Introduction
Welcome to the Dark Side of Gold!
It is 1853 and you are living in Ballarat, Australia at the height of the gold rush. Since the gold rush began people have been migrating to Australia from all over the world in search of their fortune on the goldfields. A conflict however has arisen between the Chinese migrants and others living on the goldfields. Tempers are rising and the situation appears to be escalating, something must be done. A town meeting is scheduled to be held in a few weeks to determine whether to allow the Chinese immigrants to continue to mine.
What will you decide?
Was the search of gold in Australia all glamour or was there a dark side beneath the glistening exterior?
Was the treatment of the Chinese on the Australian goldfields justified?
Background Information:
The gold rush in Ballarat was the largest gold rush in Australia's history. It began in 1851 and lasted for many years right through to 1860. To learn more about the Australian goldrush period in Ballarat click on the following links:
http://www.australia.gov.au/about-australia/australian-story/austn-gold-rush
http://splash.abc.net.au/home#!/media/85712/australia-s-21st-century-gold-rush
Task
Task Details
In order to determine if the actions towards the Chinese were justified you need to:
- Create a mindmap demonstrating the impact of Chinese immigration to Australia
- Write a letter home about life on the goldfields
- Write a petition against the immigration of Chinese to 1850s Australia
- Write a newspaper response to the petitions of the miners and the Chinese
- Create an advertisement promoting the services of the Chinese immigrants
- Produce a negative or positive propaganda poster with regard to Chinese immigrants
- Create a poem, song or rap demonstrating the impact of the anti Chinese immigration laws
- Develop and present thoughtful arguments at the town meeting
Before we start...
How do historians know what they know?
Have you ever wondered how historians know what they know, are they guessing, well the answer is no, their use evidence form the past. This evidence is called an artifact and it can be called a primary or secondary source.
Watch this to gain a better understanding of primary and secondary sources.
Now it's your turn...
Can you identify a primary and secondary source using TOMAC?
Look at the two sources below and then use the TOMAC worksheet to examine one resource through the eyes of a historian.
You can find the TOMAC worksheet in the collaboration drive under the heading "Goldrush Webquest"
http://www.thecourier.com.au/story/535956/excerpts-from-a-rare-1855-miners-diary/
Process
(When completing the web-quest, the steps and tasks must be completed in the order in which they are written)
Background Information: Go back to the introduction page and learn about the history of Australia's gold rush, life on the goldfields and some of the issues that arose during this time.
Step 1: Read through the background information provided in these websites to gain an understanding of the Australian gold rush in Ballarat. Immerse yourself in what life was like during the Australian gold rush era.
Step 2: Take notes on what you think are some important aspects in this information.
Step 3: Using these points write a short summary (1/2 page in font 12) of your understandings of the gold rush and some of the issues on the goldfields.
Step 4: Save your summary your class collaboration folder calling the file: (yourname)backgroundinfosummary
Getting to know your roles
Here you will form your cooperative learning groups for the duration of the webquest and decide on your role for the duration of the WebQuest. Follow the steps to learn about your role.
Step 1: Divide into your cooperative learning groups.
Step 2: You must decide which role each person in your group is going to take on. All of the roles must be covered in each group so only one person from the group is allowed to take a particular role (i.e. only one person in the group may be a Chinese immigrant).
Step 3: Once you have each decided on your role ask you teacher for the information card. Get to know your role.
Roles:
Chinese Immigrant
Victorian MP
Miner
Chinese Rights Activist
Step 4: Highlight the important aspects within your profile and add some personal elements to the role (i.e. age, name, interests etc.).
Step 5: Using what you have learnt about your role create a painting of yourself in your surroundings. Think about clothing, where you live, what you look like, food etc.
Step 6: Make sure you plan your painting before you start (you can sketch it first if you wish).
Step 7: Finish off your painting.
Step 8: Write a paragraph (type this up on the computer and print it out) about your role which explains who you are and what the painting tells everyone about you.
Step 9: Form your cooperative learning groups
Step 10: Explain your painting and role to the rest of the group
Task 1- Chinese on the Goldfields
In this task you will look at the effects of Chinese immigration to the goldfields. You will look at how the Chinese were treated and how this made you feel within your role as a miner, Victorian MP, Chinese Activist or Chinese Immigrant.
