Australian Gold Rush

Australian Gold Rush

6-7 yrs old

8-10 yrs old

11-13 yrs old

14-18 yrs old

History

Reading and Writing

Created by Tracy Tindle and 5T students at Marshall Road State School in Brisbane, Australia.

avatar Submitted By: Tracy TINDLE

May 3, 2021

Download Assets

Skills

  • Communication
  • Creativity
  • Project Based Learning

External References

Australian Gold Rush World File

Link to download World File for the Australian Gold Rush

Supporting Files

Australian Gold Rush Additional Information


This document gives website links so teachers can preapprove if required and more detailed instructions for each 'stop' made.

Learning Objectives

  • Students will conduct a historical inquiry to investigate how major events during the Australian Gold Rush period were significant in bringing about change. Students will create a historical letter/diary entry from the point of view of a person living in the Gold Rush era.

Guiding Ideas

Students will interact with the character of ‘John’, a prospective miner from England, hoping to strike it rich on the Goldfields of Victoria, Australia. The journey starts out on board a boat, travelling to Australia and describes the arduous journey to get there. Students will read John’s story and complete a short written task using the book and quill (or alternative source). They will teleport to each location using inbuilt buttons on John’s dialogue screen and will be able to link to additional information about the topic of each location.

Students will be given a task- to write a short diary entry from the point of view of a person like John. They will be given a camera and a book and quill when they first encounter John and should use these to document their adventures at each location and use the book and quill to write their diary entry. By the end of the activity, students should have a detailed diary of life on the goldfields and be able to use a range of descriptive vocabulary to describe characters, events and settings. Students can export completed book to use as portfolio of work for assessment or printed/used as an eBook about life on the Goldfields.

 

Student Activities

Follow the adventures of John as he travels to the Australian Gold Fields to try and ‘strike it rich’. You can teleport to each location using the inbuilt buttons on John’s dialogue screen or use these co-ordinates to jump to each location. Most locations will have a task for students to complete. See attached document for more precise details of activities at each location including website links, teleportation co-ordinates etc.

1. Welcome- On the Boat

Items received: Camera, book and quill

Task: Using the camera you received, take a photo of ‘you’ standing on the boat with John. Add photo to the book and quill and write your first diary entry/letter.

 

 

2. Food and Living conditions

Task: Use the links provided and the information John has given you to add to your diary about life on the boat.

 

3. Sleeping conditions

Task: use the information and links here to add more detail to your diary entry started in Number 2.

 

4. Land Ahoy!

Task: Take your photo with the land in the background. Write a new entry about how you feel to be finally arriving on land.

 

5. Getting to the Goldfields

Items received: pickaxe, shovel

Task: Write a list of items you will need on the goldfields

 

6. Pitching your tent

Task: Click the link to learn about tent life. Write an entry about pitching a tent of your own.

 

7. Panning for Gold

Task: Research different above ground mining techniques using the link provided and write a diary entry about using some of these tools.

 

8. Entertainment

a. People on the Goldfield

Task: write a diary entry about where people on the goldfields came from. Find out about population increases and how these affected daily life in Australia.

b. Vernacular

Task: Learn about gold rush vocabulary and write a diary entry explaining a few words Sam the Bartender has taught you.

c. Chinese Miners

Task: Find out about life on the goldfields for Chinese miners. Write a dairy entry about life on the goldfields for the Chinese.

 

9. Getting supplies

Items received: water bucket

Task: Find out about food on the goldfields and write about cost, items, prices and issues with getting supplies.

 

10. Shaft Mining

a. Tools (topside)

Task: write your entry about shaft mining.

b. Dangers of the shaft (inside)

Task: Continue your diary entry

 

11. Licenses

Items received: paper

Task: Research mining licenses and write your diary entry about the troubles of getting a license and issues with the enforcement of licenses.

 

12. Eureka Stockade

Items received: sword

Task: Research Eureka stockade, Peter Lalor and the reasons for the fight. Write your entry as if you were there.

 

13. Finding Gold

Items received: gold

Task: Write your final entry about finding gold. What will you do now?

 

Performance Expectations

Students will:

• Describe the significance of people and events/developments in bringing about change.

• Describe the experiences of different people in the past.

• Develop, organise and present a text (description), using historical terms and concepts.

• Develop and explain a point of view, selecting information and ideas from a range of historical resources.

• Use language features to show how ideas can be extended.

• Draw on historical references in a variety of sources.

• Add details through the use of expanded noun groups, verbs/adverbs and adjective groups.

• Sequence content using appropriate text structures (paragraphing) and links (connectives) ideas to influence an audience to accept a particular point of view.

• Make deliberate use of evaluative and figurative language (e.g. simile, metaphor, personification) to develop and enhance descriptions.

• Incorporate a range of historical sources and makes complex connections to create detailed and historically relevant text.

• Develop a cohesive historical letter/diary entry through the use of linking devices and a variety of sentence beginnings.

• Incorporate a range of precise and topic specific vocabulary that adds precision to the text.

• Creates a text that uses researched details to reflect realistic events and setting

• Use complex sentences and precise vocabulary to present a particular point of view.

• Demonstrate understanding of grammar using a variety of sentence types.

• Select specific vocabulary and uses accurate spelling and punctuation.

• Edit work for cohesive structure and meaning.

 

Skills

  • Communication
  • Creativity
  • Project Based Learning

External References

Australian Gold Rush World File

Link to download World File for the Australian Gold Rush

Supporting Files

Australian Gold Rush Additional Information


This document gives website links so teachers can preapprove if required and more detailed instructions for each 'stop' made.