The Gold Rush
Links below:
http://splash.abc.net.au/media/-/m/85712/australia-s-21st-century-gold-rush
http://aso.gov.au/titles/tv/peachs-gold-eureka/clip1/
This clip shows the Victorian gold rushes of 1851 depicted in drawings and prints as the narrator, Bill Peach, describes the events of that astonishing year. The clip opens with images of people travelling to the diggings, while prints and a superimposed map show the gold fields. Gold hysteria is then described through images and dramatised readings from the local newspapers. The final scenes depict some mining techniques as Peach describes the optimism of the time and the need for hard work and good luck.
This clip shows scenes and events leading up to the Eureka Stockade conflict in 1854. A series of images of the time, sound effects, music and an actor playing Governor Hotham accompany a narration that explains the colony’s taxation system, and describes efforts to introduce a miner’s licence. An interview with historian Geoffrey Blainey is included, in which he reflects on the Victorian Government’s lack of experience in running a gold field in the 1850s.
Educational value points
The second clip:
This clip shows scenes and events leading up to the Eureka Stockade rebellion in 1854. The clip opens with an image of troopers and a narrator introduces an actor playing Robert Rede, the Gold Commissioner at Ballarat, Victoria; Rede declares his determination to 'crush’ the miners and their protests against the miner’s licence. Drawings and images depict troopers on horseback approaching miners and demanding to see their licences. An actor playing Douglas Huyghue, a civil servant, describes how the Southern Cross flag was raised at Bakery Hill in Ballarat and the narrator describes how, in front of 500 people, Peter Lalor stepped forward to become the leader of the miners.
Educational value points
http://splash.abc.net.au/media/-/m/85712/australia-s-21st-century-gold-rush
http://aso.gov.au/titles/tv/peachs-gold-eureka/clip1/
This clip shows the Victorian gold rushes of 1851 depicted in drawings and prints as the narrator, Bill Peach, describes the events of that astonishing year. The clip opens with images of people travelling to the diggings, while prints and a superimposed map show the gold fields. Gold hysteria is then described through images and dramatised readings from the local newspapers. The final scenes depict some mining techniques as Peach describes the optimism of the time and the need for hard work and good luck.
- The discovery of gold in 1851, first in New South Wales and then in Vic, caused profound demographic and social changes as tens of thousands of people 'rushed’ to the gold fields to try their luck. One-third of Melbourne’s adult male population was said to have left for the diggings in the 1850s and 60s. Once the news reached the rest of the world, huge numbers took ship to Australia. Vic’s population increased from 97,489 people in 1851 to 168,321 a year later.
- Victoria was transformed from a struggling pastoral colony into a new El Dorado by a series of spectacular finds announced with fanfare in the newspapers. The first gold discoveries occurred at Clunes and Warrandyte in July 1851. Buninyong and Ballarat were next, in August. Huge Mount Alexander (Castlemaine) and Bendigo finds occurred before the end of the year. By that time an estimated 7.78 tonnes of gold worth £9 million had been taken from central Vic.
- As shown in the contemporary drawings, just getting to the gold fields was a major challenge. Most gold seekers walked, carrying supplies and equipment on their backs, on packhorses or in wheelbarrows. Others travelled in carts or coaches. There were no direct roads from Melbourne to the diggings and intending miners went one of three ways – west to Geelong by steamer and then by road, by road via Seymour in the east or by bush tracks north of Melbourne.
- Miners often had little capital and could only afford to prospect for alluvial gold, so they used the kinds of pans, buckets, California cradles and puddling tubs seen in the clip to look for loose gold in soil and gravel. Alluvial gold is washed out from reefs and deposited over the years on the beds of waterways. Once the miners had collected all the gold from the streams, they would look for gold trapped in the banks or dig shallow shafts into former creek beds.
- Gold turned the established social order on its head. Education, property and position in society counted for little in the search for gold, with solicitors becoming miners’ cooks and ministers of religion working as diggers. Gold transformed lives, offering freedom and independence regardless of social class. Successful miners returning to Melbourne with unimagined wealth in their pockets considered themselves the equal of anyone in the colony.
- Gold in Vic was sensational news worldwide and many artists who had unsuccessfully sought their fortunes through mining found they could make a living from their sketches of scenes on the gold fields. Artists such as Samuel Thomas Gill (1818–80) either published or contributed to best-selling books in Europe. Most of the visuals in the clip have been sourced from such artists and they provide rich and detailed views of the life of a gold seeker in the early 1850s.