Numerous Chinese immigrants arrived on the goldfields in search of fortune to send home to their families in China. This caused much conflict between the Chinese and the other ‘colonists’ within Victoria. Within this task you will look at how the arrival of the Chinese to the goldfields impacted on you as a ‘colonist’.
Step 1: Divide into your role groups
Step 2: In your role group look at the following websites
https://www.prov.vic.gov.au/explore-collection/online-galleries-and-exhibitions/forgotten-faces
http://www.sbs.com.au/gold/story.php?storyid=46
Step 3:Discuss and write the answers to these questions as a group in a google doc. for your role
Miner
When looking at these sites consider the following:
- How do you feel about the arrival of the Chinese to the goldfields?
- How do you treat the Chinese?
- Why do you treat the Chinese this way?
- Have the Chinese brought anything valuable to Australia (i.e. culture, medicine)?
Victorian MP
- How do you feel about the arrival of the Chinese to the goldfields?
- How do you treat the Chinese?
- Why do you treat the Chinese this way?
Chinese Activist
- How do you feel about the arrival of the Chinese to the goldfields?
- How do you treat the Chinese?
- Why do you treat the Chinese this way?
- Have the Chinese brought anything valuable to Australia (i.e. culture, medicine)?
Chinese Immigrant
You have arrived to the goldfields with many other Chinese immigrants in search of fortune to send home to your family in China. Your arrival however has not been well received by the ‘colonists’. A conflict has arisen between the ‘colonists’ and the Chinese. Within this task you will look at how your arrival to the goldfields affected you as a Chinese immigrant.
- How do you feel about your arrival on the goldfields?
- How is your arrival received by the ‘colonists’?
- How are you treated after your arrival on the goldfields?
- How does this treatment affect you?
- Why do you think you are treated this way?
Step 4: Using the information you have gathered on these points you will create a mind map using mindup2. This mind map will look at the impact of the arrival of Chinese immigrants on the Australian goldfields from your perspective in your role.
Step 5: Go to https://www.mindmup.com/click on get started...google drive...create a new map...
Step 6: When you have checked it, publish it and email your teacher the link.
Task 2 - Fear of Chinese
In this task you will look at how the Chinese are treated on the Australian goldfields and how this makes you feel within your role. You will produce a letter home that discusses the Chinese on the goldfields with regard to this treatment.
Step 1: Divide into your role groups.
Step 2: In your role group look at the following websites
http://www.sbs.com.au/gold/story.php?storyid=46
http://www.sbs.com.au/gold/story.php?storyid=47
http://www.multiculturalaustralia.edu.au/doc/yimei_1.pdf
Miner
Since the arrival of the Chinese to the goldfields conflicts have arisen between many of you (the ‘colonists’) and the Chinese. You do not want the Chinese on the goldfields or within Australia for a variety of different reasons. As a result of this you are treating the Chinese very poorly, often insulting them and sometimes physically injuring them. In this task you will look at the problems caused by the arrival of the Chinese migrants and how you think they should be treated.
Step 3: When looking at these sites consider and take notes on the following:
- What problems are the Chinese immigrants causing on the goldfields?
- How should they be treated?
- Why should they be treated this way?
Victorian MP
Since the arrival of the Chinese to the goldfields conflicts have arisen between many of the ‘colonists’ and the Chinese. The ‘colonists’ do not want the Chinese on the goldfields or within Australia for a variety of different reasons. As a result of this they are treating the Chinese very poorly, often insulting them and sometimes physically injuring them. In this task you will look at the problems caused by the arrival of the Chinese migrants and how you as a Victorian MP think they should be treated.
Step 3: When looking at these sites consider and take notes on the following:
- What problems are the Chinese immigrants causing on the goldfields?
- How should they be treated?
- Why should they be treated this way?
Chinese Activist
Since the arrival of the Chinese to the goldfields conflicts have arisen between many of the ‘colonists’ and the Chinese. The ‘colonists’ do not want the Chinese on the goldfields or within Australia for a variety of different reasons. As a result of this they are treating the Chinese very poorly, often insulting them and sometimes physically injuring them. In this task you will look at how this treatment impacts on you as a Chinese activist.
Step 3: When looking at these sites consider and take notes on the following:
- What problems are the Chinese immigrants facing?
- How are the Chinese treated?
- How does this make you feel?
- Should the Chinese be treated this way?
- What valuable things have the Chinese brought to Australian culture?
