Via Dianne Huynh
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Rescooped by
Catherine Smyth
from Australian Colonies - Looking into the connections between people in the 1800s
onto Primary history June 25, 2019 8:52 PM
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Scoop.it!
Dianne Huynh's curator insight,
May 22, 2019 10:46 AM
The “Finding its fleet” section of this source provides an interesting background of how the infant settlement has changed the landscape of Sydney. Artwork can provide students with a valuable look at what the landscape looked like during the colonial times and allow them to make comparisons.This correlates to the history syllabus outcome “the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of inhabitants” (NESA, 2012, p.g 48).
Using this source, students can develop their critical thinking by analysing the artwork and coming up with and asking themselves questions such as “Is there certain aspects that remain throughout the different artworks?” and “What are the Aboriginal people doing compared to the colonists?”. Visible thinking allows students to make their thoughts and ideas open to peers and the teacher allowing for a more collaborative learning process (Harvard uni, 2005). Making comparisons between the artworks challenges students to think about the impacts of colonialism on the Australian land. From this, students can make observations and write down their own questions and observations on post-its so that teachers or other students can make comments and ask the question. This challenges students to not only think about the changing landscape but the perspective of the Aboriginal people as they watch their land being taken away.
REFERENCES
Harvard University. (2005). Visible Thinking routines. Retrieved from http:// www.visiblethinkingpz.org/ VisibleThinking_html_files/01_VisibleThinkingInAction/01a
New South Wales Education Standards Authority (2012). History K-10 Syllabus. Retrieved on March 10 from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10
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