Introduction
The British authorities believed they were legally entitled to occupy the land and set up a permanent gaol for convicts (terra nullius). Later most immigrants believed that they were legitimate settlers in a new land. To the Aboriginal people, however, this was their land. Where they had once lived under their own rule they were now forced to accept the laws of the newcomers. The newcomers had not been invited and they were generally not welcomed.In this WebQuest, you will explore the nature of Aboriginal resistance and strenghten your knowledge of the nature of British colonisaton in Australia.
Task
1. Step inside the world of British colonisaton and Aboriginal resistance by taking this virtual tour. In this tour, you will discover many interesting and hidden facts about resistance leaders such as Yagan and Bilin Bilin. In groups of 3-4, explore the Resistance exhibit, where you can watch videos and view various historical sources and artefacts.
http://www.nma.gov.au/engage-learn/schools/classroom-resources/multimed…
*Activity: Once you have competed your virtual tour, each member of the group can choose a resistance leader and complete the Trading Card activity on that leader. Complete your trading card album using the information uncovered in the virtual tour
http://www.readwritethink.org/classroom-resources/student-interactives/…
2.Visit the First Australians site and follow the journey of resistance from 1792 onwards. In your groups, watch the mini videos to trace the history.
http://www.programs.sbs.com.au/firstaustralians/content/
*Activity: After following the resistance journey, create a timeline detailing the major examples of Aboriginal resistance from 1792 until 1900.
http://www.readwritethink.org/classroom-resources/student-interactives/…
3. 'Imagine That'. Using your knowledge of resistance leaders from the previous activites, complete the 'Imagine That' worksheet as a group. In this activity, you need to imagine that you are one of the Indigenous Australians during European colonisaton. Your home, land and resources have been taken by these mysterious strangers. How do you respond. You have knowledge of the land that they don't, and you also have many effective weapons in your possession. Do you fight back? If so, how?
You can use these links to help you if you're stuck:
http://www.mbantua.com.au/aboriginal-weapons/
http://www.aboriginalculture.com.au/toolsandweapons.shtml
http://www.australia.gov.au/about-australia/australian-story/austn-indi…
Process
Activity 1 - Trading Card Activity:
http://www.readwritethink.org/classroom-resources/student-interactives/…
1. Click 'Get Started'
2. Select 'Real Person'
3. Fill in the information on Side 1, you can also include an image of the resistance leader.
4. Once you have completed the card, click 'Finish.
5. Click 'Save Final', and save the trading card to your student drive/USB as a PDF file. Save it under the name of your resistance leader. Post your file to the class Edmodo site.
Activity 2 - Resistance Event Timeline:
http://www.readwritethink.org/classroom-resources/student-interactives/…
1. Select 'Date', then 'Start'.
2. Click anywhere on the timeline to add an event. Name and describe the event. You can also include a picture.
3. Once you have completed your timeline, select 'Finish' and 'Save Final'. Save your timeline to your student drive/USB as a PDF file. Save it under the name Resistance Timeline. Post your file to the class Edmodo site.
3. 'Imagine That' Activity:
1. Collect your handout from the front. Each group member will need their own copy, although you can work together.
2. Using your research (and additonal links), fill in the worksheet with your proposed ideas of how you would resist European colonisation.
3. Once you have finished your worksheet, hand it in at the front. Remember to write your name!
Evaluation
No marks will be given for these activites, instead you'll each be given individual feedback on your work and effort. The best trading cards will be put on display in the class Trading Card Collection.
All the best!