Chinese Immigrant
Since your arrival to the goldfields conflicts have arisen between many of the ‘colonists’ and the Chinese. The ‘colonists’ do not want you on the goldfields or within Australia for a variety of different reasons. As a result of this they are treating you very poorly, often insulting you and sometimes physically injuring you. In this task you will look at how this treatment impacts on you as a Chinese immigrant.
Step 3: When looking at these sites consider and take notes on the following:
- What problems are you as a Chinese immigrants facing?
- How are you treated?
- How does this make you feel?
- Should you be treated this way?
- How do you feel about the Europeans as a result of this?
Step 4: Using the information you have gathered from these sites and the mind map you created in the previous task you are to write a letter to someone back home. This letter should discuss the impact of the arrival of the Chinese on the goldfields. Discuss the questions in step three within this letter.
Step 5: Form your cooperative learning groups. Share your letter home with the rest of the group and discuss one point you found interesting.
Task 3 - They Take Action
In this task you will look at a range of information on the benefits and disadvantages of Chinese Immigrants to Australia. You will produce a product relating to this information and the perspective of your role. Read on for each role;
Step 1: Form your role groups.
Step 2: In your role group look at the following links to gain an understanding of what a petition is
https://www.prov.vic.gov.au/explore-collection/online-galleries-and-exhibitions/forgotten-faces
http://www.gopetition.com/howtowriteapetition.php
Step 3: In the collaboration folder on the school drive, Gold Webquest you will find;
Petition pg.1, Petition pg.2, Petition pg.3.Petition Template
Step 4: These documents include a petition by the miners to stop Chinese immigration. Read through this petition and other two documents and take notes of the important points
Miner
The arrival of the Chinese on the goldfields has sparked much conflict with the Europeans. You treat them poorly however they still won’t leave so you must take steps to stop Chinese immigration. Your latest action is to form a petition against the Chinese and submit it to the Victorian government. Within this task you will learn about petitions and construct your own.
Step 5: Once you have read through them you will write your own petition to the Government that states the reasons Chinese should not be allowed on the goldfields. It should be at least one page in length if handwritten (half page if typed). Use the template located in the collaboration drive under Gold Webquest Petition Template). Save and print off your petition once finished.
Chinese Immigrant
Your arrival on the goldfields has sparked much conflict with the Europeans. They treat you poorly and are taking steps to stop Chinese immigration. Their latest action is to form a petition against you and submit it to the Victorian government. Within this task you will respond to the petition put forth by the diggers.
Step 5: Once you have read through the petition you will write a response to the Government that defends your actions on the goldfields. Make sure to address the issues raised in the miners’ petition. It should be at least one page in length if handwritten (half page if typed) Save and print off your response once finished.
Victorian MP
The arrival of the Chinese on the goldfields has sparked much conflict with the Europeans. The Europeans treat them poorly however they still won’t leave so they are taking steps to stop Chinese immigration. Their latest action is to form a petition against the Chinese and submit it to you. Within this task you will read petitions put forth by both the miners and the Chinese and come to a decision.
Step 5: Go to the collaboration folder in the school drive called Gold Wequest and open Chinese Response.
Step 6: This is a response put forth by the Chinese defending their actions. Read through this and take notes of the important points.
Step 7: Once you have read through these reports you will write a response directed to the colonists of Australia, to be published in the newspaper. Keep in mind the beliefs of your role when writing this response.
Chinese Activist
The Chinese have brought with them to Australia many different cultural aspects to share with the Australian people. However these are rejected by many of the Europeans who find them strange. In this task you will look at the positives the Chinese immigrants brought to Australia.
Step 2: In your role group look at the following websites
http://www.multiculturalaustralia.edu.au/doc/yimei_1.pdf
Step 3: Take notes from these sites on all of the positive influences the Chinese immigrants had on Australia.
Step 4: Using these points you will create an advertisement with a partner, to sell the services of the Chinese immigrants (plan first). Using Publisher
All groups
Step 5: Reform your cooperative learning groups and explain your activtiy to the group. Discuss one point that you found interesting.
Task 4 - Propaganda
In this task you will look into the meaning of propaganda and some of the propaganda used within 1850s Australia with regard to the Chinese Immigrants. You will produce your own propaganda poster in your role.
Step 1: Form your role groups.
Miner
During the Australian gold rush many wished to keep the Chinese immigrants out of Australia. The miners and colonists have been petitioning you to do something about the Chinese immigrants. As you agree with their point of view you have taken measures to ensure people will not support the immigration of Chinese to Australia. In this task you will look at propaganda put forth by the Victorian government.
