the learning sequence - drama queensland · 50 mins enhance: frozen image. split students into 6...

© CLAIRE AUSTIN

PROBLEMS ON THE GOLD FIELDS

THE ARTS (DRAMA) YEAR 5

Purpose:

The Australian colonies:

The History strand of the new Australian Year 5 Curriculum provides a study of colonial Australia in the 1800s.

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, social structures, and settlement patterns.

This unit of work provides opportunities to develop historical understanding through key concepts including

sources, continuity and change, cause and effect, perspectives, empathy and significance.

These concepts will be investigated within the historical context of the gold rushes to facilitate an understanding of

the past and to provide a focus for historical inquiries.

Key Inquiry Questions:

What do we know about the lives of people in Australia‟s colonial past and how do we know?

What were the significant events and who were the significant people that shaped Australian colonies?

Context:

The students will use their knowledge and understanding of Drama to create an extended roleplay to inform their

Historical knowledge and understanding of The Australian Colonies: The impact of a significant development or

event on a colony (The Gold Rushes, The Eureka Stockade) and the role that significant individuals and groups

played in shaping a colony ie; Peter Lalor, Mei Quong Tart, Granny Smith. They will also develop English skills

through the Receptive modes (listening, reading and viewing) and Productive modes (speaking, writing and

creating). Each lesson will also provide multiple opportunities to increase literacy and numeracy skills. A variety of

pretexts (a collection of objects symbolizing the goldrushes have been borrowed from the Qld Museum Loans

Collection along with pictures and books about Colonial Life during the Gold Rushes) are used to strengthen the

drama.

ORGANISING PHASES:

Orientate: Lessons 1-3

The students will:

Create roles from given

information

Develop action from given

circumstances

Learn conventions :

Improvisation

view and critically evaluate peers

role play

Levels

Status

Tap & Talk

Frozen Image

Mime

Freeze Frame

Enhance: Lessons 5-7

Create roles using role cards

Devise and perform extended

role-plays

Review status

use conventions :

Time Jump

Improvisation

Role play

Work cooperatively in groups

view and critically evaluate peers

role plays

Synthesize: Lessons 8-9

Rehearse and perform extended role-

plays

use conventions :

Work cooperatively in groups

Written / oral self and peer assessments

Perform in role to a formal audience

using simple costumes, props

TARGETED ESSENTIAL LEARNINGS FOR THE ARTS Ways of Working Students are able to:

• select and develop ideas for drama, considering different audiences and different purposes,

using dramatic elements and languages.

• create and shape drama by organising dramatic elements to express personal and

community values, beliefs and observations

• rehearse and rework drama, using interpretive and technical skills

• present drama to informal and formal audiences, using dramatic techniques, skills and

processes

• identify and apply safe practices

• respond to drama by identifying and interpreting the influences of social, cultural and

historical contexts, using dramatic elements and languages

• reflect on learning to identify new understandings and future applications.

Knowledge and Understanding Drama involves selecting dramatic elements and conventions to express ideas, considering

different audiences and different purposes, through dramatic action based on real or imagined

events.

Elaborations of The Arts (Drama) • Role and status of relationships can be maintained using movement, including posture,

gesture and body position, and expression of voice

e.g. moving, speaking and reacting differently as a king, compared with as a servant.

• Purpose and context guide the selection of time frames, language, place and space to express

ideas

e.g. altering time frames by starting at the end of a story and retelling it from that

perspective.

• Dramatic action is structured through storytelling, improvisation and extended roleplays

e.g. presenting an interpretation of stories originating from the Torres Strait Islands.

ASSESSMENT

Assessable Elements Gathering Evidence Making Judgements

Knowing and Understanding:

Students are able to:

• select and develop ideas for drama

considering intended audiences and

intended purposes,

and make decisions about dramatic

elements and languages

The students will be:

Devising extended Role

plays

Make individual and group

decisions about the dramatic

situation

Select roles that are directly

involved in the situation or

narrative.

