Stories of Settlement

Overview

This 30-minute lesson is designed for Year 6 students as part of the Australian Curriculum: History, focusing on Historical Knowledge and Understanding – Australia as a nation (ACHASSK135). The lesson will explore the challenges and experiences of early European settlement in Australia while fostering empathy and understanding of this significant historical period through active, imaginative engagement.

The topic aligns with the Australian Curriculum's emphasis on understanding the impact of colonisation on Aboriginal and Torres Strait Islander peoples and the development of modern Australian society.

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Objectives

By the end of the lesson, students will be able to:

1. Explain the motivations behind British settlement and its impact on Indigenous communities.
2. Analyse primary and secondary sources related to early settlement in Australia.
3. Use creative storytelling to explore the perspectives of different groups during this period.

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Materials

• A replica image or printout of a convict ship (e.g., the HMS Sirius)
• Five carefully written "Role Cards" (see Activity 2 for details)
• Butcher's paper and markers for group brainstorming
• Student notebooks for reflective writing

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Lesson Structure

Introduction (5 Minutes): Setting the Scene

1. Hook: Begin with the sound of ocean waves (this can be played or mimicked by cupping hands and rustling paper) as students enter the room. Project an image of an old convict ship and ask:

   • "What do you see?"
   • "How do you think people lived on this ship?"

2. Teacher Mini-Lecture: Briefly summarise why Europeans first settled in Australia (convict transportation, overcrowded prisons, etc.). Explain that these settlers included convicts, soldiers, and free settlers, but their arrival drastically affected Aboriginal and Torres Strait Islander peoples.

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Activity 1 (10 Minutes): Role Exploration

1. Divide the class into five groups and hand each group a "Role Card." Each card represents a person from early European settlement:

   • A convict transporting goods at Sydney Cove.
   • An Aboriginal elder seeing the arrival of the First Fleet.
   • A British officer writing home about the challenges of the settlement.
   • A free settler struggling to farm the land.
   • A child travelling with their convict parent.

2. Task: Groups brainstorm a short backstory for their character using the following prompts:

   • "How do you feel about being here?"
   • "What are your daily struggles?"
   • "What do you know about or think of the other groups?"

3. Each group records their ideas on butcher's paper.

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Activity 2 (10 Minutes): The Living History Circle

1. Gather students into a "Living History Circle", where groups take turns acting as their character while others observe. Students can present a short monologue or dialogue based on their brainstorm. For example:

   • The convict might say, "We’re only given bread and salted meat. My back aches from hauling rocks all day for the Governor."
   • The Indigenous elder might say, "These strangers cut down our trees and take the kangaroos. They do not ask."

2. Encourage the audience (the rest of the class) to ask questions to better understand each character’s perspective. For example:

   • "How do you think your life will change in 10 years?"
   • "Do you feel hope, fear, or anger about the future?"

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Conclusion (5 Minutes): Reflect and Write

1. Give students 3 minutes to reflect in their notebooks using one or more of these prompts:

   • "If you could talk to one person from early settlement, what would you ask them?"
   • "If you lived during this time, which group do you think you would belong to? Explain why."
   • "What do you feel or hope will happen next in this story?"

2. Choose 2-3 students to briefly share their reflections.

3. End with a quick review question: "What impacts of early settlement do we still feel today?" (e.g., loss of Indigenous land, introduction of British laws).

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Differentiation

• For advanced students: Encourage them to consider the long-term consequences of settlement for Aboriginal and Torres Strait Islander peoples.
• For EAL/D students: Provide visual aids and a translated glossary with terms like “convict,” “colonisation,” and “Indigenous.”

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Assessment Opportunities

1. Oral presentation: Observe how groups embody and explain their historical characters.
2. Reflective writing: Check students' ability to empathise with historical perspectives and synthesise information.

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Extension/Homework

Students can choose one of two projects:

1. Create a storyboard of their “character’s” journey in early settlement.
2. Research and write a short paragraph about an inspiring Indigenous leader confronting colonisation, such as Pemulwuy or Bennelong.

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Teacher's Note: This lesson balances factual knowledge with empathy-building activities, ensuring students meet Australian Curriculum standards while engaging their imagination. The Living History Circle makes history come alive, fostering a deeper understanding of Australia’s past.