Pioneering Challenge

Pioneering Challenge

8-10 yrs old

11-13 yrs old

Government and Politics

History

This lesson by Matthew Lyons and Wayne Samuels, Strathmore Primary School, sees students use authentic research to create Australia’s first colonies.

avatar Submitted By: Victorian Minecraft Innovators

April 27, 2021

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Skills

  • Collaboration
  • Critical Thinking
  • Project Based Learning

External References

LEARN TO PLAY: PROGRAMMING NPCS

3 minute training video

Tutorial 6. NPCs

6 minute video based in the Minecraft tutorial world

Supporting Files

Pioneer Challenge Inquiry Design


Including inquiry design and questions, student examples and assessment rubric.

Learning Objectives

  • • Accessing historical knowledge
  • • Using historical sources as evidence
  • • Developing historical concepts and skills

Guiding Ideas

Students used the following key inquiry questions, to guide their thinking, to allow students to develop ownership over their worlds.

  1. What is a colony? How did this develop over time and why?
  2. What do we know about the lives of people during the colonisation of Australia? What was life like inside and outside the colony?
  3. How does your colony ensure the safety of all its members, and keep law and order?
  4. How is your colony sustainable over a long period of time? What agriculture and infrastructure would be important?
  5. How will your colony show the relationship between British settlers and the Indigenous people?

Student Activities

Students (in groups of 3-4) in this project, will build Australia’s first colony, using research to guide their world. Each colony will need to include the living quarters for all citizens. Designing the colony to be sustainable and practical, utilizing critical and using their creative thinking to reflect and evaluate the colony’s accuracy.

Students are told they will be building a representation of the First white colonies in Australia. In order to do that accurately they will need to research what life was like in those first settler colonies.

The key inquiry questions should be introduced and discussed as a class. This discussion should allow the students to articulate in their own words what is guiding their inquiry.

Groups carry out research (library, online media, excursions if possible) guided by the key inquiry questions, choosing for themselves how their team will divide/distribute this research task. They will need to take notes, make sketches, record information, graphics, maps etc. and identify and record the sources of this information. A resource folder should be created (physical or digital) to gather research findings of the group.

Students as a group will then plan and design their representation of the community. Again deciding as a team how to distribute the workload and collaborate.

When building, students will need to consider many things, such as:

  • landscape of the colony and surroundings of the colony
  • contrasting building designs (convict tents, free settlers, governor and officers)
  • NPC’s placed throughout the colony, linked biographies from different perspectives and groups involved in Australia’s colonisation, (convicts, indigenous, soldiers, free settlers or wives and children of soldiers or officials)
  • slates and signs explaining and labelling all buildings and areas contained inside and outside the colony
  • infrastructure and agriculture systems to make the colony sustainable
  • feasible and practical town design and layout.

Performance Expectations

Assessment Criteria will involve students evidencing that they:

  • Analysed driving questions and developed personal inquiry
  • Demonstrated openness to continuous learning and improvement
  • Considered sustainability and feasibility of the colony
  • Detailed and balanced perspectives from all groups/significant members involved in the colonisation of Australia
  • Employed creative and innovative thinking to respond to the inquiry questions
  • Shared and organised workloads (equal responsibility)
  • Justified choices within the colony
  • Explored the relationship between British settlers and the Indigenous peoples.

Victorian Curriculum

History :  Levels 5 and 6
Historical Knowledge

  • 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 (VCHHK089)
  • 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 (VCHHK091)

Historical sources as evidence

  • Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083)

Historical Concepts and Skills

  • Identify and explain the causes and effects of European settlement and exploration (VCHHC070)

Skills

  • Collaboration
  • Critical Thinking
  • Project Based Learning

External References

LEARN TO PLAY: PROGRAMMING NPCS

3 minute training video

Tutorial 6. NPCs

6 minute video based in the Minecraft tutorial world

Supporting Files

Pioneer Challenge Inquiry Design


Including inquiry design and questions, student examples and assessment rubric.