Introduction
Welcome, Year 6!
During this WebQuest, you will be learning about significant events that occurred in Australian history.
To find out more about these events, you will investigate the following topics in assigned groups:
- The impact of British colonisation on the rights of Aboriginal Australians since the federation.
- The loss of basic human rights of children of the Stolen Generation and the Forgotten Australians.
- The campaign for women's suffrage and emancipation.
- The reasons why some people in Australia's history have lost their democratic and human rights.
- The reasons for immigration to Australia; what is the process and why do people want to come here?
Your knowledge of these events will inform a script that you will develop, write, and perform!
Have fun learning!
Task
Your task is to research your given topic. Your knowledge in this area will be used to help your group write a play-script.
These are the topics/groups:
- The impact of British colonisation on the rights of Aboriginal Australians since the federation.
- The loss of basic human rights of children of the Stolen Generation and the Forgotten Australians.
- The campaign for women's suffrage and emancipation.
- The reasons why some people in Australia's history have lost their democratic and human rights.
- The reasons for immigration to Australia; what is the process and why do people want to come here?
These are the inquiry questions for this unit:
- How did Australian society change throughout the twentieth century?
- 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?
Learning Intentions:
- Research, understand, and record important information relating to your topic/group.
Success Criteria:
- Identify and describe things that are the same and different for significant groups of people in the past and present.
- Describe and compare the experiences of different people in the past.
- Describe the rights and responsibilities of Australian citizens.
Process
In your HASS OneDrive folder, create a new folder called '(your group number) and the names of the people in your group)'. This is where you will save all your work.
Refer to your group/topic number to see what you need to do next.
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Link to the class Padlet:
https://padlet.com/kbchapman/hass1
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Group 1: The impact of British colonisation on the rights of Aboriginal Australians since the federation.
If you have been assigned to group/topic 1 you will be following these steps.
Activity 1
- In your new OneDrive folder, open a document and title it 'Group 1 Activity 1'
- View and participate in the following Nearpod: https://share.nearpod.com/vsph/G4ftu4epMu
- Answer the following questions during/after you complete the Nearpod:
- What were the three acts enforced by the original Constitution?
- What are some words to describe how the three acts of the original Constitution might have made Aboriginal Australians feel?
- What did these acts mean for the Indigenous population?
- What did the Indigenous people have little or no access to?
- When did the Aboriginal land rights movement start?
- What do sovereign land rights include?
- What is the difference between Native title legislation and Land rights legislation?
- What controversial act occurred in the 1960s that may have prompted the land rights movement?
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Group 2: The loss of basic human rights of children of the Stolen Generation and the Forgotten Australians.
If you have been assigned to group/topic 2 you will be following these steps.
Activity 1
- In your new OneDrive folder, open a document and title it 'Group 2 Activity 1'
- View and participate in the following Nearpod: https://share.nearpod.com/vsph/Q8ybXLKVLu
- Answer the following questions during/after you complete the Nearpod:
- Who were the children of The Stolen Generation?
- Where did the children from The Stolen Generation go after being removed from their homes?
- What ramifications (consequences or effects) do you think the separation of parent and child had on the Indigenous population?
- In your own words, explain how you think the authorities denied the children and families of The Stolen Generation their basic democratic and human rights.
- Who were the children of The Forgotten Australians?
- What reason did the authorities have for taking The Forgotten Australian children away from their parents?
- In your own words, explain what it would feel like to be taken away from your family today.
- Write one similarity and one difference between the children of the Stolen Generation and the other Forgotten Australians.
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Group 3: The campaign for women's suffrage and emancipation.
If you have been assigned to group/topic 3 you will be following these steps.
Activity 1
- In your new OneDrive folder, open a document and title it 'Group 3 Activity 1'
- View and participate in the following Nearpod: https://share.nearpod.com/vsph/Bk5S91GyNu
- Answer the following questions during/after you complete the Nearpod:
- What are things that women are still banned from doing in some countries today?
- What does the word 'enfranchisement' mean?
- What happened in 1902 that affected women and their right to vote? Give details.
- Why did trade unions resist women’s involvement in the workforce?
- Why do you think women began to speak out against gender inequality in reports and journals?
- What was the most influential South Australian group called and who established it?
- What did female suffragists struggle against?
- In what ways (what methods did they use) did suffragette groups agitate for change?
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Group 4: The reasons why some people in Australia's history have lost their democratic and human rights.
If you have been assigned to group/topic 4 you will be following these steps.
Activity 1
- In your new OneDrive folder, open a document and title it 'Group 4 Activity 1'
- View and participate in the following Nearpod: https://share.nearpod.com/vsph/W00zVcFvMu
- Answer the following questions during/after you complete the Nearpod:
- How has Australia's attitude towards migrants changed since early British colonialism?
- Write one similarity and one difference between the life of migrants living in Australia today and the life of migrants living in early colonial Australia.
- Who were 'enemy aliens' and what rights did they lose because of their status?
- Why were 'enemy aliens' considered enemies of Australia?
- Which countries were the Allied countries and which were the Axis countries (Australia's enemies during the wars). List them and include their country's flags.
- Write arguments for and against 'enemy alien' surveillance, restrictions, and internment that were in force during World War II.
- For those 'enemy aliens' who had lived and worked in Australia for many generations, how do you think they would have viewed/reacted to their treatment by the Australian Government during the war (when they were kept under surveillance and internment).
