Levels 3-6 | Gold Rush Immigration
Students become history detectives to investigate the stories about goldrush migrants.
Student reading: Murray, Kirstie (2003), Bridie’s Fire, Allen and Unwin, Sydney, Australia.
Teaching kit: Put Yourself in the Picture; Nineteenth Century Immigration
Student activities: Victorian Goldfields Population - Using Maths in History, Chinese Miners on the Victorian Goldfields - Using Maths in History
Bibliography: Gold Rush Immigration.
Sovereign Hill research notes: Characters of the Gold Fields, The Great Irish Famine – 1846, A Safe Passage
Sovereign Hill Education blog posts: Goldrush Immigration (Push and Pull Factors), Goldfields Immigration (Ballarat’s Scottish Heritage), Goldfields Immigration 2 (Jewish Contribution to Ballarat), Goldfields Immigration 3 (The Irish Influence on Ballarat)
Audio: Chinese For Creswick, They are a great Nuisance, Inferior Races
Useful links: Public Records Office - Unassisted Passengers List, Public Records Office - Assisted British Immigration List (search for families)
Victorian curriculum connections
Community and First Contacts
Levels 3-4: Students explore the history and diversity of their community. Students examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity.
Relevant key questions:
- What is the nature of the contribution made by different groups and individuals in the community?
- Why did the Europeans settle in Australia?
- The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies
From Colony to Nation
Levels 5-6: Students study colonial Australia … Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.
Relevant key questions:
- What do we know about the lives of people in Australia’s colonial past and how do we know?
- Who were the people who came to Australia? Why did they come?
- What contribution have significant individuals and groups made to the development of Australian society?
- The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony
Civics and Citizenship
Levels 3-4: Students also explore how individuals participate in their community, cultural diversity and how belonging to different groups can shape personal identity.
Levels 3-4: The curriculum continues to develop students’ mental map of the world and their understanding of place.
Levels 5-6: The curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed… The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places.
Levels 3-4: Students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade.
Levels 5-6: Students communicate with peers and teachers from other classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade.
Critical and Creative Thinking
Levels 3-4: The curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.
Levels 5-6: The curriculum focuses on developing the knowledge, skills and understanding to test the strength of thinking. Students develop their capacity to deliberately manage their thinking. Students explore common errors that can occur in thinking.
Levels 3-4: The curriculum provides the opportunity for students to compare different cultures.
Levels 5-6: The curriculum provides the opportunity for students to explore aspects of their life that are culturally determined. Students further develop their awareness of cultural diversity…
Personal and Social Capability
Levels 3-4: The curriculum focuses on developing students’ understandings of positive relationships and connections. …They learn about the importance of valuing difference in individuals and groups and how appreciating diversity contributes to positive relationships.
Levels 5-6: Students consider the characteristics of respectful relationships and the behaviours that demonstrate sensitivity to diversity.
Cross curriculum priorities
Aboriginal and Torres Strait Islander histories and culture.
History Levels 3-4: The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions.
History Levels 5-6: The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples.
Asia and Australia’s Engagement with Asia
History Levels 5-6: The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony.
The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated.