After studying the First Fleet, students will be able to have an appreciation for the historical concept of Cause and Effect and be able to explain the factors that led to the transportation of the convicts to New South Wales.
Lesson:
The lesson today will be focussing on the concept of cause and effect. Through the different resources and activities, students will be able to come away with an appreciation as to how certain events lead to the British colonizing Australia,
The main task at the end will be for students to get into small groups and discuss what might have happened if either the Dutch of French came to colonize Australia instead.
Part One - Exploration Around Australia:
Lesson Goal: Lesson:
The lesson today will be focussing on the concept of cause and effect. Through the different resources and activities, students will be able to come away with an appreciation as to how certain events lead to the British colonizing Australia,
The main task at the end will be for students to get into small groups and discuss what might have happened if either the Dutch of French came to colonize Australia instead.
Part One - Exploration Around Australia:
Students will break into small groups of 2-3 and each group will examine the route each exploration took around New Holland before the year 1787.
Assessment for Part One:
Students will be asked the following questions:
Part Two - Life in 18th Century Britain:
As a class, students will brainstorm what they believe life was like during the 18th century in Britain, including job opportunities, clothing, lifestyle etc.
After brainstorming, the students will then be shown a table listing what life was like back during the time period. For the visual learners, excerpts from the film 'Oliver Twist' (2005) can be used to show what life was like.
- Willem Janszoon (1606)
- Luis Vaz de Torres (1606)
- Dirk Hartog (1616)
- Frederick de Houtman (1619)
- Abel Tasman (1644)
- Willem de Vlamingh (1696)
- William Dampier (1699)
- James Cook (1770)
Assessment for Part One:
Students will be asked the following questions:
- Why was each exploration taken?
- What was the significance of that exploration?
Part Two - Life in 18th Century Britain:
As a class, students will brainstorm what they believe life was like during the 18th century in Britain, including job opportunities, clothing, lifestyle etc.
After brainstorming, the students will then be shown a table listing what life was like back during the time period. For the visual learners, excerpts from the film 'Oliver Twist' (2005) can be used to show what life was like.
Part 3/1 - Crime and Punishment in Britain during the 18th Century
Examine the case study of John Walker (which can be found here), who was convicted for stealing onions, and others like him, who were convicted for crimes which today, seem like nothing at all. If time is available, students will also take a look at other convicts who committed more serious crimes.
Assessment for Part 3/1:
As a class discussion, start a guided inquiry asking the following questions:
Part 3/2:
In small groups of 4-5 students, examine the list of the convicts onboard the hulk, Censor: 1787-1788. Onboard are the convicts who were, instead of being sent to the United States, were sent to New South Wales. Note that the names that are in bold are those that were sent to New South Wales. The full list can be found here.
Assessment for Part 3/2:
After allowing the students to examine the list of convicts, the students will be asked the following questions:
Part 4: Overpopulation of Prisoners
The pictures below are one of the many hulks that would carry and transport convicts along the River Thames since the prisons were all overfilled with prisoners. This overpopulation lead to the movement of prisoners onto hulks which eventually lead to the movement of convicts to New South Wales. Source: National Library of Australia
Examine the case study of John Walker (which can be found here), who was convicted for stealing onions, and others like him, who were convicted for crimes which today, seem like nothing at all. If time is available, students will also take a look at other convicts who committed more serious crimes.
Assessment for Part 3/1:
As a class discussion, start a guided inquiry asking the following questions:
- What might happen if John Walker or the other prisoners committed their crimes today?
- What events took place that made John Walker steal the onions.
Part 3/2:
In small groups of 4-5 students, examine the list of the convicts onboard the hulk, Censor: 1787-1788. Onboard are the convicts who were, instead of being sent to the United States, were sent to New South Wales. Note that the names that are in bold are those that were sent to New South Wales. The full list can be found here.
Assessment for Part 3/2:
After allowing the students to examine the list of convicts, the students will be asked the following questions:
- What is the general age of conviction board?