The teacher will use:

Observation

Recorded in:

Observation notes

Can students make individual and

group decisions about the dramatic

situation?

Can students select roles that are

directly involved in the narrative?

Creating:

create and shape drama by

modifying dramatic elements to

express purpose and to include

influences from their own and other

cultures and times

• modify and polish drama using

interpretive and technical skills


Improvising short scenes

Creating freeze-frames

linking scenes using time-

jumps

Use role-reversal to play

roles from opposing

perspectives

Use objects, props, costumes

or colours to focus the

action, for tension or

enhance mood.

Are students demonstrating an

understanding of the conventions of

improvisation, freeze-frames, time-

jumps, role-reversal?

What are students using to focus the

action, enhance the mood add

tension?


Consultation with students

Recorded in:

Anecdotal records

Presenting:

• present drama to informal and

formal audiences for intended

purposes, using dramatic techniques,

skills and processes

• identify, apply and justify safe

practices


Performing student devised

scenarios


Observation (watching

performance during and on

video)

Focused Analysis

Recorded in:

Checklist

Video taped recording

Photographs

Can students show awareness of

audience position and response?

Can students sustain role by

concentrating on the action, staying

in role when not speaking and

drawing focus to the action not self?

Can students sustain voice, gesture

and movement of the role

throughout the performance?

Responding:

respond by analysing and evaluating

drama in social, cultural, historical

and spiritual

contexts, using dramatic elements

and languages


Analysing and evaluating

own and others role plays


Consultation with students

Recorded in:

Notes on criteria sheet

Can students describe and evaluate

own learnings in, through and about

drama?

Can students identify and describe

the use of performance skills in own

and others work and provide

examples to justify with sensitivity?

Reflecting:

reflect on learning, apply new

understandings and identify future

applications.


Reflecting on their learning

and applying learnings to

their writing

Writing in role (letters home)


Focused Analysis –

examining writings

Peer/ self assessment

Recorded in:

Peer/ self reflection sheet

Collection of work samples

Can students write suitable letters

home which reflect an understanding

of the character of their role?

Can students justify examples in

reflection sheet of their

understanding of drama skills.

Lesson One: A Hard Life

Unit Title: PROBLEMS ON THE GOLD FIELDS

Level: Year 5

Time Allocation: 1 hour

Content Description: Students will be using conventions of freeze frame and mime to build factual knowledge

about the harshness of living conditions in colonial Australia.

Prior Knowledge: Basic elements and conventions of drama. Basic knowledge of life in colonial Australia in 1850

and basic knowledge of the goldrushes.

Resources: (Concrete) Set of scenario cards for mime

activity

(Electronic) Replica Artwork Pictures of Early Australia

Life displayed on interactive whiteboard

Vocabulary: Mime, freezeframe, roleplay,

goldrushes, Australian Colonies

Time Phases of sequenced activities Group Organization/

Safety Considerations

Gathering

Evidence

15

mins

Orientate: Warm-up activity – Mime. Split class

into 6 groups. Each group is given a different

scenario card. They have to act out the activity on

the card using facial expression and body gestures

to explain what is happening in the scene. Discuss

the different shelters made by diggers on the

goldfields and the reasons for each.

All students on the cleared space.

Discuss safety with games played

– being careful of others and

aware of space issues. Introduce

term “Freeze” as safety word.

Students move around in space.

Observation

notes

40 mins Enhance: In drama circle, discuss freeze frame

convention. Divide students into 6 groups. Three

will work with each teacher. Each group has a

picture from the wall charts to present in a freeze

frame. Remind them to use different levels. They

may represent a person, animal or object. Then

present each freeze frame to rest of class as

audience. The audience is asked to reflect on the

freeze frame; what did they like? Respond to the

freeze frames. What did they learn?

Explain Role play convention. In same groups they

have to practice then present a one minute role-play

from the same scenario. They have to decide on

characters and try to use authentic language and

terms for those characters.

