The Establishment of a British Colony in Australia
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Arthur Phillip biography

Samantha Towers's insight:

This site gives a biography of Arthur Phillip. It includes his major achievements and important places related to his life. It also includes a picture of Captain Arthur Phillip.

 

Teachers could use this resource as a source of information to refer to when introducing students to Arthur Phillip. They may use the information within to create worksheets for students to complete in a ‘getting to know Arthur Phillip’ lesson.

 

Another, more interactive idea is to use the information within to create a comic strip of his life as a class activity. This would allow teachers to incorporate English curriculum and creative arts into the lesson. A task such as this could be completed over several days or weeks as individual projects or could be attempted in one sitting by giving pairs or groups of students different periods of Arthur Phillip’s life to chronicle. This activity gives students the chance to explore in depth a certain area and become an ‘expert’ then when the separate sections are brought together the students will get the chance to teach the rest of the class what they know about Arthur Phillip. The class may subsequently be led in a discussion in order to create connections between what each group discovered in their research and come to a deeper understanding of the subject matter.  

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British Museum - Thomas Gosse, The Founding of the Settlement of Port-Jackson at Botany Bay in New South Wales, a print

British Museum - Thomas Gosse, The Founding of the Settlement of Port-Jackson at Botany Bay in New South Wales, a print | The Establishment of a British Colony in Australia | Scoop.it
The print shows the first British penal colony in Australia at Sydney Cove, Port Jackson a few miles from the originally intended site at Botany Bay. The First Fleet arrived in January 1788 with about 750 convicts together with officials, seamen and marine guards. Sailors and convicts are shown here clearing land for settlement. Native turtles and exotic birds are being killed for food. Cattle and pigs have been introduced to stock the new farms. An Aborigine is being questioned by a marine. At
Samantha Towers's insight:

This website is from the British Museum and therefore gives a British perspective on colonisation. It is a page about a print of an image showing first British colony in Sydney Cove. The page has a description of the print with some background information of the British situation at the time (Great Britain had recently lost the British-American colonies after the American Revolution, therefore they needed a new place to send convicts).  

 

One way in which this source may be used is to inspire a class discussion directed by the teacher about colonization and why the British thought that creating a settlement in Australia was a good plan. The global political situation impacted the decision to send convicts to Australia and create a colony. Students are then allowed a chance to use an inquiry based learning approach to explore the global situation at the time, by giving them access to the internet or the library or both and asking them to each bring back some new information to contribute to the discussion. By using this combination of self directed learning and teacher structured experience the students will come to a more complete understanding of the outcome and retention will be greater (Gilbert and Hoepper, 2011, p. 205)

 

Gilbert, R. and Hoepper, B. (2011) Teaching Society and Environment (4th ed). South Melbourne: Cengage Learning Australia

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NMA document: medallion and poem

Arthur Phillip and Erasmus Darwin's hopes for the new colony

Samantha Towers's insight:

This resource is from the National Museum of Australia website. It is a document about a medallion created in 1879 depicting ‘Governor Arthur Phillip’s hopes for the colony’s future’ and a poem by Erasmus Darwin about ‘aspirations for colony’s future’.  This document shows the high hopes that early British settlers had for the new colony; this was in contrast to what life in the early colony was really like.  

 

One way in which this resource may be used in the classroom is to pose the medallion and poem as inspiration for students to write their own poem or draw a picture/medallion of their own ideas of what the British colony might become (imagining that they were living when Arthur Phillip and Erasmus Darwin were). This activity would connect other curriculum areas, English and/or creative arts, and would allow children the chance to come to an understanding of what the British leaders were hoping the new colony would become. A suitable follow up activity would be showing the students what life was really like in the early colony and then creating a similarities/differences table to compare their own lives to the lives of people living back then and compare both of those to the ideas that Arthur Phillip and Erasmus Darwin had. 

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First Fleet Arrives 1788 (YouTube), Aboriginal perspective

Landing 1788
Samantha Towers's insight:

This is a video about the first fleet and British colonisation in Australia. It focuses on information about Aboriginal ownership of the land and an Aboriginal perspective of first fleet arrival and subsequent settlement by the British by conducting interviews with historians of Aboriginal heritage. The video covers Arthur Phillip’s role briefly. It then goes on to explain that the settlers saw the land as a British territory, not owned by the Aboriginal people who already lived there. The video covers some aspects of early colonial life and then ends with a short reference to the impact of small pox on the Aboriginal population.  

 

This would be a good resource to use to introduce a unit about British Colonisation to students while providing a strong focus on Aboriginal perspective. The Aboriginal perspective on British colonization is one which can be easily overlooked in a classroom, however by introducing the topic with a resource that emphasizes their experience students should be able to see and remember how much of an impact early British settlers had on the lives of the first Australians.

 

Another way in which this video may be used is (in conjunction with supporting information) to work with the students as a class to create a timeline of British settlement/colonization from the perspective of the Aboriginal people. As a reflection exercise (or assessment) ask the children to replicate the timeline made as a group in their individual workbooks from memory or with only minimal prompts. 

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Emma Forwood's curator insight, March 18, 2015 3:11 AM

Evaluate and select curriculum resources for teaching Aboriginal and Torres Strait Islander perspective using 5 key criteria.

 

Teachers should consider:

1. Authenticity

2. Balanced nature of the presentation

3. Aboriginal and/or Torres Strait Islander participation

4. Accuracy and support

5. Exclusion of content of a secret or sacred nature.

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European discovery and the colonisation of Australia | australia.gov.au

European discovery and the colonisation of Australia | australia.gov.au | The Establishment of a British Colony in Australia | Scoop.it
Samantha Towers's insight:

This resource is a collection of information about Australian history under the following headings: ‘European Mariners’, ‘The first fleet and a British colony’, ‘Contacts and Colonisation’, ‘Law and Land in New South Wales’, ‘Establishment of other British Colonies’ and ‘Recognition of Australia’. At the end of the page it also lists multiple links to related information including videos, and more information on Captain James Cook, The First Fleet, Aboriginal Life at first contact and colonisation. This site gives a brief overview of Arthur Phillip’s role in British colonisation.

 

Teaching/Assessment idea: set a research task and ask students to work in groups, pairs or independently using this site as a starting point to create a poster or powerpoint about colonisation. The students could also be asked to present it to the class. The students will learn valuable skills of research, group work and public speaking along with the central information relating to British colonization. This project could be the major focus of a unit of work about British Colonisation and students could be given class time to work on their project after other lessons related to this topic, thus allowing it to become a reflective learning activity. By giving this project to students as a group assignment they are given the chance to learn collaboratively which will give each student a lower ‘cognitive load’ by allowing them to organise their input and output in group discussions (Schellens and Valcke, 2005, p. 960).

 

Schellens, T. and Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: what about the impact on cognitive processing? Computers in Human Behaviour, 21, 957-975

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