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Gold rush | National Museum of Australia. (2016). Nma.gov.au. Retrieved from http://www.nma.gov.au/engage-learn/schools/classroom-resources/multimedia/interactives/gold-rush
This resource was sourced from the National Museum Australia and it was used in the Historical Empathy concept to introduce the study of the goldfields. It is a fun, independent and interactive game which helps students understand some of the experiences faced by thousands of people during the Australian gold rush period in the second half of the nineteenth century (1850-1900). This interactive online game was used as a warm up activity to introduce students to the topic of the gold rush. This resource is hands on and engaging. It enables the students to gage a real sense of how different types of people lived and worked during the gold rush including (women, police officers, Chinese and British miners). The game offers a variety of options and works on a points system. The aim is to choose the correct action for the specific character that would resemble how they truly acted during the gold rush. For example; a Chinese digger would rather work with a group of other Chinese miners than isolate himself and work alone. Why? This game creates questions for students to critically engage with and enhance their higher order thinking. The Original Gold Rush Colony. (n.d). Colony Overview. Retrieved from http://www.goldrushcolony.com.au/ This resource was used in the historical empathy concept where students were encouraged to research particular groups of people in the gold rush. Students can research different groups by searching children, women, Aboriginal, Chinese and European links to find out more information about these people in the gold fields in the 1850’s. This website/tour is a resource used by many schools as a way of teaching the various different contexts within the gold rush. This resource is accurate and reliable because they have displayed many awards which have been over the years, including an Award of Distinction Aboriginal, Cultural and Heritage Tourism. The activities and information provided in these tours are hands on and allow for the students to experience and understand first-hand the historical importance and significance of the gold rush. National Museum of Australia & Melbourne Museum. (n.d) Gold and Civilisation. Retrieved from http://www.nma.gov.au/__data/assets/pdf_file/0011/18965/gold_civilisation_teachers_colour.pdf This resource was used as teacher resource when compiling the comprehension activity information in teaching sequence (Historical Empathy). Sourced from the National Museum of Australia this source is accurate and reliable to the concept of historical empathy. Chapter 11- Minorities of the Goldfields was sourced to gain a greater understanding of how women, Chinese and Aboriginal people were portrayed on the gold fields. This source was used for teachers only as a prior knowledge before compiling the comprehension activity. This resource not only provides in depth information on an array of topics that relate to the gold rush, but it also provides additional teaching resources such as example activities for students. The content is detailed and highly relevant. SBS. (n.d). Opportunities for Aboriginies. Retrieved from http://www.sbs.com.au/gold/story.php?storyid=53 The information provided on this SBS website source is credible and relevant to the teaching concept of historical empathy. It is useful because the information provided is detailed about a specific group in the gold rush- the Aborigines. This website was used in the comprehension activity and is useful to refer to when researching about the lives of Aborigines in the gold rush and their purpose in this period of Australian history. This website also has links to Immigration and population with relevance to other groups in the gold rush such as the Chinese, and multiculturalism in the gold rush. The topic touches on the historical empathy of the gold rush by telling what people did and how operations functioned during the time period. Jones, F. (2000). Children on the gold fields. Retrieved from http://www.resourcesandenergy.nsw.gov.au/__data/assets/pdf_file/0019/109324/children-on-the-goldfields.pdf This document sourced from the NSW government provides an insight into the lives of children on the gold fields. This instantly falls under the category of historical empathy as it allows the students to relate themselves and compare themselves to children of their age during the gold rush. This resource has been used in the comprehension activity sheet along with the Assessment 1.0 “What was life like on the goldfields” where students are to research a particular group of people in the gold rush. This PDF document has been sourced through the NSW Department of Primary Industries which is a reliable government website. The information provided is well structured and interesting for the students to read through the use of sub headings and pictures. Sovereign Hill. (n.d) Sovereign Hill Education. Retrieved from http://education.sovereignhill.com.au/ This is an amazing resource that focuses primarily on the gold rush. There is an education tab which outlines specific teaching resources (Sovereign Hill Education), school visits (Costumed schools program, Narmbool and Blood on the Southern Cross- real life sounds and light