Students standing in space,

teacher moving around to

observe.

make

anecdotal

records on

checklist

take photos

for

portfolio

and

analysis

5 mins Synthesise: The audience are asked to reflect on

the scenes; who seemed authentic? Why? How?

What did they learn? Respond to the scenes –

would it have been like that?

Students sitting in circle.

Make

anecdotal

records

Lesson Two: A New Life


Level: Year 5


Content Description: Students will be using conventions of frozen Image and tap n talk and focusing on status

element to build factual knowledge about the injustice of living conditions for the diggers and their families

compared to the soldiers and ruling classes in society. They will also discover that the diggers were a multicultural

mix.

Prior Knowledge: Basic elements of drama. Basic knowledge of life in colonial Australia in 1850 and the

harshness of living conditions in colonial Australia.

Resources: (Concrete) Set of scenario cards for frozen

image

Vocabulary: Status, frozen Image, Tap n Talk,

Settler, Convict, Miner, Digger, Scurvy, Dysentery,

Typhoid, Mining Licence, Traps (foot soldiers) and

Troopers (mounted police), Aboriginal trackers,

British Colonials.



Gathering

Evidence

5 mins Orientate: Explain warm-up activity; Status Walk: All

students walk around the space without touching. Teacher

calls out instructions. First you are the King (high status).

Superior, may acknowledge others or not. Next a free

settler. (medium status) friendly, comfortable with your

position, relaxed and happy. Next a convict (low status).

Everyone else is better than you.

All students in cleared

space. Discuss safety with

games played – being

careful of others and aware

of space issues. Introduce

term “Freeze” as safety

word. Students move

around in space.

50 mins Enhance: Frozen Image. Split students into 6 groups (3

with each teacher). Each group practices and presents a

frozen image from the list below. They must think about

how they would be feeling and show emotions using facial

expressions, body stance. They have 10 minutes to plan

and set up their Frozen Image. Each group will show their

Frozen Image to the audience. Discuss Tap & Talk

convention. The teacher will tap each frozen person and

ask them who, what, where, why, when, how questions

about their feelings. They must respond in character.

Students standing in space,

teacher moving around to

observe.

take photos

for

portfolio

and

analysis

make

anecdotal

records on

checklist

5 mins Synthesise: The audience are asked to reflect on the Tap &

Talk; who seemed authentic? Why? How? What did they

learn? Respond would it have been like that for these

people?

Students sitting in circle.

Lesson Three: The night we made the flag


Level: Year 5


Content Description: Students will be using conventions of freeze Frame and Improvised Role Play and focusing

on Role and characterisation elements to build factual knowledge about the living conditions and dangers for the

families of the diggers on the goldfields and the reasons for the Eureka Stockade.

Prior Knowledge: Basic elements of drama. Basic knowledge of life in colonial Australia in 1850 and the injustice

of living conditions for the diggers and their families compared to the soldiers and ruling classes in society. The

diggers were a multicultural mix.

Resources: (Concrete) Book - The Night We Made the

Flag by Carole Wilkinson, laminated pictures of scenes

from another copy of the book.

Vocabulary: Freeze Frame, Improvisation, Role

Play, Eureka Stockade, Southern Cross flag



Gathering

Evidence

15

mins

Orientate: Warm-up Game - Gold Levels. Teacher

calls out Eureka – students jump in the air waving

their hands as if excited. Teacher calls Traps –

students all crouch down low as if hiding. Teacher

calls Halt – students pretend to be troopers with

rifles. Teacher reads story, The Night We Made the

Flag.

Students seated on floor in front

of teacher.

40 mins Enhance: Students form Drama Circle. In the

drama circle teacher explains Freeze Frame

activity. students are divided into 6 groups. Each

group is given a different scene from the book to

create a Freeze Frame from. They can choose to

play a person, object, animal but it must be clear in

their mind what has happened just before and what

will happen next. They must show emotions using

facial expressions, body stance. They must vary

levels in the scene. They have 10 minutes to plan

and set up their Freeze Frame. Each group will

show their freeze frame to the audience. They then

come to life in Improvised Role Play to show what

happens next using authentic language, gestures.

