Levels 5-6 | Gold Fever
Students join the ‘rush’ to One Eye Gully, re-living the highs and lows of gold fever. They role-play the varied experiences of the diggers, gold buyers and troopers to understand the frustrations that led to the Eureka Rebellion.
Student reading: Bradby, D. The Seriously Weird History of the Goldfields, Seaview Press, South Australia 2007. Bradby, D. Life on the Goldfields, Blackdog Books, Newtown, 2012
Worksheets for this program: Currency Conversion Sheet
Teaching kit: The Colony of Victoria
Research notes from Sovereign Hill’s website: Golden Literature Quotes from the Goldfields, Life on the Goldfields, Law and Order on the Goldfields
Audio: Gold in The Grass Roots
Video: Gold Fever, How to Pan for Gold
Victorian curriculum connections
From Colony to Nation
Levels 5-6: Students study colonial Australia in the 1800s and the development of Australia as a nation. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns. Students explore the experiences of democracy and citizenship over time.
Relevant key questions:
- How did colonial settlement change the environment?
- What were the significant events and who were the significant people that shaped Australian colonies?
- 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 nature of colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants,
Civics and Citizenship
Levels 5-6: Curriculum introduces students to the key values of Australia’s liberal democratic system of government. Students expand on their knowledge of the law by studying how laws affect the lives of citizens. Students investigate the role of groups in our community and examine the rights and responsibilities of Australian citizens.
Economics and Business
Levels 5-6: Students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.
Levels 5-6: The curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places.
Level 5: They solve multiple digit problems involving addition, subtraction, multiplication and division by single digit divisors with remainders. Students represent, compare and order unit fractions. Students choose and use suitable metric and other units for measurement of length, angle, area, volume, capacity and mass.
Level 6: Students carry out mental, written and technology based computation to solve whole number problems involving all four operations.
Critical and Creative Thinking
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.
Levels 5-6: The curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking about the consequences and duties. Students develop an understanding that a range of factors play a role in ethical decision-making.
Personal and Social Capability
Levels 5-6: The curriculum provides opportunities for students to experience various team roles including leadership, and to reflect on their performance in group tasks. They identify the reasons for and the impact of conflict and suggest strategies to reduce or resolve conflict.
How Gold Fever fits Catholic Education Melbourne’s Learning and Teaching in a Catholic School framework.