show telling the importance of the Eureka stockade). Sovereign Hill is an outdoor museum focusing on educating students on the gold rush and the Eureka Stockade. This is a primary source of information as it is a museum fostering students learning which is presented in an interactive and interesting way. The site is easy to navigate and interpret information through the use of headings and sub headings. This source can be used primarily for teacher use to look into teaching sequences, programs and field trips. The content and descriptions of items within the facility directly relates to the concepts of cause and consequence and historical empathy. Riot or Revolution- Clip 1 Gold Tax. (2016). australianscreen. Retrieved from http://aso.gov.au/titles/documentaries/riot-or-revolution/clip1/?nojs This video source was used in the cause and consequence teaching concept when introducing the topic of the ‘Eureka Stockade’. This video titled ‘Gold Tax’ is the 1st clip of a 3 series short video education source. The video directly relates to the Eureka Stockade through looking at events leading up to the Eureka Stockade through the conflict on the Ballarat gold fields in Victoria on 3rd December 1854. The clip introduces the gold license and how it came about. The clip makes connections to the government and how the license task impacted the gold miners. This is an exceptional visual and audio resource to present as an introduction into the topic of the Eureka Stockade as the video has been sponsored by the ‘Learning Federation and Education Services Australia’, evidently being a reliable source of information for student engagement and learning. Riot or Revolution- Clip 2 Beginnings of Eureka. (2016). australianscreen. Retrieved 21 September 2016, from http://aso.gov.au/titles/documentaries/riot-or-revolution/clip2/?nojs The 2nd clip of the 3 part Australia screen series focuses on ‘the beginnings of Eureka’ as the short film focuses on the events leading up to the Eureka Stockade rebellion in 1854. Drawings and images depict troopers on horseback approaching miners and demanding to see their licenses. The clip describes the emergence of Peter Lalor as the leader of the Stockade and how the diggings used the Southern Cross flag. This clip gives students a greater depth and understanding on how the Eureka Stockade unfolded and connects appropriately with the cause and consequence concept. This information is necessary in the students Assessment task- Video Presentation where they are required to act out the impacts of the Eureka Stockade on several levels. This is an exceptional visual and audio resource to present as an introduction into the topic of the Eureka Stockade as the video has been sponsored by the ‘Learning Federation and Education Services Australia’, evidently being a reliable source of information for student engagement and learning. Riot or Revolution- Clip 3 ‘Birth of social democracy’. (2016). australianscreen. Retrieved 21 September 2016, from http://aso.gov.au/titles/documentaries/riot-or-revolution/clip3/ The 3rd clip about the Eureka Stockade focuses on the impacts of the stockade and how it influenced Australian democracy. The short clip outlines the Eureka Stockade as an armed rebellion against the gold miners’ tax imposed by the Victorian Government. This video would enhance a lesson as it provides different aspects and viewpoints from professionals. It details the revolt that took place during the eureka stockade period. It Is relevant, engaging and easy to follow however parental guidance is recommended when viewing film (videos of battles) This is an exceptional visual and audio resource to present as an introduction into the topic of the Eureka Stockade as the video has been sponsored by the ‘Learning Federation and Education Services Australia’, evidently being a reliable source of information for student engagement and learning. The Original Gold Rush Colony. (n.d) A Woman’s Day in the Gold Fields. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/living-conditions-australian-gold-fields/womans-day-gold-fields Gold Rush Colony is a great resource for teachers and students particularly for when students need to do independent research. ‘A Woman’s Day in the Gold Fields’ allows students to research as to what woman would’ve done back in the 1850’s and make a comparison to women in today’s modern society. This resource provides historical information and allows students to experience hands on information as to what it was like for women during the Australian gold rush, including their daily routine and jobs. Students are able to understand firsthand how women were once portrayed through the language used in the passage. This source was used in the comprehension activity as well as a resource for students to conduct research on their chosen group in the historical empathy teaching sequence. The Original Gold Rush Colony. (n.d) Chinese on the Australian Gold Fields. