Choose Your Figure

Overview

In Lesson 3 of the unit “Gold Rush and Colonial Tales”, students begin an information report by selecting one significant colonial figure or group from a curated set. They then learn how to write a clear research question and use provided resources for their initial investigation, recording decisions on a research planning template.

Learning intentions

• Students will choose a historical figure or group for their information report.
• Students will generate and refine a research question that helps them investigate colonial impact and experiences.
• Students will identify initial information from provided sources and record it clearly.
• Students will demonstrate their research plan using a completed planning template.

Success criteria

• I can name the historical figure or group I chose and explain why.
• I can write at least one focused research question about their role and impact in a colonial setting.
• I can collect initial facts from the provided resources and note where they come from.
• I can use my planning template to show my next research steps.

Curriculum links

• Humanities and Social Sciences (History): Students investigate the role of a significant individual or group in the development of events in an Australian colony (including First Nations Australians and those who migrated).
• Humanities and Social Sciences (History): Students locate, collect and organise information from primary and secondary sources in different formats.
• Humanities and Social Sciences (History): Students evaluate primary and secondary sources to determine origin, purpose and perspectives (introduced through quick source checks in guided practice).

Lesson structure (60 minutes)

1. 0–5 min · Hook and purpose

• Teacher displays the curated “Figure Choice Menu” posters (Macquarie, John Macarthur, Mary Reibey, First Nations leaders/warriors, convict stories) and asks: “Whose story would help explain how colonial life changed?”
• Students do a quick think (choose 2 favourites), then share with a partner.

2. 5–12 min · Explicit teaching: choosing a figure

• Teacher models how to match a choice to an information report: “I want evidence of their actions/role, and what changed because of them.”
• Students complete a “Why I chose them” sentence starter on a sticky note: “I chose ___ because their actions affected ___.”

3. 12–22 min · Direct teach: research questions that work

• Teacher teaches a 3-part question frame using board examples:
• “Who were they?” (brief identification)
• “What role did they play in colonial events?”
• “What impact did they have on people/colony (social, economic or political)?”
• Teacher shows two poor vs strong question examples; students vote which is clearer and why.

4. 22–28 min · Guided practice: turning ideas into questions

• Teacher provides short prompts for each option (e.g., Macquarie—administration and changes; Mary Reibey—trade/business impact; First Nations leaders—resistance/response; convict stories—life and labour; John Macarthur—agriculture and land/farming developments).
• Students draft 2 possible research questions in pencil, using the frame, then the teacher circulates for quick conferencing.

5. 28–45 min · Initial investigation using provided resources

• Teacher sets up resource stations and explains expectations: handle materials carefully, read for facts, underline key details, and record only what they can evidence.
• Students rotate (or remain at one station based on their choice) and collect initial evidence for their template:
• 2 facts about the figure/group’s role
• 1 fact about impact on colonial life
• 1 note about source type (photo, map, short article excerpt, diary-style excerpt, poster summary—whichever is provided)
• Teacher uses a brief source-check script: “What is this source? Who made it? Why might they say it?”

6. 45–55 min · Formative check: complete the research planning template

• Teacher instructs students to finish the template fully, including: chosen figure/group, final research question (one strong question), and 3–4 recorded evidence notes.
• Students complete quietly while teacher checks templates against the success criteria.

7. 55–60 min · Exit ticket and closure

• Teacher asks students to answer on an exit ticket: “My research question is…” and “My next step is…”
• Students submit for feedback to inform Lesson 4 resource use and drafting support.

Resources

• Figure Choice Menu (posters or cards) with brief descriptions for each option
• Research planning template (student worksheet) including: chosen figure/group, research question, evidence notes, “next steps”
• Curated resource packs for each figure/group (print or folder sets)
• Sticky notes or mini-slates for “Why I chose them”
• Underlining/highlighter pens, pencils, and clipboards (optional)
• Teacher board with research question frame and example poor/strong questions
• Timer and station signs (if using rotating stations)

Assessment

• Formative assessment: completed research planning template (chosen figure/group, final research question, initial evidence notes, next step).
• Teacher conferencing during guided practice: checks that questions focus on role and impact (social, economic or political).
• Exit ticket: verifies students can restate their research question and identify the next investigation step.

Differentiation

• Support: provide sentence starters for identifying role and impact (e.g., “They helped change…”, “Their actions affected…”) and a question bank with pre-written stems.
• Support: model “evidence notes” using one example fact and show how to record source type.
• Extension: students add a second question specifically about perspectives (e.g., “How did different people view their actions?”) and record one contrasting evidence note if available.
• EAL/SEN: allow oral rehearsal before writing; offer templates with partially completed sections; reduce required evidence notes from 3 to 2 for students who need more time, then revisit during Lesson 4.
• Engagement: use student choice while maintaining structure—teacher validates choices and ensures each choice has enough evidence in the resource pack.