This clip shows scenes and events leading up to the Eureka Stockade conflict in 1854. A series of images of the time, sound effects, music and an actor playing Governor Hotham accompany a narration that explains the colony’s taxation system, and describes efforts to introduce a miner’s licence. An interview with historian Geoffrey Blainey is included, in which he reflects on the Victorian Government’s lack of experience in running a gold field in the 1850s.
Educational value points
- This clip is from the 2005 documentary Riot or Revolution, which looks at the events leading up to the Eureka Stockade conflict on the Ballarat gold fields in Victoria on 3 December 1854. The title, Riot or Revolution, draws attention to the disparity of views about the incident when 500 armed gold miners known as ‘Diggers’ fought a battle with government forces over the imposition of a miner’s licence. Twenty-two Diggers and 5 troopers were killed in only the second armed rebellion in Australia’s history. It has been said that the Eureka rebellion was a key event in the development of Australia’s democracy because the Diggers stood together to fight for their ‘rights and liberties’, especially the abolition of the property qualification for Members of the Chamber of Representatives.
- At the time of the Eureka Stockade, all gold miners in Victoria were required to purchase a gold miner’s licence. In the 1850s, there was no income tax and so the licence was seen by the miners as an unjust tax on their labour. The licence fee payable whether gold had been found or not, and if caught without a licence a miner was forced to pay the large fine of £10 or be chained to a log until the fine was paid. The frustration of the miners grew as the frequency of the licence checks increased and was compounded by the fact that the Diggers had no say because they had no representation in Parliament in Melbourne.
- Difficulties associated with the rapid increase in population due to the gold rush are described in the clip. Between 1850 and 1860 Australia’s population trebled from 405,356 to 1,145,585, and included people from the USA, Britain, Europe, and 40,000 people from China. This dramatic increase was fuelled by the allure of gold. Sir Charles Hotham (1806–55) became Governor of Victoria in June 1854 at a time when there were 25,000 Diggers on the Ballarat gold fields. Collecting taxes and policing this mobile group was highly problematic for successive governors of the colony.
- Squatters and merchants and their roles in Victorian colonial politics are described in the clip. Before the discovery of gold in 1851 more than 80,000 people lived in Victoria, many on well-established grazing properties. When Governor Charles La Trobe (1801–75), the first Governor of Victoria, tried to introduce an export duty on gold itself in the early 1850s, thereby taxing only successful miners, graziers opposed the move fearing that it would lead to an export duty on other goods. Merchants had grown wealthy supplying the fledgling colony with goods, and that powerful group opposed La Trobe’s initiative and the export duty was defeated in Parliament.
- An interview with Australian historian Professor Geoffrey Blainey is included. One of Australia’s foremost and most controversial historical authorities, Geoffrey Blainey has written more than 30 books, including The Tyranny of Distance, Triumph of the Nomads and A Short History of the World.
- The excerpt provides a contemporary historian’s perspective on the issue of taxation and management of the Ballarat gold fields in the 1850s. Geoffrey Blainey observes that there were no models or precedents the colonial government could use to help it make workable laws and enforce them. This reflection gives the film an added dimension when contrasted with the words of the protagonists of the time and the other historical texts used in the film.
- Riot or Revolution is the work of Melbourne documentary filmmaker Don Parham. One of Australia’s most established and well-regarded filmmakers, Parham has written, produced and directed ten documentary films for Australian television. Many of his films focus on contemporary Australian social and political issues. In Riot or Revolution Parham tackles the issue of whether the Eureka Stockade uprising was a riot by a group of law breakers or the revolutionary actions of workers seeking to 'defend their rights and liberties’. The film is largely constructed around the actual words and pictures that people at the time created in order to record their lives and tell the story of the Eureka Stockade.
- Primary source material is used creatively in Riot or Revolution to present a range of historical perspectives. Don Parham’s films are notable for the way they examine social issues and events from a range of perspectives. Riot or Revolution is constructed around eyewitness accounts from the time. Contemporary actors in period costumes and settings use the words of historical figures to produce a lively and engaging documentary. The film is further enriched by the extensive use of colonial art of the day and the use of narration to explain events as they unfolded. The result is history grounded in original texts. Blainey represents a 'secondary’ source.