Victorian MP
During the Australian gold rush many wished to keep the Chinese immigrants out of Australia. The miners and colonists have been petitioning you to do something about the Chinese immigrants. As you agree with their point of view you have taken measures to ensure people will not support the immigration of Chinese to Australia. In this task you will look at propaganda put forth by the Victorian government.
Chinese Activist
During the Australian gold rush many wished to keep the Chinese immigrants out of Australia. The miners and colonists have been petitioning you to do something about the Chinese immigrants. As you agree with their point of view you have taken measures to ensure people will not support the immigration of Chinese to Australia. In this task you will look at propaganda put forth by the Victorian government.
Chinese Immigrants
During the Australian gold rush many wished to keep the Chinese immigrants out of Australia. The miners and colonists have been petitioning you to do something about the Chinese immigrants. As you agree with their point of view you have taken measures to ensure people will not support the immigration of Chinese to Australia. In this task you will look at propaganda put forth by the Victorian government.
Step 2: In your role group look at the following links :
http://dictionary.kids.net.au/word/propaganda
http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1018&context=cola_ug_research
Step 3: Look at the first two sites to gain an understanding of what propaganda is.
Step 4: Once you have an understanding look at the propaganda image displayed on the third site and decode the image discussing and recording your answers to the following questions:
- When and where was this source published?
- The title gives you a clue about the intent of the poster. Who are the Mongolians and why have they used this phrase?
- What is your first impression of the cartoon? Was it positive or negative?
- Look closely at the cartoon and describe it in detail. What strikes you as strange?
- Why do you think the artist selected an octopus?
- How does the head on the octopus make you feel?
- Why does the title refer to ‘his grip on Australia’?
- What do you think the artist wished to convey in this image?
Step 5: With a partner from you role group you will create your own propaganda poster designed to promote negative attitudes towards the Chinese immigrants on the goldfields. Think about how you will convey these ideas.
Laws against the Chinese
In this task you will look at the some of the laws put in place during the 1850s to restrict the immigration of Chinese into Australia. Click on your role for detailed steps of the task.
Due to your arrival on the goldfields much conflict has broken out. The Europeans have taken steps to make your life in Australia harder. They treat you poorly and have even put in petitions to the government asking that Chinese immigrants be banned from entering Australia. While the government has not yielded to these requests they have taken them into consideration. The government has taken steps to keep its ‘colonists’ happy, however these steps impact negatively on your life here in Australia. Within this task you will look at some of the actions taken by the Victorian government and how this affects you in your role.
Step 1: Form your role groups.
Step 2: In your role group look at the following links (hold down the Ctrl button on the keyboard and click on the link using the mouse to open in a new browser):
http://www.sbs.com.au/gold/story.php?storyid=56
http://www.sbs.com.au/gold/story.php?storyid=58
https://www.prov.vic.gov.au/explore-collection/online-galleries-and-exhibitions/forgotten-faces
Step 3: Read through these websites. Take note and discuss in your role groups the laws put in place against the Chinese immigrants. Look at the reasons behind them. How just was this?
Step 4: Using this information you are to create a poem, song or rap that demonstrates your understanding of the laws and how you felt about them as a Chinese immigrant (You must have a hard copy written on paper). Include:
- What were some of the laws?
- Why were they put in place?
- How do these laws affect you?
- How do you feel about these laws?
Step 5: Form your cooperative learning groups and present your piece to the group. Discuss one interesting thing you have learnt from this task in relation to the big question.
Task 6 - Town Meeting
In this task you will answer the big question presented at the start of the lesson. You will take part in a town hall meeting (directed by your teacher) within your roles. Click on your role for detailed steps of the task.
Over the last few weeks you have learnt much about the impact Chinese immigration has had on you as a member of Australia’s 1850s society. You are to attend the town meeting today so you must have your arguments ready to present to the rest of the community.
Step1: Form your role group.
Step 2: Within your role groups look at the products you have developed over the last few weeks and what you have learnt through these tasks.
Step 3: Miner, Victorian MP and Chinese Activitist Using these points and perspectives you as a group are to determine what you wish to say at the town meeting. This should include:
- How you feel about the Chinese immigrating to Australia.
- What should be done about the immigration of the Chinese
- Should the Chinese be allowed on the goldfields
- If the treatment of the Chinese is appropriate.