All students on the cleared drama

space. Teacher moving around to

observe.

Observation

notes on

checklist

5 mins Synthesise: Respond to presentations. Was it clear

who they were and their relationship to each other?

Reflect on activity – Did it reflect what was

happening in the story?

Students in drama circle.

Oral peer

assessment

Lesson Four: Eureka!


Level: Year 5


Content Description: Students will be using conventions of Brainstorming and Role Play and focusing on Role

and characterization elements to build authentic characters and scenes for their extended role plays about life in

the gold fields in Australian Colonial Times.


of living conditions for the multicultural diggers and their families on the goldfields, the reasons for the Eureka

Stockade , the mining taxes and knowledge of the background home countries of the three main groups of diggers

(England, Ireland and China), the British Troopers and the effect of settlement on the Aboriginal people.

Resources: (Concrete) scenario cards for scene 1, role

cards for each student

(Electronic) DVD - The waves that made Australia,

Interactive Whiteboard and Laptop

Vocabulary: Multicultural, English, Irish, Chinese

Diggers, Immigration, Mining Tax, Eureka Stockade,

Convicts, Bushrangers



Gathering

Evidence

15

mins

Orientate: Teacher led discussion using DVD as

stimulus. From this discussion list various cultural

groups during early settlement. List major events

which changed Australian history at this time

(Eureka Stockade, extra taxes on Chinese workers,

Aboriginal people being killed/ killing whites/

driven from land.

Students sitting in front of

interactive whiteboard.

40 mins Enhance: Brainstorm cultural groups on the

goldfields. Students are formed into 6 groups of 4-5

according to which group they wish to join

(English/ Irish x 2/ Chinese/Troopers x 2). (3

groups with each teacher). They discuss their role

with others in their group and work out their

relationships to each other using the role cards and

scenario cards. Then they practice a 3 minute role

play of what they would be doing at 9am in the

morning. Teachers to offer advice/ suggestions to

each group. Each group then presents their role play

to the rest of class as audience.


Teacher moving around to

observe.

Observation

notes on

checklist

5 mins Synthesise: Respond to presentations. Was it clear

who they were and what they were doing? Reflect

on activity – Did it reflect what life was like?


Oral peer

assessment

Lesson Five: Conflict


Level: Year 5


Content Description: Students will be using conventions of Mime, Role Play and Time Jumps and focusing on the

element of Tension to build authentic characters and scenes for their extended role plays about life in the gold

fields in Australian Colonial Times.





Resources: (Concrete) 6 Envelopes each containing a

photo (taken from internet sites or actual photos) and an

accompanying explanation card, the real items or replicas

obtained from a loan from the Qld Museum Loans

Collection http://www.qm.qld.gov.au/education/loans/

and scenario cards from lesson 4

Vocabulary: hessian sacks, rocking cradles, scales,

nuggets of gold, typewriters, kettles, tin buckets,

Kerosene Lamps or candles, panning for gold, bible,

traveling hawkers, blue and chalk, Enamel plates and

pots, meat safe, barrels, wooden crates.



Gathering

Evidence

15

mins

Orientate: Discuss warm-up activity, Mime:

Divide class into 6 groups. 3 groups with each

teacher. Each group takes one envelope which

contains an explanation card and photo. They have

to create a one minute mime which incorporates

both items in the photo. Students practice and

present their mime to rest of class. Respond to

presentations. Who seemed to be accurately

representing life on the goldfields? Reflect on

activity – Could we tell what the items were and

what they were used for? Show the real items and

discuss and practice using the equipment.

Students in drama circle. Teacher

to list on whiteboard.

40 mins Enhance: Explain adding Tension and Time Jumps.

Students to practice their second roleplay scene

(6PM) incorporating the new scenario and using the

items. Teachers to offer advice/ suggestions to each

group. Each group then presents their role play to

the rest of class as audience.



observe.