- Work by colonial artist Samuel Thomas Gill (1818–80) is included. A noted portrait and watercolour artist, Gill came to the Ballarat gold fields in 1852 intending to dig for gold. Instead, he began recording life on the gold fields through his sketches and watercolour paintings. The film uses a number of these images as backgrounds in the monologues delivered by the actors, and the camera lingers on the images for the sense of photorealism they bring to the film as the narration builds the story.
The second clip:
This clip shows scenes and events leading up to the Eureka Stockade rebellion in 1854. The clip opens with an image of troopers and a narrator introduces an actor playing Robert Rede, the Gold Commissioner at Ballarat, Victoria; Rede declares his determination to 'crush’ the miners and their protests against the miner’s licence. Drawings and images depict troopers on horseback approaching miners and demanding to see their licences. An actor playing Douglas Huyghue, a civil servant, describes how the Southern Cross flag was raised at Bakery Hill in Ballarat and the narrator describes how, in front of 500 people, Peter Lalor stepped forward to become the leader of the miners.
Educational value points
- Riot or Revolution looks at the events leading up to the Eureka Stockade rebellion on the Ballarat gold fields on 3 December 1854. The title, Riot or Revolution, draws attention to the disparity of views about the incident when 500 armed gold miners, newly arrived in the colonies from all over the world and known as 'Diggers’, fought a battle with government forces. The reasons for the ultimate revolt are complex; the Irish were outraged by the arrest of their priest’s servant on a dubious charge, the Americans protested that a compatriot had been framed by the police for selling 'sly grog’, the Scots and others believed that a notorious publican, James Bentley, had been allowed to go free after the murder of their countryman, James Scobie. What actually precipitated the rebellion was Hotham’s decision to impose twice-weekly licence checks rather than the existing monthly ones and the harsh way in which licence 'hunts’ were conducted.
- Mention is made of the riot at Bentley’s Hotel prior to the Eureka rebellion. On 7 October 1854 a miner was murdered, possibly by the owner of Bentley’s Hotel, and the miners’ perception of a lack of justice in charging him led to them rioting and burning the hotel to the ground. In this clip Robert Rede promises to 'crush’ the miners and restore order and the authority of the Goldfields Commission. During the ensuing licence checks shots were fired and tensions on the gold fields mounted.
- An eyewitness account of the Eureka uprising on 30 November is presented in the film. Within hours of Robert Rede’s licence check raids, 500 angry miners converged on Bakery Hill and raised the Southern Cross flag. In this clip, Douglas Huyghue, a civil servant in the gold fields administration at Ballarat, describes the scenes from a detached observer’s point of view.
- The Southern Cross flag is depicted as an emblem of struggle and defiance. The Southern Cross or Eureka flag, which flew at the two meetings at Bakery Hill on 29 and 30 November and at the Stockade until 3 December 1854, is thought to have been designed by a group of miners or by the Canadian miner, Henry (Charles) Ross. The flag’s five stars represent the Southern Cross and the white cross joining the stars represents unity. The blue background is believed to represent the blue shirts worn by many of the Diggers. The flag was carried as a symbol of revolt by striking shearers in Barcaldine, Queensland in 1891 and today the Eureka flag is used as a symbol of egalitarian independence and republicanism and carried by unionists at protest meetings.
- Peter Lalor is depicted leading miners at the Eureka Stockade. Born in Ireland in 1827 Lalor, a civil engineer, immigrated to Australia in 1852, initially to work on the construction of the Melbourne–Geelong railway. He was wounded in the Eureka battle and his injuries required one of his arms to be amputated. After the Stockade, the Victorian Government offered rewards for Lalor’s capture but these were later withdrawn. Lalor was appointed to the Victorian Parliament in 1855, and in 1856 he was elected to the Legislative Assembly under a new, more democratic constitution that featured near-universal male suffrage. Thirteen Diggers were charged with high treason. The prosecution against one was withdrawn and juries acquitted the others.
- Riot or Revolution is the work of Melbourne documentary filmmaker Don Parham. One of Australia’s most established and well-regarded filmmakers, Parham has written, produced and directed ten distinctive documentary films for Australian television. Many of his films focus on contemporary Australian social and political issues. In Riot or Revolution Parham tackles the issue of whether the Eureka Stockade uprising was a riot by a group of law breakers or the revolutionary actions of workers seeking to 'defend their rights and liberties’. The film is largely constructed around the actual words and pictures that people at the time created in order to record their lives and tell the story of the Eureka Stockade.
