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Put Yourself In The Eureka Story

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Years 3 - 6

Session description

By dressing up as characters in the Eureka story and using Museum exhibits to create pictures of the key events of Eureka, students can make a book or slideshow at school. *Digital Camera required.

Why not take your students to Blood on The Southern Cross, Sovereign Hill’s evening, sound and light show telling the Eureka story?

Classroom resources

Blank Master for Picture Yourself in the Eureka Story book
Student Reading: Littlejohn, M. Eureka Stockade, Black Dog Books, Newtown,2013,
Bradby, D. The Seriously Weird History of Australia Vol 1, Seaview press, South Australia, 2007
Student/Teacher Reading: We Swear By The Southern Cross Investigations of Eureka and its legacy To Australia’s Democracy, Curriculum Corporation, 2004.
Bibliography:
Eureka Resources.
Research notes from Sovereign Hill’s website:Eureka.
Audio Visual: The Eureka Oath, A Statement to the Colonists of Victoria (Peter lalor)
Websites: The Public Records Office of Victoria has a collection of teaching ideas and resources. Culture Victoria has a section on Eureka Stories

 

Victorian Curriculum

History
From Colony to Nation
In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, … Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, … Students explore the … experiences of democracy and citizenship over time. Students understand the significance of Australia’s British heritage, the Westminster system, and other models that influenced the development of Australia’s system of government.
Relevant key questions:
What do we know about the lives of people in Australia’s colonial past and how do we know?
How did an Australian colony develop over time and why?
What were the significant events and who were the significant people that shaped Australian colonies?
Who were the people who came to Australia? Why did they come?
What contribution have significant individuals and groups made to the development of Australian society?
Historical Knowledge:

  • The effects of a significant development or event on a colony.

Geography
In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place …

In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students investigate the geographical diversity and variety of connections between people and places

Civics and Citizenship
At Levels 3 and 4 … Students also explore how individuals participate in their community, cultural diversity and how belonging to different groups can shape personal identity.

The Level 5 and 6 curriculum introduces students to the key values of Australia’s liberal democratic system of government …Students expand on their knowledge of the law by studying how laws affect the lives of citizens … Students investigate the role of groups in our community and examine the rights and responsibilities of Australian citizens.

Ethical Capabilities
In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. Students develop an understanding that particular acts and their outcomes can be valued differently by different people, and extend their understanding of factors that may effect decision-making and actions.

In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understandings to evaluate the significance of ethical matters. Students explore the basis of a range of ethical principles and reflect on means and ends. Students consider decision-making approaches based on thinking about the consequences and duties. Students develop an understanding that a range of factors play a role in ethical decision-making.

Personal and Social Capability
In Levels 3 and 4, … Students discuss the causes of conflicts commonly experienced and discuss options to reduce the possibility of or to resolve conflict.

At Levels 5 and 6 … The curriculum provides opportunities for students to experience various team roles including leadership, and to reflect on their performance in group tasks. They identify the reasons for and the impact of conflict and suggest strategies to reduce or resolve conflict.