Mapping Journeys

Overview

Students investigate how different journeys shaped Australia, using maps, images, and other sources as evidence. They build inquiry understandings by identifying what a source shows, what it suggests, and how journeys connect to changes in Australia’s story.

Learning intentions

• Students will identify key journeys that shaped Australia using maps and sources.
• Students will describe one journey and explain changes it brought to people and place.
• Students will use evidence from a source to make careful claims without over-assuming.

Success criteria

• I can name a journey studied (Macassan trade, European exploration, or Bungaree with Flinders).
• I can say what change happened because of the journey.
• I can use the sentence starter “This source shows __ because __” with clear evidence details.

Curriculum links

• History (NSW Stage 3): investigating Australia’s journeys of discovery, including motives and impacts, using evidence.
• English support for creating written responses using sentence-level grammar and punctuation while explaining ideas.
• Inquiry skill: reading sources like historians by identifying who/what, where, and what can and cannot be assumed from the evidence.
• Oral communication: sharing ideas respectfully when presenting explanations to the class.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Image-to-idea). Teacher displays one slide image (map or voyage-related picture from the presentation) and asks, “What journey do you think this is showing, and what makes you say that?” Students quickly jot 1–2 possibilities in their workbooks.

2. 5–12 min · Introduce inquiry focus. Teacher explains that today they will explore “Journeys that shaped Australia” and model how historians use sources (maps/images/objects) as evidence. Students listen and turn to a blank page titled “Source Evidence”.

3. 12–20 min · Direct teach: reading sources like historians. Teacher guides students through three source questions: who/what is shown, where the journey took place, and what we can learn (and cannot assume). Teacher demonstrates by pointing to a specific detail on the slide source (e.g., a coastline, ship, travellers, or route lines). Students underline one evidence detail and write one “What I can learn” statement.

4. 20–30 min · Group task: journey to impact. Teacher assigns small groups one journey theme: Macassan trade routes, European exploration, or Bungaree and Matthew Flinders. Each group completes a quick organiser in their workbook:

• Journey (name)
• Navigation/location clue (from the source/map)
• Encounter/connection (who they interacted with)
• Change/result (a single sentence) Teacher circulates, prompting students to link motives to outcomes (trading, claiming land, colonisation, scientific discovery; plus connections and shared knowledge where relevant).

5. 30–40 min · Engaging simple workbook activity (Evidence Sentence Builders). Teacher hands out or displays a single “mystery source” panel (teacher-made from the presentation materials). Students complete TWO sentences:

• Sentence 1: “This source shows ___ because ___.” (must name at least one visible detail)
• Sentence 2: “I can learn ___, but I cannot assume ___.” (must be specific, e.g., “I can learn the location… but I cannot assume the explorer’s personal feelings.”) Students swap books with a partner for a quick check using a success-criteria checklist: journey named, evidence used, no over-assumptions.

6. 40–50 min · Whole-class share: choose one impact. Teacher invites 3–4 students to share their evidence sentences and impact statement. Class listens using a “Try to spot the evidence” mindset. Teacher affirms correct evidence use and gently corrects where students “assume” beyond what the source shows.

7. 50–60 min · Exit ticket: build an inquiry-wall link. Teacher draws four columns on the board (journeys/navigation, encounter/connection, Federation/Constitution, symbols/identity) as preview of the unit inquiry wall. Students choose ONE column for today’s journey and complete an exit ticket:

• Journey name:
• Column chosen:
• One evidence detail from the source:
• One change it brought (one sentence):

Resources

• PowerPoint slides from “Journeys That Shaped Australia (1).pptx”
• Student workbooks
• Board/marker or interactive whiteboard organiser for the four inquiry-wall columns
• Print or display of one source panel (map/image/object) for the “mystery source” task
• Sentence starter prompts displayed (either on board or handout)
• Timer for each segment

Assessment

• Formative during the source-reading modelling: students record one evidence detail and one learnable idea.
• Checklist peer review after the workbook activity: journey named, evidence cited, no over-assumptions.
• Exit ticket: determine understanding of (1) journey identification, (2) evidence use, and (3) ability to distinguish learning from assumptions.

Differentiation

• Support: provide a sentence-starter bank and word bank (journey, route, coastline, traders, navigator, map, evidence, connection, trade, exploration) and allow students to underline the evidence detail before writing.
• Support: offer a guided organiser version with headings and one example already filled in lightly (e.g., “This source shows a coastline because…”).
• Extension: ask students to include a “motive to impact” link (e.g., “The motive for this voyage was ___, which led to ___.”) using evidence from the source.
• EAL/SEN: allow responses in shorter sentences; accept pointing to a specific detail as part of the evidence requirement; provide an additional partner support role (evidence checker).