- Primary source material is used creatively in Riot or Revolution to present a range of historical perspectives. Don Parham’s films are notable for the way they examine social issues and events from a range of perspectives. Riot or Revolution is constructed around eyewitness accounts from the time. Contemporary actors in period costumes and settings use the words of historical figures to produce a lively and engaging documentary. The film is further enriched by the extensive use of colonial art of the time and the use of narration to explain events as they unfolded. The result is history grounded in a range of original texts.
- Work by colonial artist Samuel Thomas Gill (1818–80) is included. A noted portrait and watercolour artist, Gill came to the Ballarat gold fields in 1852 intending to dig for gold. Instead, he began recording life on the gold fields through his sketches and watercolour paintings. The film uses a number of these images as backgrounds in the monologues delivered by the actors, and the camera lingers on the images for the sense of photorealism they bring to the film as the narration builds the story.
Key Question:
How did the gold rush shape Australian Colonies?
Skills:
1. Locate information related to the question above.
2. Compare information from a range of sources.
3. Identify points of view in the past and present.
4. Create a timeline of events.
Task Requirements:
1. Work in groups of 3 people who support and encourage your learning.
2. Research using a variety of sources and collect notes on the gold rush.
3. Include the following information,
- Background (when,where and why did the event occur?)
- What happened and who was involved?
- Why did the event occur and what was the result?
- Why was it significant or important?
- How do we know about the event?
3. Present your findings in a visual way using the Ipads as technology. It must include at least one map and one picture.
4. The presentation can go for no more than two minutes.
5. Be friendly, respectful, resilient, engaged and everyone is responsible.
How did the gold rush shape Australian Colonies?
Skills:
1. Locate information related to the question above.
2. Compare information from a range of sources.
3. Identify points of view in the past and present.
4. Create a timeline of events.
Task Requirements:
1. Work in groups of 3 people who support and encourage your learning.
2. Research using a variety of sources and collect notes on the gold rush.
3. Include the following information,
- Background (when,where and why did the event occur?)
- What happened and who was involved?
- Why did the event occur and what was the result?
- Why was it significant or important?
- How do we know about the event?
3. Present your findings in a visual way using the Ipads as technology. It must include at least one map and one picture.
4. The presentation can go for no more than two minutes.
5. Be friendly, respectful, resilient, engaged and everyone is responsible.
Some helpful links:
http://www.kidcyber.com.au/topics/gold.htm
http://the-australian-gold-rush.wikispaces.com/When%3F
http://australia.gov.au/about-australia/australian-story/austn-gold-rush
http://www.historyofaustraliaonline.com/Discovery_of_Gold_in_Australia.html
http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/gold-mining-licence/
http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_endurance_html_version/explore_the_scroll/australian_gold_rush
http://www.kidcyber.com.au/topics/gold.htm
http://the-australian-gold-rush.wikispaces.com/When%3F
http://australia.gov.au/about-australia/australian-story/austn-gold-rush
http://www.historyofaustraliaonline.com/Discovery_of_Gold_in_Australia.html
http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/gold-mining-licence/
http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_endurance_html_version/explore_the_scroll/australian_gold_rush
Evolution of music through the ages
1940s
http://1940s.org/
http://www.myplace.edu.au/decades_timeline/1940/decade_landing_6.html
http://history1900s.about.com/od/timelines/tp/1940timeline.htm
http://en.wikipedia.org/wiki/1940s
http://youtu.be/WwATyRREKd8