Observation

notes on

checklist

5 mins Synthesise: Respond to presentations. Was there

tension / conflict? Reflect on activity – Did it reflect

what life was like?


Lesson Six: Is Life Fair?


Level: Year 5


Content Description: Students will be examining through research and drama the role that a significant individual

played in shaping the colony (Granny Smith). They will be using background knowledge and further research to

build authentic characters and scenes for their extended role plays about life in the gold fields in Australian

Colonial Times.





Resources: (Concrete) variety of pretext objects (real items

or replicas obtained from a loan from the Qld Museum

Loan Collection), variety of replica costumes and props,

variety of non fiction books on the Gold Rushes,

information sheet about Granny Smith, scenario cards from

lesson 4

(Electronic) http://eurekaexcursions.com/goldrush.html

http://en.wikipedia.org/wiki/Granny_Smith)

Vocabulary: Granny Smith apples



Gathering

Evidence

15

mins

Orientate: Warm-Up activity- In Drama Circle read

research sheet; Granny Smith . Split class into 3

groups. Each group to re-create one scene in Role

Play.

Students in cleared space. Teacher

observing.

40 mins Enhance: Show variety of props, pictures, books as

stimulus. Students in their groups practice third

Gold Rush scene – what happens next. Students to

present role plays to the rest of class as audience.



observe.

Checklist

5 mins Synthesise: Respond to presentations. How did it

make them feel? Reflect on activity – Do they feel

they are becoming more confident in their

performing?

Discuss costumes, props. How will these help the

plays?


Oral self

assessment

http://eurekaexcursions.com/goldrush.html

http://en.wikipedia.org/wiki/Granny_Smith

GRANNY SMITH

1. 'Granny Smith' was born Maria Sherwood in Sussex, England in late 1799. Her father worked as a farm

labourer and Maria also went into farm service. At the age of 19, she married Thomas Smith, a farm

labourer from Beckley. The Smiths lived in Beckley for the next 19 years, during which time Maria bore 8

children. In 1838 they and several other families were recruited by government agents looking for people

with agricultural and trade skills badly needed in the colony of New South Wales. They arrived in Sydney

on 27 November 1838 aboard the Lady Nugent.

2. In 1855 Thomas and Maria Smith bought a farm in Eastwood, Sydney which they turned in orchards and

grew fruit. They specialized in growing apple trees. Maria sold apples from her orchards at the Sydney

markets, where she was known as „Granny Smith‟. In the middle of all the gold fever in 1868, she tipped a

case of rotten French Crab apples from Tasmania into a gully behind her farmhouse. The apples that grew

from them were bigger, crisper, sweeter and paler green than the French Crab apples and good for eating

fresh, as well as cooking and keeping through the winter. Maria grafted lots of the new fruit onto seedlings

and began to sell the trees.

3. The Granny Smith apple was to become the world‟s most popular apple and earn even more money than all

the money from Australia‟s gold rushes. In the 1891 Castle Hill Agricultural and Horticultural show

'Granny Smith's seedlings' took out the prize for cooking apples at the Show. By 1892 many growers were

exhibiting 'Granny Smith's apples'. Sadly Maria died in 1870 and never saw her “Granny Smith” apples

become famous. Her husband died six years later. To this day, there is an annual Granny Smith Festival in

Eastwood, New South Wales, at the end of October.

(amalgamated information taken from Gold, Graves and Glory 1850-1880 by Jackie French, 2009 and internet site


http://en.wikipedia.org/wiki/Granny_Smith_Festival

http://en.wikipedia.org/wiki/Eastwood,_New_South_Wales

Lesson Seven: A Sense of Justice


Level: Year 5



played in shaping the colony (Peter Lalor). They will be using background knowledge and further research to build

authentic characters and scenes for their extended role plays about life in the gold fields in Australian Colonial

Times. They will use the writing-in-role convention to strengthen characterization and practice and present their

extended role play scenes.









information sheet about Peter Lalor, scenario cards from

lesson 4


http://www.egold.net.au/biogs/EG00083b.htm

Vocabulary: Peter Lalor, Eureka Stockade, protests,

Mining licence fees, Writing-in-role



Gathering

Evidence

15

mins

Orientate: Warm-Up activity- In Drama Circle read

research sheet; Peter Lalor . Split class into 4


Play.

