Why Establish Colonies?

Overview

In this first lesson of Colonies, Gold Rush and Change, students investigate why Britain established additional colonies in Australia after 1800. Using a map, timeline and short primary and secondary sources, the student sorts evidence into economic, political and social causes, then begins Part A by drafting an evidence-supported explanation.

Learning intentions

Students will:

• identify economic, political and social reasons for establishing British colonies after 1800
• use maps, timelines and written sources to gather historical evidence
• recognise that sources present particular purposes and perspectives
• draft an explanation using relevant historical terms and evidence.

Success criteria

I can:

• sort evidence into economic, political or social causes
• explain what a source suggests and identify whether it is primary or secondary
• use at least two pieces of evidence in a clear explanation
• use terms such as colony, penal, resources, settlement, migration and perspective accurately.

Curriculum links

• The economic, political and social causes of the establishment of British colonies in Australia after 1800.
• The impact of the development of British colonies in Australia on First Nations Australians, colonists, convicts and the natural environment.
• Evaluating primary and secondary sources to determine origin, purpose and perspectives.
• Presenting descriptions and explanations using ideas from sources and relevant historical terms.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior knowledge. Teacher displays a map showing British colonies and asks, “Why might a government establish a colony far from home?” Open with the question and map hook and invite the student to make three predictions, recording them under money/resources, government/power or people/society. The student explains one prediction and identifies what they would need to investigate.

2. 7–17 min · Build the context. Teacher uses the timeline and context slides to review that Britain established colonies in Australia after 1800, including colonies with penal purposes and colonies intended for free settlement. Explain that reasons often overlap: economic motives included land, resources, trade and employment; political motives included government decisions, imperial expansion and concern about rival powers; social motives included poverty, overcrowding, crime and pressure on prisons. Clarify that colonisation occurred on the lands and waters of diverse First Nations peoples and had profound consequences for their communities and Country. The student places five or six key developments on the timeline and paraphrases each cause.

3. 17–32 min · Source investigation. Teacher distributes the colony causes source investigation and models one source using the prompts Who created it? When? Why? What does it suggest? Whose perspective is included or missing? The worksheet provides a simplified map, timeline and short, clearly labelled primary and secondary extracts about trade, resources, British government decisions, population, prisons and free settlement. The student reads each extract, highlights useful words and records its likely origin, purpose and perspective. For a class of one, pause for brief teacher–student conferences after every two sources rather than requiring independent completion of all items.

4. 32–44 min · Sort and justify evidence. Teacher directs the student to complete the worksheet’s evidence table, sorting each source or evidence statement as mainly economic, political or social; remind them that one item may fit more than one category, but they must choose the strongest explanation. Use the three-cause sorting instructions and examples to prompt thinking without supplying answers. The student sorts the evidence, then orally justifies two choices using: “I classified this as ___ because the source says ___.”

5. 44–55 min · Draft Part A explanation. Teacher displays the explanation scaffold and success checklist and supports the student to draft a short response to: “Why did Britain establish colonies in Australia after 1800?” Model a topic sentence, then prompt the student to add one economic, one political or social reason, and a concluding sentence about how these decisions affected settlement and First Nations Australians. The student writes independently on the worksheet, using at least two source references and the terms colony, resources, settlement and perspective.

6. 55–60 min · Review and exit check. Teacher revisits the plenary questions and asks the student to identify the strongest piece of evidence, one limitation or perspective in a source, and one question for the next lesson. The student completes the worksheet exit response: “One major reason colonies were established was ___; my evidence is ___.” Teacher records a next step for improving the draft.

Resources

• the Why Establish Colonies? teaching deck
• the colony causes source investigation
• Australian map showing colonies and relevant locations after 1800
• Projector or interactive display
• Highlighters or coloured pencils
• Pencil and writing paper
• Teacher reference notes with accurate dates and terminology
• Optional dictionary or classroom glossary

Assessment

• Listen for accurate classification of causes and ask the student to justify choices with evidence rather than opinion.
• Check source-analysis responses for recognition of origin, purpose, perspective and missing voices, particularly First Nations perspectives.
• Collect the Part A draft and exit response. Look for at least two relevant pieces of evidence, accurate historical vocabulary and a clear explanation of cause.

Differentiation

• Provide the worksheet with colour-coded headings, a completed model source and sentence starters such as “This source was created by…”, “It suggests…”, and “This was mainly a ___ cause because…”.
• Read sources aloud, reduce the number of extracts if needed, and allow speech-to-text, oral rehearsal or a scribed response. Use a map and visual symbols consistently for economic, political and social causes.
• Confer frequently with the individual student, checking understanding of after 1800, colony and perspective before moving to the next task.
• For greater challenge, ask the student to explain how one reason could be both economic and political, compare a colonial viewpoint with the interests of First Nations Australians, or add a sentence evaluating which source is most useful and why.