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/chinese-australian-gold-fields This resource provides information in relation to “Chinese on the Australian gold fields”. It offers insightful statistics in relation to the population of Chinese workers at the time of the gold rush (numeracy) as well as brief information about the lives of the Chinese during the 1850’s period. This resources does not offer extensive amounts of information however it is good starting point for students when researching their selective group in Assessment 1.0. Students can gain some information in relation to the Chinese people’s lives and then further their research based off their findings from this website as there are further links in relation to Chinese lives through the tabs at the bottom of the page- ‘Chinese Communities’, ‘Chinese Mining Methods’, ‘Anti-Chinese Racism’. The Original Gold Rush Colony. (n.d). Chinese Mining Methods. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/chinese-australian-gold-fields/chinese-mining-methods This resource provides an insight into the ways in which Chinese mined for gold. This resource is particularly helpful when students are researching their particular group of people in Assessment 1.0 through answer the guiding question “How did your group mine for gold?” The site is easy to navigate and offers pictorial reference to the Chinese religion and superstition. Further tabs can be used to source greater detailed information such as Chinese Communities and Anti-Chinese Racism. There is a further reading ‘Joss House’ which gives detail to the Chinese culture through their worshiping and religious practices. The Original Gold Rush Colony. (n.d). Immigration Influences- Australian Gold Rush. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrant-influences-australian-gold-fields This resource offers indepth information in relation to immigration influences in the Australian gold fields. The information provided outlines who, why and how particular groups of people migrated from their home country to Australia. This website gives a brief passage on the ‘Australian Immigration Policy’ and information about ‘Transportation to the Australian Goldfields’. This website is useful when students are researching the particular groups in relation to historical empathy and why they ventured to Australia in the first place. The Original Gold Rush Colony. (n.d). Chinese Communities. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/chinese-australian-gold-fields/chinese-communities This resource is specific to the Chinese population in the gold fields as it offers information in relation to ‘Life on the 1850’s goldfields- Not Easy For Chinese’. This passage outlines why people were racist towards the Chinese and how they were treated in regards to society and what was seen as the ‘norm’ and ‘other’. The resource also offers an article from the Sydney Morning Herald (NSW 16 August, 1867) which gives an outline of just how unfair and ill treated the Chinese were in this particular period of time. This resource is a primary source as well as a secondary source and gives direct linkage to the concept of Historical Empathy and Assessment 1.0. The Original Gold Rush Colony. (n.d). Population on the Goldfields. Retrieved from http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrant-influences-australian-gold-fields/population-goldfiel This resource gives reference to the population on the goldfields and the percentage or new immigrants in Victoria along with the estimated number of people from Great Britain, China, South Pacific, New Zealand, North America and Europe (Germany, France, Italy, Poland and Hungary). This resource is numeracy based as students need prior knowledge of percentages and proportional values. The website is useful when identifying patterns of immigration from particular countries and how and why certain groups were more populated than others- useful in the Assessment 1.0 task in the Historical Empathy concept. Mooroolbark East PS, (2014, June, 7). The Australian Gold Rush for Australian Primary School Students [Video file]. Retrieved from https://www.youtube.com/watch?v=R8suJWjxRmg This resource provides background knowledge in relation to the Australian Gold Rush. It offers information about when the gold rush began, where it was discovered, life on the gold fields, and the introduction of the Eureka Stockade and how it came about. This YouTube clip is appropriate for the age level as it uses language that is easy to understand and the texts are in bullet points making it easier for the students to read and interpret the information. This resource was used to introduce the students to the Eureka Stockade activity to stimulate students thinking. This YouTube clip is very much relevant to the concept of cause and consequence as the discovery of gold lead to a change in the Australian history and democracy significantly. Australian Government. (2010). Eureka Stockade. Retrieved from http://www.australia.gov.au/about-australia/australian-story/eureka-stockade This source is highly credible as it is an Australian Government website. This source focuses on the Eureka Stockade through breaking the webpage into sub headings, “Populations of the gold fields”, “1854- the year of the rebellion”, “The Eureka Stockade”, and “The Eureka Legacy”. This source contains extensive information in relation to the cause and consequence of the Eureka Stockade. This site is useful when students are asked to prepare a video presentation about the Eureka Stockade. This source is also useful for teacher reference as it gives elaborate background knowledge in relation to this significant Australian history. This source also gives useful links for readers to learn more about the Eureka Stockade and the cause and consequence of this event in shaping Australian democracy. |