- If you were a part of the Australian Government during the war, would you have advocated for or against 'enemy alien' surveillance and internment? Why/why not?
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Group 5: The reasons for immigration to Australia; what is the process and why do people want to come here?
If you have been assigned to group/topic 5 you will be following these steps.
Activity 1
- In your new OneDrive folder, open a document and title it 'Group 5'
- View and participate in the following Nearpod: https://share.nearpod.com/vsph/ZioN6U2oMu
- Answer the following questions during/after you complete the Nearpod:
- How long do refugees have to stay in detention centres for?
- What sort of living conditions do refugees in detainment have?
- Why would refugee immigrants feel physically and emotionally stressed in detention centres?
- If Australia is obliged, under international law, to protect the human rights of refugees and NOT detain them, why do you think the Australian Government continues to do so?
- Looking at the artwork drawn by a refugee child in detention on slide 5 of the Nearpod; describe how you think they were feeling when they drew this picture and why.
- What do you think life would be like in a detention centre?
- What reasons could people have for leaving their countries to seek asylum in Australia?
- Why do you think refugees have chosen Australia to seek asylum in? (...think about our rights living in modern-day Australia).
Evaluation
ASSESSMENT INFORMATION
Group 1 assessment information:
For your assessment, you will be creating a timeline skit as a group. It will run for approximately 5 minutes. You must be ready to present this on Thursday. Important information can be found in the Nearpod (the website on slide 4 is particularly useful...), however you may like to conduct some further research on your topic.
https://share.nearpod.com/vsph/TE5iYlS2Mu
Your first step is to decide on the content and important points you want to use in your presentation.
Things to do/consider:
- develop a key inquiry question that will be answered in your skit.
- group leader to delegate roles and oversee progress
- roles (will there be a narrator or two explaining each 'time period' as others act it out?)
- responsibilities (will there be someone conducting researching? someone selecting important information?)
- script/practice runs (will you include ALL information? Perhaps you will select some main points at different periods of time...)
- costumes
- how the timeline skit will run
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Group 2 assessment information:
For your assessment, you will be creating an interview as a group. It will run for approximately 5 minutes. You must be ready to present this on Thursday. Important information can be found in the Nearpod, however you may like to conduct some further research on your topic.
https://share.nearpod.com/vsph/Kff5s8w8Lu
Your first step is to decide on the content and important points you want to use in your presentation.
Things to do/consider:
- develop a key inquiry question that will be answered in your interview
- group leader to delegate roles and oversee progress
- roles (will there be some main interviewers and some interviewees representing those from the Stolen Generation or Forgotten Australia?)
- responsibilities (will there be someone conducting researching? someone selecting important information?)
- script/practice runs (will you include ALL information? Perhaps you will select some main points at different periods of time...)
- costumes
- how the interview will run http://www.whatkidscando.org/featurestories/2007/maine_students/tip_sheets/INTERVIEWING%20TIP%20SHEET.pdf
Example of an interview:
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Group 3 assessment information:
For your assessment, you will be creating a debate as a group. It will run for approximately 5 minutes. You must be ready to present this on Thursday. Important information can be found in the Nearpod, however you may like to conduct some further research on your topic.
https://share.nearpod.com/vsph/ccFXmxzCMu
Things to do/consider:
- develop a key inquiry question that will be resolved in your debate
- group leader to delegate roles and oversee progress
- roles (who will be on the affirmative side and who will be on the rebuttal side?)
- responsibilities (will there be someone conducting researching? someone selecting important information? pairs developing arguments for and against?)
- script/practice runs (will you include ALL information? Perhaps you will select some main points at different periods of time...)
- costumes
- how the debate will run see below for more information on debates...
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Group 4 assessment information:
For your assessment, you will be creating a skit as a group. It will run for approximately 5 minutes. You must be ready to present this on Thursday. Important information can be found in the Nearpod, however you may like to conduct some further research on your topic.
https://share.nearpod.com/vsph/aI7t6NlIMu
Things to do/consider:
- develop a key inquiry question that will be answered in your skit
- group leader to delegate roles and oversee progress
- roles (who will be acting as the government? enemy aliens? friends of the enemy aliens? people opposed to confinement? soldiers? etc.)
- responsibilities (will there be someone conducting researching? someone selecting important information? pairs developing their roles?)
- script/practice runs (will you include ALL information? Perhaps you will select some main points at different periods of time...)
- costumes
- how the skit will run
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Group 5 assessment information:
For your assessment, you will be creating a news report as a group. It will run for approximately 5 minutes. You must be ready to present this on Thursday. Important information can be found in the Nearpod, however you may like to conduct some further research on your topic (try reading http://www.abc.net.au/news/2018-04-11/eight-cameroon-athletes-missing-from-commonwealth-games-village/9640744 for some ideas).
https://share.nearpod.com/vsph/DsHpsiGqNu
Things to do/consider:
- develop a key inquiry question that will be answered in your news report
- group leader to delegate roles and oversee progress
- roles (will there be a sports anchor as well as the main news anchors? how might you link sports with the issue of refugees and asylum seekers?)
- responsibilities (will there be someone researching how to conduct a news report? someone researching current news to do with refugees? someone selecting important information?)
- script/practice runs (will you include ALL information? Perhaps you will select some main points to report on...)
- costumes
- how the news report will run see below for some ideas...
https://www.youtube.com/watch?v=gxBYgpmqtFU