Plan an excursion for students to attend the Hawkesbury Regional Museum. Prior to this excursion, students will have been scaffolded with lessons they will take part in on the day, and they will already have prior knowledge of the subject that can be consolidated through their experience on the excursion.
Teachers may view the section "For Kids" for expectation of what the excursion wil have of offer, and to spark ideas for some class activities beforehand that are highly relevant to what the students will be doing at the excursion.
This is important as it builds knowledge with students about why history is important. What the Hawkesbury area and Windsor means to Australia historically, and what the implications are in rebuilding an aspect of the community that is so rich in cultural heritage.
Students gain understanding that this area is rich in community values and respect for the history of this area.
(Address excursion planning guide - as per HSIE tute)
Kate Grenville is highly passionate about the heritage of historic Windsor, and the implications she believes will ensue with the replacement of the bridge. More on her opinion as stated in the Sydney Morning Herald can be found here:
This book was wirtten by Kate Grenville in 2005, and is set in the 19th Century, placed on the Hawkesbury River. This is a brilliant text which can be simplified into smaller passages and chapters for students in a stage 3 class to study and gain a deeper emotional understanding and connection to the Hawkesbury River and Windsor area.
This texts has deep roots in the Aboriginal culture and background of the land. This is a resource that is extremely complementary to the NSW Selection Criteria for Indigenous Resources, as it's themes are based on a shared history, and social justice for the Aboriginal people of this land.
This text explores the lives of the Dharug people, the original owners of the land. This text is rich in knowledge and extremely accurate in it's history. Kate Grenville is a brilliant Australian author who has brought deep insight into this book and is a great text to share with a stage 3 class to educate students not only on the modern background of the Windsor Bridge, but also the deep historical relevance of the entire Hawkesbury region.
A brilliant community-run website, expressing a local perspective on the importance of Windsor Bridge and the implications socially and environmentally if the replacement goes ahead. Food for thought for both teachers and students.
With a focus on outcome HSIE outcome ENS3.6 (Relationships with places) and using this website as an creative inspiration, students could design their own 'mini-community' website for something they are passionate about within the school, that has either historical, social, or school-based connection to the students that they can research and spread awareness about. Ideas could include; research of the school history, the community, a landmark within or around the school, the Indigenous history of the community or school, or a significant and relevant topic of student's choice.
Students can incorporate cross-curriculum KLA's within this unit, as this will be encorporating ICT skills, along with students having the opportunity to use Art (visual, music, dance, or drama), and Literacy to support and express their findings. This unit could be done with students seperated into groups, responsible for researching particular topics, to work towards compiling a whole-class run website.
This is a great resource to link students with a bigger picture understanding of the issues surrounding the need to renovate the Windsor Bridge, by taking a snapshot of knowledge of previous experiences with bridge incidents worldwide. Students could seperate into groups and using this powerpoint document as a starting point, research a particular bridge, and the surrounding issues of collapsing and design flaw. Students can use this to broaden their understanding as to why the Windsor Bridge renovation may be a necessary precaution to undertake, and discuss with more information the pro's and cons of this.
Challenging the student's by undertaking a thought process using De Bono's Six Thinking Hats (1985) students would be encouraged to view the personal and important issue of the Windsor Bridge Replacement from many angles. Focussing particularly on the White, Yellow, Black and Red hats, (Facts, Negative, Positive, and Feelings) students can bring their conclusion of findings from each group's chosen international bridge to instigate further discussion which is relevant to the Windsor Bridge scenario.
This article is a great starting point to develop a base understanding of the controversy surrounding the revamp of Windsor's historical bride. Interviews with Brian Pearson and Ray Wedgwood, the state's chief bridge engineers for over two decades, provide some food for thought and background knowledge of the historical aspects of the bridge, why it needs to be replaced, and the handling of this matter, wrought with political agenda. Great starting point for teachers looking to do a unit on this politically and socially current issue.
Sharing this article with a Stage Three Year 6 class could spur some conversation in regards to whether they believe there is necessity in this replacement, and what advantages there would be politically in doing so.
This article would be much more useful as a teacher's resource for background knowledge than classroom material, but it could be adapted as a higher order thinking activity for students who excel in lateral thinking.
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