resources/history/
The #heartofgold Discovery Trail is 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 Trail is 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 Trail is 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 5
Lesson 3 Gold Rush Radio
Curriculum Links: (ACHASSI094) / Year 5 / HASS / Inquiry Skills / Questioning (ACHASSI095) / Year 5 / HASS / Inquiry Skills / Researching (ACHASSI099) / Year 5 / HASS / Inquiry Skills / Analysing (ACHASSI105) / Year 5 / HASS / Inquiry Skills / Communicating (ACHASSK108) / Year 5 / HASS / Knowledge and Understanding / History (ACELT1608) / Year 5 / English / Literature / Literature and context (ACELY1702) (ACELY1703) / Year 5 / English / Literacy / Interpreting, analysing, evaluating (ACELY1704) / Year 5 / English / Literacy / Creating texts (ACADRM035) (ACADRM037) / Year 5 & 6 / The Arts / Drama
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. Locate and collect relevant information and data from primary sources and secondary sources. 2. Examine different viewpoints on actions, events, issues and phenomena in the past and present. 3. Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate. 4. Source materials, digital and non-digital representations and discipline-specific terms and conventions. 5. Explore the impact of a significant development or event on an Australian colony. 6. Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts. 7. Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. 8. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. 9. Develop appropriate questions to guide an inquiry about CY O’Connor and the Goldfields’ Pipeline. 10. Rehearse and record a radio interview.
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
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 • Students workbooks/collaborative notetaking paper for brainstorming • Access to research tools, computers, iPads etc
Introduction: 1. Gather students together. 2. Briefly revisit Stop #6 on the Heart of Gold Discovery Trail and discuss CY O’Connor. 3. Use a class brainstorm, Think Pair Share, etc to recall information about this important individual from their time on the Heart of Gold Discovery Trail. 4. Introduce the focus for the lesson – creating a radio interview with CY O’Connor. 5. Split the class into pairs or groups of 3 and explain that one person will be playing the role of CY O’Connor and the other person/s will be the radio show host/interviewer.
Activity: 1. Students work in their groups to read through and analyse the content available in the Heart of Gold Australia app and additional resources (including websites supplied) to collect information about CY O’Connor, his life and experiences as well as the Goldfields’ Pipeline. 2. Students collaborate to create a list of questions for CY O’Connor and associated responses. 3. Groups spend time rehearsing their radio interview and then use a digital device, audio recorder, iPad 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 CY O’Connor’s life? • How do you think people would have reacted to that interview? Would that have been enjoyable and informative to listen to?
Revisit and Extend: • Students could perform their interview instead of/as well as recording. • Student could utilise the information in the Heart of Gold Discovery Trail and associated resources to create radio interviews for other Significant Individuals. • Extend the types of questions the students are planning to ask by exploring Blooms Taxonomy.
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
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 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...?
The #heartofgold Discovery Trail is 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 5
Lesson 4 Events that Changed WA
Curriculum Links: (ACHASSI095) / Year 5 / HASS / Inquiry Skills / Researching (ACHASSI099) / Year 5 / HASS / Inquiry Skills / Analysing (ACHASSI105) / Year 5 / HASS / Inquiry Skills / Communicating (ACHASSK108) (ACHASSK110) / Year 5 / HASS / Knowledge and Understanding / History (ACELT1609) / Year 5 / English / Literature / Responding to Literature (ACELT1612) / Year 5 / English / Literature / Creating Literature (ACELY1796) (ACELY1700) / Year 5 / English / Literacy / Interacting with others (ACELY1702) (ACELY1703) / Year 5 / English / Literacy / Interpreting, analysing, evaluating (ACELY1704) / Year 5 / English / Literacy / Creating texts (ACADRM035) (ACADRM037) / Year 5 & 6 / The Arts / Drama
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. Locate and collect relevant information and data from primary sources and secondary sources. 2. Examine different viewpoints on actions, events, issues and phenomena in the past and present including the impact of a significant development or event on an Australian colony and the role that a significant individual or group played in shaping a colony. 3. Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. 4. Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. 5. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. 6. Explore dramatic action, empathy and space in improvisations, play building and scripted drama to develop characters and situations. 7. Formulate a script for a small group performance. 8. Perform a 2 – 5-minute scene demonstrating the main themes from student’s chosen historical event.
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
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. If the class participated in the ‘tableau activity’ suggestion on the Heart of Gold Discovery Trail, revisit and discuss this activity. 4. Split the class into groups of 3 – 5 students and hand out Gold Timeline Resource Sheet. 5. Invite students to choose a significant event to focus on (or assign groups with pre-selected events). 6. 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.
Activity: 1. Instruct groups to discuss event, consult resources (including the Heart of Gold Australia App) and brainstorm important details about their chosen 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: • 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 society today?
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
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. • Create an alternative scene, ‘If something went wrong’, ‘If gender roles were reversed’ or ‘If characters in positions of power were 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 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
The #heartofgold Discovery Trail is 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 5
Lesson 5 Time for Gold
Curriculum Links: (ACHASSK107) (ACHASSK108) (ACHASSK110) / Year 5 / HASS / Knowledge and Understanding / History (ACHASSI097) / Year 5 / HASS / Inquiry Skills / Researching (ACHASSI102) / Year 5 / HASS / Inquiry Skills / Evaluating and reflecting (ACELY1702) / Year 5 / English / Literacy / Interpreting, analysing, evaluating (ACMNA105) / Year 5 / Mathematics / Number and Algebra / Fractions and Decimals
Objective: 1. Navigate and read texts for specific purposes applying appropriate text processing strategies, including scanning for dates and names to find related information. 2. Sequence information about people’s lives, events, developments during the Gold Rush of Western Australia in a timeline. 3. Compare and order dates on a number line. 4. Begin to analyse how the gold industry influenced patterns of development. 5. Work in groups to generate responses to issues and challenges relating to the gold industry in Western Australia. 6. Explore the impact of the Gold Rush in Western Australia on the Swan River colony, including the Aboriginal people, their culture and communities. 7. Consider the roles that significant people played in shaping Perth City during the Western Australian Gold Rush.
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 (Gold Timeline Resource Sheet) 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. Brainstorm the events remembered from the excursion as a whole class.
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au
Activity: 1. Draw up a timeline from 1820 to 1920 on your whiteboard or smart board with increments every 10 years. 2. Hand out post-it notes (with dates written on them). 3. Ask students to use the Heart of Gold Discovery Trail to find an event matching that date and write the name of the event on their post-it-note. 4. Invite students to stick their note on the appropriate place along the timeline.
Gather and Share: 1. Split the class into groups and assign a discussion topic “How did the Gold Rush shape Perth as a city centre? 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.
Reflection • Discuss as a class: “How did the challenges that faced the prospectors create large infrastructure that we still use in Western Australia today?”.
Revisit and Extend: • 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 • Karlkurla Gold: A history of the women of Kalgoorlie-Boulder http://www.womenaustralia.info/exhib/wikb/wikb-home.html
The #heartofgold Discovery Trail is a community initiative of the Gold Industry Group P: +61 8 6314 6333 E: [email protected] W: goldindustrygroup.com.au