- What do you notice about their crimes?
Part 4: Overpopulation of Prisoners
The pictures below are one of the many hulks that would carry and transport convicts along the River Thames since the prisons were all overfilled with prisoners. This overpopulation lead to the movement of prisoners onto hulks which eventually lead to the movement of convicts to New South Wales. Source: National Library of Australia
Students will discuss with whoever is at their table, after choosing one of the photos, the following questions:
Part 5 - Given cause, interpreted effect
Students will break off into groups (3-4) and to finish of their consolidation of the first fleet and the concept of cause and effect, the students will discuss and present their answers to the class, ‘what would happen if the Dutch colonized Australia?’ or ‘what would happen if the French colonized Australia?’ instead of the British, as both of these countries wanted to establish themselves in Australia. There will be no correct answer to these questions as it is the students own interpretations.
Summary:
By the end of this learning sequence, students would have discussed the possible effects if either the Dutch or the French colonized Australia. An appreciation for the events that led to the British colonizing Australia should be seen by the students now. As an optional last discussion with the class, the following questions can be asked:
Curriculum Links:
Historical Skills and Concepts:
References:
Bowles and Carver,. (1790). A view near Woolwich in Kent, shewing the employment of the convicts from the hulks. Retrieved from http://nla.gov.au/nla.pic-an23672354
Hotkey.net.au,. (2015). Convicts on the Censor hulk. Retrieved 8 September 2015, from http://www.hotkey.net.au/~jwilliams4/censor.htm
Kivell, R. (1821). Relief guard arriving at a prison hulk, Deptford. Retrieved from http://nla.gov.au/nla.pic-an5576207
Prison hulk. (1830). Retrieved from http://nla.gov.au/nla.pic-an5487524-1
Vcp.e2bn.org,. (2015). Victorian Crime and Punishment from E2BN. Retrieved 7 September 2015, from http://vcp.e2bn.org/case_studies/casestudy11254-john-walker-convicted-for-stealing-onions.html
- What do you see in the picture?
- How does it make you feel?
- What do you think about when you see this picture?
Part 5 - Given cause, interpreted effect
Students will break off into groups (3-4) and to finish of their consolidation of the first fleet and the concept of cause and effect, the students will discuss and present their answers to the class, ‘what would happen if the Dutch colonized Australia?’ or ‘what would happen if the French colonized Australia?’ instead of the British, as both of these countries wanted to establish themselves in Australia. There will be no correct answer to these questions as it is the students own interpretations.
Summary:
By the end of this learning sequence, students would have discussed the possible effects if either the Dutch or the French colonized Australia. An appreciation for the events that led to the British colonizing Australia should be seen by the students now. As an optional last discussion with the class, the following questions can be asked:
- Why did the British move the convicts out of Britain?
- What was life like during the 18th Century in Britain?
Curriculum Links:
- The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078)
- Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079)
Historical Skills and Concepts:
- Chronology terms and concepts - Sequence historical people and events (ACHHS081)
- Analysis and use of sources - Locate relevant information from sources provided (ACHHS084)
- Historical questions and research - Pose a range of questions about the past (ACHHS083)
References:
Bowles and Carver,. (1790). A view near Woolwich in Kent, shewing the employment of the convicts from the hulks. Retrieved from http://nla.gov.au/nla.pic-an23672354
Hotkey.net.au,. (2015). Convicts on the Censor hulk. Retrieved 8 September 2015, from http://www.hotkey.net.au/~jwilliams4/censor.htm
Kivell, R. (1821). Relief guard arriving at a prison hulk, Deptford. Retrieved from http://nla.gov.au/nla.pic-an5576207
Prison hulk. (1830). Retrieved from http://nla.gov.au/nla.pic-an5487524-1
Vcp.e2bn.org,. (2015). Victorian Crime and Punishment from E2BN. Retrieved 7 September 2015, from http://vcp.e2bn.org/case_studies/casestudy11254-john-walker-convicted-for-stealing-onions.html