Lesson+1




 * ** Unit topic: ** British Colonisation |||| ** Curriculum Link: ** HSIE || ** Yr Level: ** Year 4, Stage 2 ||
 * ** Lesson Number: ** 1/10 |||| ** Lesson Topic: ** Recognising different viewpoints and perspectives || ** Learning Area(s): ** HSIE, English, Creative Arts ||
 * ** Lesson Outcome: **
 * ** Lesson Outcome: **

The aim of this lesson is to develop students' understandings on recognizing different viewpoints and perspectives. This will be achieved through a fun and engaging drama activity that helps students to recognise the significant influence of cultural backgrounds on interactions between different cultural groups. Students will respond to this activity by writing a personal reflection on the experience. ||
 * ** Focus Outcome: **

CCS2.1 Describes events and actions related to British Colonisation of Australia and assess changes and consequences ||
 * ** Lesson Outcomes and Indicators: **

CCS2.1 Describes events and actions related to British Colonisation of Australia and assess changes and consequences - refers to different viewpoints and perspectives in the 'First Contact' activity and in reflects on experiences in personal reflection

DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations - expresses dramatic meaning by taking on different roles in the 'First Contact' activity

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum - participates throughout lesson in class discussions and in group work

WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type - writes a personal reflection on the experiences of the 'First Contact' activity ||
 * ** Resources: **

//-// Interactive Whiteboard to write down key ideas students brainstorm and to view the clip - Activity instructional hand outs and cards (see Appendix 1 ) - Students' workbooks for reflection ||
 * ** Lesson Outline ** ||
 * __ Introduction: __


 * ‘What do we know?’ (10 minutes) **

Teacher will introduce the topic of British Colonisation and explain to students that we will be producing a multimodal text at the end of the unit to present the work we have been doing in class. Teacher explains that British ‘Colonisation’ can also be described as the British ‘invasion’ of Australia. As a class, discuss students’ initial understandings of these two terms.

// What do you think ‘colonisation’ means in the context of British colonisation of Australia? // // Why do you think Aboriginal people would call it ‘invasion’? //

Remind students that Britain sent people to Australia to live and set up a government similar to theirs. In groups of 3-4, ask students to brainstorm what else they know about British ‘colonisation’ or ‘invasion’. After brainstorming each group selects one group member to report back to the class. Teacher will write the key concepts on the board. Teacher explains that the first contact between Aboriginal people and colonists represents the clash of two fundamentally different cultures, each with their own ways of life and set of rules.

// Do you think the cultural beliefs and values of each group were known to each other? // // What are some of the issues that might have arisen as a result of the lack of understanding and awareness of these differences? // ||
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Teacher will …… ** |||| ** Students will… ** ||
 * ** Viewing the clip (5 minutes) **

Explain to students that we will be viewing a short video clip. Ask students to think about the differences in culture, principles of ownership and authority. Prompt students to look at the difference in clothing, shelter, relationship with others, etc. Play the ‘Encounter’ clip on the IWB (My place video - Episode 23, 1788 Waruwi).

As a class, discuss some on the ideas that students saw in the clip. // How did Waruwi describe what she saw to her Nana? // // Why did Waruwi react the way she did when see saw the cow? // // What materials were used for shelter? // // What types of clothing did you see? // // What were the roles and responsibilities of in the family? //

Reiterate that these issues would have confronted both Indigenous peoples and colonists when first contact was made because of the differences in cultural backgrounds.


 * First Contact Game (20 minutes) **

Explain to students that they are going to partake in an activity that focuses on the impact of cultural differences on interactions with foreign groups, and also on behaviours and attitudes to people of different cultural backgrounds. Explain that the class is going to be divided in half and each half will represent a different culture. Each culture will have a different set of rules that group members need to follow.

// Instructions: //
 * 1) Divide the class in half. Have each group at different ends of the classroom and name one group the ‘Rabbit culture’ and the other the ‘Bilby culture’.
 * 2) Provide each group with a set of labels. Ask students to write the name of their cultural group on their labels.
 * 3) Issue students with an instruction sheet and each student with 5 cards.
 * 4) Students learn the rules of their culture. They practice their rules within their group.
 * 5) Once students have practiced their rules, remove the instruction cards.
 * 6) Each group selects two members as representatives to be sent to observe the other culture. They are not allowed to interact with members of the other culture, they must only watch for about a minute. Other group members should be obeying their rules.
 * 7) Observers return to their own culture and inform the rest of their group about what they learnt about the other culture.
 * 8) Each group selects five members as visitors to the other culture. They are allowed to interact with the other culture but should do so according to the rules of their own culture.


 * Reflecting on the Game (5 minutes) **

Teacher will clarify to students that the cultural attributes of the bilby and rabbit cultures are completely fictional. Explain that the game was intended to reflect the differences in the way various cultures do things, see things and understand things in the world around us and to challenge individual to see things in different ways. Ask a student from each group to share with the class their rules and identify as a class how they are different to the other groups.

Teacher will lead a class discussion on how students felt interacting with the other culture.

// How did they feel about visiting the other group? //

// How did they feel when they were visited? //

// What problems did people from your culture have when visiting the other group? //

// How did you solve these problems? //

// Did you fit in or did you manage to remain separate? //

// Was the behaviour of your visitors appropriate? //

// Were you misjudged by the other culture? //

**Personal Reflection (15 minutes)**

Instruct students to write a personal reflection on their experience. Tell them to use the points that were just discussion to address these questions;

- What was your initial reaction when you met people from the other ‘culture’?

- How did you cope when visiting the other culture? What worked? What didn’t?

- How did you respond to the visitors when they visited your culture?

- How do can you use this experience to develop a better understanding of the issues which confronted both Indigenous people and colonists when contact was first made? |||| ** Viewing the clip (5 minutes) **

View the clip – think about the how the different cultures are represented.

Students share their ideas and responses to the clip.


 * First Contact Game (20 minutes) **

Students will divide into two groups.

Students listen to instructions.

Students write the name of their cultural group on their labels.

Students read their instruction/rule sheet.

Students learn and practice the rules of their culture.

Students perform their rules as two students of each group are observing the other group.

Observers return to their group and tell the rest of the group what they observed.

Five students of each group observe interact with the other group. They must do so while obeying their cultures rules. Students report back to their group.


 * Reflecting on the Game (5 minutes) **

Students are involved in discussion.

**Personal Reflection (15 minutes)**

Students will write a personal reflection on their experience ||


 * __ **Concluding strategy** **(5 minutes)** __

Ask some students to share their personal response to the activity with the class. Emphasis how we can use this experience to develop a better understanding of what the Indigenous people and colonists may have felt when contact was first made. Inform students that in the upcoming lesson we will be doing further research on British Colonisation and it will be important to appreciate multiple viewpoints just as we have done in activity today. ||
 * ** Assessment: **

Observation of students during class discussion and the ‘First Contact Game’ will provide opportunities to assess whether students grasp an understanding the idea of different viewpoints. This can also be assessed by marking students’ personal responses. ||
 * ** Any special considerations or contingency plans: **

- Monitor and assist any student who either struggles in a group situation or who normally requires more assistance. - The ‘Encounter’ resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. ||
 * ** Self-reflection **

- Were the students engaged in the throughout the lesson? - Was it clear to students what was expected of them? - Did the students meet the desired learning outcomes? - Did the students work well in the group situation? - Was time allocation appropriate? - Were all ability levels catered for? If not, how can they be catered for better? - How could I improve the learning activities? - What could be modified or changed for future lessons? ||  ||   ||