Chinese Immigrant
Step 3: Using these points and perspectives you as a group are to determine what you wish to say at the town meeting. This should include:
- How you feel about immigrating to Australia.
- How you should be treated in Australia
- Should you be allowed on the goldfields
- Is the treatment of you by the Europeans justified
- Are the laws that have been put in place just?
- What should be done?
Evaluation
The Dark Side of Gold Evaluation Rubric
KEY M = Miner C = Chinese Immigrant V = Victorian MP A = Chinese Activist
|
TASK |
Beginning |
Developing |
Achieving |
|
Mind Map – All Roles |
Satisfactory effort made on the mind map. Did not include all four elements. Limited information on points included. |
Identification of all four elements. Sufficient information provided on the four areas. Coherent and logical information provided. |
Thorough identification of four or more elements. Detailed information on each element. Information was clear, accurate and logical in its layout. |
|
Letter Home - All Roles |
Letter is brief with limited information. Minimal information about the treatment of the Chinese. Limited opinions provided. Numerous errors in spelling. |
Letter is substantial with important information included. There is adequate information on the treatment of the Chinese. Opinions are provided on these issues. Errors in spelling. |
Letter includes in depth information that defines the treatment of the Chinese in detail. There is evidence supporting the opinions and reasons behind this treatment. Little or no spelling errors. |
|
Petition Against Chinese Immigration - M |
Petition is not clear. Few valid reasons are expressed. Petition does not reflect information provided in the document provided. Petition is not consistent with the role. |
Petition is clear in its purpose. A range of valid reasons are evident. Petition reflects most of the information provided in the document. Petition is somewhat consistent with the role. |
Petition is clear and concise. Valid reasons are expressed with thorough detail. Petition links strongly with information provided in the document. The views of the role are clearly and consistently expressed in the petition. |
|
Newspaper Response – V
|
The response has limited information and reasoning. Perspective is not clear or consistent with the role. Contains numerous spelling errors. |
The response has sufficient information with clear reasons stated. Perspective is apparent and consistent with the role. Minor spelling errors. |
The response has more than sufficient information with clear reasoning provided. The perspective is clear and consistent with the role. Limited or no spelling errors. |
|
Advertisement - A |
Advertisement lacks effort, does not connect with the information provided. Advertisement is not appealing to the audience. Provides little information about the positives of Chinese immigration. Is not consistent with the role. |
Advertisement presents adequate information consistent with websites. Advertisement is somewhat appealing to the audience. Poster is of an acceptable standard and is consistent with views of the role. |
Advertisement demonstrates information that strongly correlates with views in the websites. The advertisement is insightful and appealing to the audience. Poster is of a high quality standard and clearly presents the views consistent with their role. |
|
Propaganda Poster – All Roles |
The propaganda poster is not creative. Ideas are not clear or are inconsistent. The ideas do not correlate well with the perspectives of the role. |
Propaganda poster is creative. Most ideas are clearly and consistently presented. These ideas correlate with the perspectives of the role. |
Propaganda poster is highly creative and imaginative. All ideas are clearly and consistently presented. Purpose of the poster is clear to the audience. The ideas are consistent with the perspectives of the role. |
|
Poem, Song or Rap – All Roles |
Poem, song or rap lacks creativity. Laws are stated but understanding is limited. Not all points are included. No hard copy is provided. |
Poem, song or rap shows creativity. Laws are stated with sufficient understanding demonstrated. All points are included. Hard copy is provided. |
Poem, song or rap shows insight and vast creativity. Laws are stated in depth understanding is clearly demonstrated. All points are included in detail. Hard copy is provided. |
|
Arguments at Town Meeting – All Roles |
Arguments are weak with minimal evidence. Arguments are poorly stated and are unclear. They do not support the perspectives of the role. Arguments do not answer the big question. |
Arguments are adequate with some supporting evidence. They are stated clearly and concisely. They support most perspectives of the role. The arguments answer the big question on a superficial level. |
Arguments are strong with much supporting evidence. They are clearly and concisely stated supporting the perspectives of the role. The arguments provide an in depth answer to the big question. |
Conclusion
Town Meeting
Over the last 9 weeks you have gathered information and learnt about what life was like for four different groups during the gold rush.
Now you will take part in the town meeting which will be run by the teacher, to answer the big question posed at the beginning of the WebQuest.
Should we allow the Chinese Immigrants to stay and mine with us?
For this town meeting you can dress up as your character.
