the Impact of colonisation on indigenous groups
the Impact of colonisation
on indigenous groups
HSIE/SOSE
Connections
Cultural Groups
Text Type
Discussion
Text
Organisation
Chronological order
Teaching
Text Synopsis
This text describes the conflict that arose following the colonisation of Australia
by the British in 1788. The British did not understand the Indigenous Australians’
way of life and it has taken many years for us to learn to live together. The change
from paternalism to self-determination has been a very long, slow process.
Overall Learning Opportunities
Students will:
●
Identify the main purpose and main idea of the text
●
Find directly stated information in the text and illustrations
●
Make links between different ideas in the text
●
Explore linguistic structures and features of factual text
Activity Menu
Note
This text would read
well alongside
Chinese Australians.
Guided Reading, pages 2 and 3
Students are matched to text and grouped for like-learning needs. The teacher
introduces the text with preliminary discussion, then guides students through a
preview of the pictures and graphics. Following independent reading and
responses to the text, students revisit the text for further discussion.
As a Group, page 4
Letter Writing – Students write letters using understandings inferred from the text.
Event Map – Students use keywords to summarise ideas from the text and make
connections between the ideas.
Independent Work, pages 5 and 6
BLM 1 – Students use dates on a time line to summarise key points.
BLM 2 – Students use this graphic organiser to summarise the differences
between Indigenous Australian groups and the early British settlers.
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.
1
the Impact of colonisation on indigenous groups
Guided Reading
Teaching
Note
Some of your
students may have
preconceived
notions about
Indigenous
Australians, of which
you will become
aware as you explore
the issues in the text.
As a teacher, you
may be confronted
with your own, your
students' and your
community's
attitudes, beliefs and
stereotypes.
Book Orientation
Show students the cover of the
book and read the title aloud.
Encourage a discussion about what
they already know about
Indigenous Australians.
Have students turn to the contents
page to find out more about what
is in the book. Ask:
What do you think an
indigenous group is?
●
●
What is colonisation?
How did Australia change
when ice sheets melted 8,000
years ago?
●
Turn to pages 8–9. Ask:
How did British colonists
change the land?
●
Turn to pages 10–11. Ask:
What differences divided the
Indigenous Australians and the
settlers under Captain Phillip?
●
Turn to page 12. Say:
Read the insert. Why was
smallpox so devastating to the
Indigenous Australians?
●
Reading the Text
Read the introduction to students
while they follow their own text.
Ask:
Why do you think there was
such conflict between the
Indigenous Australians and the
new settlers?
●
Turn to page 13. Ask:
Why did these Indigenous
Australians attack this hut?
●
Turn to page 14. Say:
Describe how colonisation
spread across Australia.
●
Lead students through the book
by prompting with questions and
comments about the photos,
illustrations and graphics, using
the language structures and
vocabulary from the text.
Turn to page 15. Ask:
Have students look at the
illustration on page 3. Say:
Turn to pages 16–20. Say:
This is the beginning of
colonisation. What is Captain
Cook doing?
●
2
Turn to page 5. Ask:
What kind of rations do you
think Indigenous Australians
were given? Were the rations
different to what Indigenous
Australians usually had?
●
Look at the photos to see how
life changed for Indigenous
Australians. What are they
doing in these photos?
●
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.
the Impact of colonisation on indigenous groups
Guided Reading
Vocabulary
Some students may
have difficulty with
these words:
census
colonisation
discrimination
epidemic
half-caste
inequalities
inhabitants
injustice
paternalism
prejudice
protection
recognition
reconciliation
referendum
responsibilities
self-determination
Assessment
Ideas
While students read
independently,
monitor individual
students. Do they:
Turn to page 21. Say:
Look at the graph to find out
how much the Indigenous
Australian population declined
between 1788 and 1901.
●
Turn to page 22. Say:
Look at the caption. When
did Indigenous Australians get
the right to vote?
●
Turn to page 24. Say:
Look at the graph. Compare
the life expectancies of
Indigenous Australians and
non-Indigenous people.
●
Independent Reading
Invite students to read the text
independently. While they read,
observe and support selected
students to monitor their ability to
understand the text.
●
After Reading
Use keywords to
identify
information?
Use the following open-ended
prompts to engage students in
discussion. Ask:
Justify inferences
in the text?
●
Understand
information
presented in
different forms?
●
Use wordidentification
strategies?
●
What do you think was the
major impact of colonisation on
the Indigenous Australians?
●
Do you think we should say
“sorry” and provide more land
rights to Indigenous
Australians?
●
To encourage recall of specific
information, ask:
Why did the British
Government want a colony in
Botany Bay? (page 3)
●
What did the first British
colonists think of Indigenous
Australians? (page 4)
●
How did the land change
80,000 years ago and what
happened to the Indigenous
Peoples? (page 5)
●
What did the Indigenous
Peoples think about the land
and how did they pass their
ideas to different generations?
(page 7)
●
What was the European
attitude towards the land?
(pages 8–9)
●
What were the biggest impacts
of colonisation on
the Indigenous Peoples?
(pages 15–20)
●
In what year were Indigenous
Australians given citizenship?
(page 22)
●
Who are some famous
Indigenous Australians and
what were their achievements?
(page 23)
●
How are Indigenous
Australians still disadvantaged
in our society? (pages 24–25)
●
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.
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the Impact of colonisation on indigenous groups
As a Group
Learning
Opportunities
Students will:
Summarise
information from
the text
●
Extend
knowledge gained
from the text
●
Activity 1: Letter
Writing
Model in the format of a letter
with date, address, etc.
Invite students to imagine they
are early settlers. On a
whiteboard, list what they know
about Indigenous Australians at
this time. For example,
Indigenous Australians wear little
clothing. Use the text and
illustrations for ideas.
Then, using the collective ideas
from the whiteboard, ask them to
imagine they are one of the early
settlers and write a letter to
relations back home, describing
the conditions and what they
have seen or know about the
Indigenous Australians.
Learning
Opportunities
Students will:
●
Identify keywords
Construct event
maps to show their
understanding of
the text
Activity 1: Event
Map
●
Invite students to select keywords
from the text and write on cards.
Discuss the connections between
each of the ideas and how they
work together to present the total
information. The central event
should be placed in the centre.
For example:
Captain Arthur
Phillip
settlement
Research the following early
governors:
Captain Arthur Phillip
(1788)
●
●
Captain John Hunter (1795)
●
Captain Phillip King (1800)
Captain William Bligh
(1806)
●
●
Lachlan Macquarie (1809)
Present a summary of their
attitudes and relationships with
the Indigenous Australians.
Invite students then to make their
own individual event map to
illustrate their understanding.
Encourage students to use
different colours and differentsized lettering to emphasise the
importance of different ideas.
Display maps and consolidate
understandings with students
explaining their different
connections.
conflict over land
Colonisation
reconciliation
4
Extension
Indigenous
Australians
stolen children
smallpox
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.
the Impact of colonisation on indigenous groups
Time Line
BLM 1
Name
Using the text, complete the chart by adding the significant event for
Indigenous Australians.
Date
Event
1788
1810
1813
1824
1836
1839
1901
1920
1948
1962
1967
1972
1993
2000
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.
5
the Impact of colonisation on indigenous groups
Graphic Organiser
BLM 2
Name
Use this table to summarise the differences between the early settlers and
the Indigenous Australians. You may use keywords or illustrations to
represent your ideas.
Indigenous Australians
Early Settlers
Food
Lifestyle
Views
Laws
Social Organisation
Attitude to the Land
6
Mac Australia Teacher’s Guide Upper Extras - 9780732995737, copyright © Macmillan Education Australia.