http://www.examiner.com/article/top-10-historical-events-of-the-1940s
http://en.wikipedia.org/wiki/1940s_in_music
http://1940s.org/
http://www.myplace.edu.au/decades_timeline/1940/decade_landing_6.html
http://history1900s.about.com/od/timelines/tp/1940timeline.htm
http://en.wikipedia.org/wiki/1940s
http://youtu.be/WwATyRREKd8
http://www.examiner.com/article/top-10-historical-events-of-the-1940s
http://en.wikipedia.org/wiki/1940s_in_music
1950s
http://www.thepeoplehistory.com/50smusic.html
http://en.wikipedia.org/wiki/1950s_in_music
http://www.rockmusictimeline.com/1950s.html
http://history1900s.about.com/od/timelines/tp/1950timeline.htm
http://www.thepeoplehistory.com/1950s.html
http://www.infoplease.com/ipa/A0005250.html
http://www.history.com/topics/1950s
http://www.thepeoplehistory.com/50smusic.html
http://en.wikipedia.org/wiki/1950s_in_music
http://www.rockmusictimeline.com/1950s.html
http://history1900s.about.com/od/timelines/tp/1950timeline.htm
http://www.thepeoplehistory.com/1950s.html
http://www.infoplease.com/ipa/A0005250.html
http://www.history.com/topics/1950s
1960s
http://history1900s.about.com/od/timelines/tp/1960timeline.htm
http://en.wikipedia.org/wiki/1960s
http://www.history.com/topics/1960s
http://history.parkfieldict.co.uk/1960s/1960s-technology
http://www.nme.com/list/100-best-songs-of-the-1960s/263950/page/1
http://www.thepeoplehistory.com/60smusic.html
http://history1900s.about.com/od/timelines/tp/1960timeline.htm
http://en.wikipedia.org/wiki/1960s
http://www.history.com/topics/1960s
http://history.parkfieldict.co.uk/1960s/1960s-technology
http://www.nme.com/list/100-best-songs-of-the-1960s/263950/page/1
http://www.thepeoplehistory.com/60smusic.html
1970shttp://www.thepeoplehistory.com/70smusic.html
http://www.classic70s.com/facts-of-the-1970s.html
http://en.wikipedia.org/wiki/1970s_in_music
http://www.rockmusictimeline.com/1970.html
http://en.wikipedia.org/wiki/1970s
http://history1900s.about.com/od/timelines/tp/1970timeline.htm
http://www.skwirk.com/p-c_s-14_u-189_t-508_c-1881/1970s-decade-in-context/nsw/history/australia-s-social-and-cultural-history-in-the-post-war-period/social-and-cultural-features-of-the-1970s
http://www.history.com/topics/1970s
http://www.classic70s.com/facts-of-the-1970s.html
http://en.wikipedia.org/wiki/1970s_in_music
http://www.rockmusictimeline.com/1970.html
http://en.wikipedia.org/wiki/1970s
http://history1900s.about.com/od/timelines/tp/1970timeline.htm
http://www.skwirk.com/p-c_s-14_u-189_t-508_c-1881/1970s-decade-in-context/nsw/history/australia-s-social-and-cultural-history-in-the-post-war-period/social-and-cultural-features-of-the-1970s
http://www.history.com/topics/1970s
1980shttp://music.lovetoknow.com/80s_Music_Facts
http://history1900s.about.com/od/timelines/tp/1980timeline.htm
http://en.wikipedia.org/wiki/1980s
http://www.history.com/topics/1980s
http://www.nme.com/list/100-best-songs-of-the-1980s/266358/page/1
http://en.wikipedia.org/wiki/1980s_in_music
http://www.youtube.com/watch?v=Syv2W3qgaSc
http://history1900s.about.com/od/timelines/tp/1980timeline.htm
http://en.wikipedia.org/wiki/1980s
http://www.history.com/topics/1980s
http://www.nme.com/list/100-best-songs-of-the-1980s/266358/page/1
http://en.wikipedia.org/wiki/1980s_in_music
http://www.youtube.com/watch?v=Syv2W3qgaSc
The australian colonies
Focus Question: What were the significant events and who were the significant people that shaped Australian colonies?
The role that a significant individual or group played in shaping a colony; for example explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious leaders, political leaders, and Aboriginal and/or Torres Strait Islander people. You will need to investigate the contribution or significance of an individual or group to the shaping of a colony in the 1800s.
Questions for establishing historical significance:
- Did the person, event or development bring about an important change?
- Did it affect a large number of people?
- How deeply did it affect people's lives?
- Were the person, event or development remembered by people in e past, or people today?
- Was the person, event or development important for people in the past and/or our understanding of the past or present?