During this meeting you will express your opinions on the Immigration of Chinese to the goldfields in a formal manner. You will also discuss some of the possible solutions to this issue.
Reflection:
Follow the survey link here to complete evaluate this unit of work, your learning and that of your group.
Credits
This webquest has been adapted from http://www.webquestdirect.com.au/webquest.asp?id=2064&page=15846
The Dark Side of Gold by MissNLeggett@gmail.com
All credit belongs here I have only placed it in to another format for the purposes of our school setting and to redo some of the links.
Websites:
Chinese at the goldfields
Australian History
The Gold Rush
Victorian government site on Chinese Immigrants
Stereotyping Chinese Immigrants
Restrictive Immigration LawsEarly Immigration Laws
Book:
Clark, M. (1955). Select Documents in Australian History 1851-1900, Vol II. Sydney, Australia: Angus and Robertson Publishers.
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Teacher Page
Teacher's Guide
This Webquest was created for unit EDFD 213 - Technology and Learning with Frances Moore. The WebQuest is aimed at Australian students in years five to six (Stage 3) and focusses on the treatment of Chinese immigrants during the 1850s Australian gold rush. It contains fifteen lessons which are designed to take place over a five week period. Each lesson has been developed to ideally run for one hour to an hour and a half in length. It aims to cater for a variety of different learning styles by including a range of higher order thinking activities.
Curriculum Links:
Pre-requisite Knowledge:
When teaching the unit there are numerous aspects teachers must be aware of in order to create effective learning experiences for their students. There are numerous assumptions of prior knowledge with reference to both teachers and students during this WebQuest. Teachers must ensure that this pre-requisite knowledge is attained either before commencing the Webquest with their students or as additional learning experiences throughout the WebQuest. The pre-requisite knowledge is as follows:
Students can effectively use online mind mapping tool e.g. mindup2 - In order to complete the first task students must have prior knowledge and skills in using online mind mapping tools.. The teacher must ensure that all students are confident in using this tool before they commence the Web Quest or task.
Students can effectively use publisher - For students to complete task three of the WebQuest they must be able to use publisher. Before commencing the WebQuest or task the teacher must ensure that students have had sufficient practice in using publisher and are confident with the tool.
Cooperative Learning - Cooperative learning groups consist of students from each of the different roles. These sessions allow students to collaborate their learning experiences using a variety of perspectives. Within each cooperative learning session students will discuss what they have learnt throughout the task and how this helps them to solve the messy problem. The teacher must ensure that students take steps to answer the big question during these sessions.
Role Groups - Role groups consist of students all looking at the same role or perspective. They are essential to the WebQuest as the majority of tasks are completed within these groups.
Resources Available - This WebQuest also assumes that students will have access to a variety of resources including: computers (at least one per role), printer, stationary, paints and paintbrushes etc.
Suggested Implementation:
|
Lesson |
Learning Strategies |
Lesson Content |
|
Lesson 1
|
Whole Class/ Individual |
This lesson is the introductory lesson to the WebQuest. It will look at the background information necessary for students to complete the WebQuest. Introduce the WebQuest to the students as a whole class, look at the homepage and discuss what you think it might be about. Create an air of suspense to hook the students. Students will then go away and individually or in small groups, look at the background information provided through the following websites: http://www.kidcyber.com.au/topics/goldfields.htm http://www.australianhistory.org/goldfield-life.php http://alex.edfac.usyd.edu.au/BLP/websites/gold/finds.htm To gain an understanding of the context of the WebQuest throughout this students will take notes on what they believe are important aspects of the information. Using this they will write a short summary on what they learnt about the Australian gold rush. |
|
Lesson 2 |
Cooperative Learning/ Individual
|
Divide the students into their cooperative learning groups for the remainder of the WebQuest. In these groups students must decide which role they will take on for the duration of the WebQuest. Each student within the group must take on a different role to ensure that all roles are covered. Students will spend the remainder of the lesson learning about their individual role. They must highlight important aspects and add personal elements to their role. Adding these personal elements will allow students to fully immerse themselves in the character/role. |
|
Lesson 3
|
Individual |
Throughout this lesson students will develop their roles further. Using what they have learnt about their roles so far students will plan and create a painting that demonstrates their role. The painting will be of their role in its 1850s surroundings. This should include appropriate clothing, landscape, housing etc. Students will need to plan/draft their painting first. This will carry over into the following lesson. |
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Lesson 4
|
Individual/ Cooperative Learning
|
Within this lesson students will complete their painting of their role. You will need to use time management to ensure that all students complete the task on time. Once finished students will form their cooperative learning groups. Within these groups students will present what they have learnt about their individual roles. They may use their painting to demonstrate these ideas to the remaining group members.
