8-10 yrs old
11-13 yrs old
14-18 yrs old
Students will investigate historical photos, drawings, maps and written information to determine location and structure
July 17, 2018
Sydney Early Settlement
A collection of pictures and information copied from various online sources. Information is grouped as either Sydney Cove, Parramatta or surrounding.
Australian food history timeline
The story of food history with most entries linked to other online resources that expand on the stories with useful information on early settlement.
History of Sydney - Early Colonial Sydney
Detailed description of colonial Sydney from 1788 - 1810.
Sydney Maps - decade by decade
A selection of maps highlighting the changes to Sydney and the Cumberland Plains from the 1770s through to the 1960s.
Convict life in The Rocks
From ABC Splash: Discover in this audio file what life was like for the convicts who first arrived in Sydney.
Sydney Living Museums
Sydney Living Museums cares for a group of 12 of the most important historic houses, gardens and museums in NSW on behalf of the people of NSW.
My Place website
Rich educational material to support teachers using the My Place TV series in the classroom. Good description of colonial housing.
History of Sydney - The Macquarie Era
Detailed description of colonial Sydney from 1810 - 1821.
Minecraft World File
Unzip and open to import into Minecraft.
PP: Recreating Early Sydney in Minecraft
Lesson material to support the recreation of the settlement of Sydney by Europeans.
Student work 1
Some houses and farms.
Student work 2
The Governer's house.
Student work 3
Beds at the Lancer Barracks, Parramatta.
Once the first fleet arrived in Port Jackson on 26 January 1788 the areas at Sydney Cove and Parramatta were quickly developed by the Europeans. Students will learn about this development by researching then recreating the settlement in one of the two following time periods:
1788 – 1809
The first settlement, at Sydney Cove, consisted of about 850 convicts and their Marine guards and officers, led by Governor Arthur Phillip. The first free settlers, five single men and two families, arrived in 1793. The number of free settlers and merchants steadily grew, as did the number of native born people and convicts who had served their time and were now free citizens.
An early map (William Bradley, March 1788) shows the settlement developing around Sydney Cove and what became known as The Tank Stream. The map identifies Governor Phillip’s residence and the government farm, which lay to the east of The Tank Stream. The military encampment was on the western side while most of the convict tents were pitched to the north of this in the area later known as The Rocks. In 1804, the population of New South Wales was about 7,000, with men making up 80 per cent of the population.
Parramatta was also established in 1788 at the point where the Parramatta River became fresh water, providing water for farming and for settlers. In 1790 plans were drawn up for the Parramatta township. In 1793 the first road was constructed to Parramatta. An unsealed road travelled from Sydney to the current Flemington, to South Granville and then to the south of Parramatta around Pitt and Church Streets.
Under the governorship of Lachlan Macquarie, Sydney developed from a precarious penal settlement into a thriving, respectable town. Macquarie also began a program of public works, including the building of churches, hospitals, barracks, schools, and courthouses, and laid out several parks in and around the city.
The second stage of the planning of Parramatta took place in 1811 when extensions to the town were laid out by Governor Macquarie, to accommodate a rapidly growing population.
During this time the number of free settlers tripled, and by the end of the decade the free settlers had outnumbered the convicts. However, the majority of the Australian population was still Indigenous.
When Governor Macquarie left the colony in 1821, Sydney was a well-laid out town of fine buildings with named streets, the Royal Botanical Gardens and a post office.
In order to build the colony, students will need to look at historical photos, drawings and maps and written information to find out where structures were built and what materials they used. A website has been created that provides much of this information including links to other relevant websites: https://sites.google.com/education.nsw.gov.au/sydney-early-settlement/links-and-maps
Students will also need to know which time period they are working in to ensure buildings are appropriate to this era.
Key inquiry questions:
. How did the Australian colony in NSW develop over time and why?
. What do we know about the lives of people in Australia's colonial past and how do we know?
. How did colonial settlement change the natural environment?
1. Class brainstorms and collaboratively creates a list of class rules and consequences for behaviour when using Minecraft.
2. As a pre-test, and to learn how to use MinecraftaEdu, students (in pairs) create a house as they imagine it would look in the early Sydney settlement. As students share their creations with the class, discuss aspects that would/would not be in early Sydney. e.g. no inside toilets.
3. The class can work on the Sydney settlement in one of two different time periods:
• Early settlement 1788 – 1810
• The Macquarie era 1811-1821
Alternatively, the class can be split, with each group working in Minecraft on one of the two above time periods and comparing results.
4. Students are shown the Minecraft Early Sydney map (see PowerPoint: EarlySydneyMinecraft_PGrover.pptx) and make comparisons with current Sydney map.
5. Students are allocated (or choose) to work on either Sydney Cove (Rocks area or East of the Tank Stream) or Parramatta area.
6. Students either choose or are allocated specific buildings or structures to research. Allocation of structures will ensure that all the important buildings are created and that no more than two students are working on the same structure.
7. Before going onto Minecraft students are required to research and provide evidence of their research on a shared Google slide including a picture (painting or drawing) and the following information:
o What are you building?
o What is the purpose of the building and when was it built?
o Where will it be built? Is there a map showing its location? Many historic buildings are still able to be located on Google maps (e.g. First Government House, Sydney or Parramatta).
o What size is it and what materials will it be made from?
Students are provided with an example (The Tank Stream) showing what sort of information is required.
8. Students work individually or in pairs in Minecraft to build the structures they have researched. They use a printed checklist to ensure they have met all requirements.
9. Classroom Mode is used to allow students to identify where they are working and to keep track of progress. Student are spawned at Sydney Cove but can teleport between Sydney Cove (/tp 2814 9 1822) and Parramatta (/tp 1198 12 1266)
10. Worlds are saved externally at the end of each lesson to ensure they are not lost.
1. Photos of the houses or structures they have built (saved and labelled in the portfolio, then shared with teacher)
2. Summary of their research on specific buildings or structures (Google slides)
3. Written or verbal reflection of learning:
• What worked well when trying to build your colony?
• What were the challenges in building your colony?
• What do you wish you could change about your colony?
• What are the advantages and disadvantages of working in a group?
• Was using Minecraft a good way to learn about the early settlement?
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Arte e Guerra-Guernica.
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