Your Task: to present a historical report on a significant person to Australia from the 1800s. You need to include
1. introduction
2. family history
3. early life
4. What they are well known for
5. Impact on modern Australia
6. Personal opinion
Here are some suggestions of famous Australian's to research
- Blaxland
- Lawson and Wentworth
- G.J.Macdonald
- Elizabeth and John MacArthur
- Caroline Chisholm
- Saint Mary Mackillop
- Peter Lalor
- James Unaipon
- Sir Henry Parkes
- John Batman
- Adam Lindsay Gordon
- John Forrest
- Sir Edmund Barton
- Andrew Barton Paterson (Banjo Patterson)
- Henry Lawson
- "Burke and Wills"
Here are some links:
Australian Women: http://australia.gov.au/about-australia/australian-story/women-in-colonial-times
Australian Biographies: http://adb.anu.edu.au
Colonial History: http://australia.gov.au/about-australia/australian-stories/history-colonial-conflict-and-modern
Famous Australians (not all are from the 1800s) http://www.aussieeducator.org.au/reference/famousaustralians.html
The role that a significant individual or group played in shaping a colony; for example explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious leaders, political leaders, and Aboriginal and/or Torres Strait Islander people. You will need to investigate the contribution or significance of an individual or group to the shaping of a colony in the 1800s.
Questions for establishing historical significance:
- Did the person, event or development bring about an important change?
- Did it affect a large number of people?
- How deeply did it affect people's lives?
- Were the person, event or development remembered by people in e past, or people today?
- Was the person, event or development important for people in the past and/or our understanding of the past or present?
Your Task: to present a historical report on a significant person to Australia from the 1800s. You need to include
1. introduction
2. family history
3. early life
4. What they are well known for
5. Impact on modern Australia
6. Personal opinion
Here are some suggestions of famous Australian's to research
- Blaxland
- Lawson and Wentworth
- G.J.Macdonald
- Elizabeth and John MacArthur
- Caroline Chisholm
- Saint Mary Mackillop
- Peter Lalor
- James Unaipon
- Sir Henry Parkes
- John Batman
- Adam Lindsay Gordon
- John Forrest
- Sir Edmund Barton
- Andrew Barton Paterson (Banjo Patterson)
- Henry Lawson
- "Burke and Wills"
Here are some links:
Australian Women: http://australia.gov.au/about-australia/australian-story/women-in-colonial-times
Australian Biographies: http://adb.anu.edu.au
Colonial History: http://australia.gov.au/about-australia/australian-stories/history-colonial-conflict-and-modern
Famous Australians (not all are from the 1800s) http://www.aussieeducator.org.au/reference/famousaustralians.html
History - Children in Australia
Students will develop historical skills, which include:
· using common historical terms for describing time and sequencing events and developments in chronological order
· asking questions, finding relevant answers, and constructing informed responses
· developing a basic understanding of how evidence can be used to provide historical explanations
· developing appropriate techniques of organisation and communication.
· using common historical terms for describing time and sequencing events and developments in chronological order
· asking questions, finding relevant answers, and constructing informed responses
· developing a basic understanding of how evidence can be used to provide historical explanations
· developing appropriate techniques of organisation and communication.
Student Activities
Compare and Contrast: Complete a venn diagram outlining the differences and similarities of a child's life in Australia during the 1800s and a child life today.
Activity 1 :
In pairs, or individually you can research the availability education and resources for children in the late 1800s.
You need to research educational facilities, educational values and expectations, rules and regulations, uniforms, buildings, and general information about schools during that era.
Include in your presentation/research an answer to whether all children get a fair go?
Use the following websites as a starting point:
1 History Australia, 'The Evolution of Education in Australia', http://www.historyaustralia.org.au/if/schools/evelutio.htm
2 '"New South Wales Pioneers", Photographs by George Bell 1890–1900' at Powerhouse Museum, http://www.powerhousemuseum.com/pdf/OPAC/246256.pdf (There is a photo of two children riding to school on page 9.)
3 School in Australia http://www.kidcyber.com.au/topics/schoolinoz.htm
Compare and Contrast: Complete a venn diagram outlining the differences and similarities of a child's life in Australia during the 1800s and a child life today.
Activity 1 :
In pairs, or individually you can research the availability education and resources for children in the late 1800s.
You need to research educational facilities, educational values and expectations, rules and regulations, uniforms, buildings, and general information about schools during that era.
Include in your presentation/research an answer to whether all children get a fair go?
Use the following websites as a starting point:
1 History Australia, 'The Evolution of Education in Australia', http://www.historyaustralia.org.au/if/schools/evelutio.htm
2 '"New South Wales Pioneers", Photographs by George Bell 1890–1900' at Powerhouse Museum, http://www.powerhousemuseum.com/pdf/OPAC/246256.pdf (There is a photo of two children riding to school on page 9.)
3 School in Australia http://www.kidcyber.com.au/topics/schoolinoz.htm