|
|
Lesson 5
|
Role Groups Task 1
|
In this task students will divide into their role groups. They will look at a range of websites within these roles. From these sites they will gather information about the impact of Chinese immigration to the Australian goldfields. Students must consider the points listed within the task sheet when viewing the websites. |
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Lesson 6
|
Role Groups/ Cooperative Learning
Task 1 |
Using the information they gain from these sites students will create a mind map on mind meister (http://www.mindmeister.com/). This mind map should have as much detail as possible to demonstrate understandings. Students will form their cooperative learning groups and present their findings. They should also use this information to discuss the big question/messy problem. |
|
Lesson 7
|
Role Groups Task 2 |
Students will form their role groups to complete this task. They will look at how the treatment of the Chinese impacts on them. They will be given a range of sites to look at with regard to the treatment of the Chinese immigrants on the Australian goldfields. Students must take notes on a list of thought provoking questions to be used in the following lesson. |
|
Lesson 8
|
Individual/ Cooperative Learning
Task 2 |
Using the notes they have taken in the previous lesson and the mind map developed in the previous task students will write a letter home. This letter will be addressed to someone back home and describe life on the goldfields including how the arrival of the Chinese immigrants has impacted them in their role. Students will form their cooperative learning groups and present their letter. They should also use this information to discuss the big question/messy problem. |
|
Lesson 9
|
Role Groups/ Individual
Task 3 |
Within this task each role will complete a different activity with regard to the actions taken on Chinese immigration in 1850s Australia. Activist – Students will read through information on a range of websites that show the benefits the Chinese brought to Australia. Immigrant – Students will read through the report ‘The Arguments against the Chinese in the Goldfields’ and take notes of important aspects. Miner – Students will read through information on petitions and a petition put forth by the miners in 1850’s Australia. Victorian MP – Students will read through the two reports: The Arguments against the Chinese in the Goldfields’ and ‘ A Defense by the Chinese of their Behaviour on the Victorian Goldfields’ and note important aspects. |
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Lesson 10
|
Individual/ Cooperative Learning
Task 3 |
Within this task each role will complete a different activity with regard to the actions taken on Chinese immigration in 1850s Australia which follows on from the previous lesson. Activist – Students will create a Glogster poster. This poster will advertise the services of the Chinese. Immigrant – Students will write a response to the petition of the miners. Miner – Students will write their own petition against the immigration of the Chinese in 1850s Australia. Victorian MP – Students will respond to these two documents as a newspaper article directed at the Victorian people. It will contain solutions to the problem. Students will form their cooperative learning groups and present their information. They should also use this information to discuss the big question/messy problem. |
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Lesson 11
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Role Groups
Task 4
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Within this task students will look at propaganda. Students will look at websites to define propaganda and its purpose. Following this they will look at propaganda from 1850s Australia. They will decipher this propaganda using the posed questions and discuss it within their role groups. |
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Lesson 12
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Role Groups/ Small Group Learning
Task 4
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Students will use what they learnt about propaganda in the previous lesson to create their own propaganda poster. This poster will present a negative or positive view of 1850s Chinese immigrants depending on the role. Students will form their cooperative learning groups and present their propaganda poster. They should also use this information to discuss the big question/messy problem. |
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Lesson 13
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Role Groups
Task 5 |
Students will look at the laws and actions taken by the Victorian Government against Chinese immigrations. They will look through the provided websites and take notes of the important points within these sites. These points will be discussed within their role groups. |
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Lesson 14
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Role Groups/ Cooperative Learning
Task 5 |
Students will use what they have learnt about the laws put forth in 1850s Australia to create a poem song or rap. This poem, song or rap should demonstrate both their understandings of the laws and how they felt about these laws within their roles. Students will form their cooperative learning groups and present their poem, song or rap. They should also use this information to discuss the big question/messy problem. |
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Lesson 15
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Role Groups/ Whole Class
Task 6
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Within this lesson students will answer the messy problem as a class. In their role groups they will form their arguments for the town meeting. Students will present these arguments at the town meeting in order to answer the question. The town meeting should be structured and run by the teacher. |
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