Students in groups. Teacher

observing.

30 mins Enhance: Students practice all 3 completed

Goldrush scenes.

All students in performance


observe.

Checklist

15 mins Synthesise: Writing-in-Role convention: Students

write a letter in character back home to England /

Ireland/ China explaining what has happened to

them and their colleagues.

Respond to presentations. Reflect on activity –

Who do they think performed well and why?

Students in drama circle. Students

seated at desks.

Oral peer

assessment

Collect

letters for

assessment



PETER LALOR

1. Peter was born into a large family in Ireland in 1827. He was the youngest of 11 boys. He saw many

ordinary working people treated badly by their English masters. During the Irish potato famine of 1846-50

one million Irish people died of starvation while food continued to be exported from Ireland to make money

for the English owners of much of the country. This gave him a strong sense of justice. In 1852 with his

brother, Richard, he migrated to Victoria and worked as an engineer on the Melbourne-to-Geelong railway.

His brother returned home to Ireland.

2. In 1853, he went to the goldfields in North Eastern Victoria and then to the goldfields in Ballarat in 1854.

In November 1854, 10000 gold miners gathered for a protest meeting on Bakery Hill. They came from their

mine shafts carrying picks and shovels and some had guns. They were angry at the injustice of having to

pay for expensive licence fees even when they found no gold. They were also furious with the police who

conducted brutal hunts to check that they had up-to-date licenses. The mob was disorganized until Peter

Lalor stepped up onto a tree stump and addressed the crowd. He called for “Liberty” and told the miners to

arm themselves for „self-defence‟‟. Some hundreds were enrolled and Lalor, according to Raffaello

Carboni, 'knelt down, the head uncovered, and with the right hand pointing to the standard, exclaimed: “We

swear by the Southern Cross to stand truly by each other to defend our rights and liberties”. Lalor had never

spoken in public before.

3. The miners set up the Ballarat League to work for improved conditions for workers. Peter Lalor who was

upset at the murder of James Scobie, joined the League. They appointed Lalor their commander-in-Chief.

Lalor stood his ground during the attack on the Eureka Stockade and was wounded when a bullet smashed

through his left arm and he fell. 22 miners were killed and 40 injured. Lalor was smuggled off the

battlefield by Father Patrick Smythe and hidden in a church. A group of doctors who operated to amputate

his arm at the shoulder. Legend has Lalor recovering consciousness during the operation and seeing one

doctor with signs of fainting, saying „‟Courage! Courage! Take it off!”

4. Despite a £200 reward being offered by Governor Hotham for information leading to Lalor‟s arrest for

treason and sedition, he managed to remain in hiding in Ballarat and later in Geelong. Following Eureka, a

Royal Commission was set up to investigate. They decided that miners‟ licenses should be abolished and

replaced with an annual £1 fee and recommended that the Victorian Government should include elected

representatives of the goldfields. Lalor was elected to Parliament in November 1855 to represent the miners

of Ballarat. He enjoyed a long career as a politician. In 1880 he was elected to the important job of Speaker

of the House. He died in 1889. Today there is a statue in honour of his memory in Ballarat.

(amalgamated information taken from internet site http://www.egold.net.au/biogs/EG00083b.htm , Gold, Graves

and Glory 1850-1880 by Jackie French, 2009 and Stories from Australia’s History; Peter Lalor and the Eureka

Stockade by Melanie Guile, 2010)


Lesson Eight: Gold Legacy


Level: Year 5



played in shaping the colony (Mei QuongTart). They will be using background knowledge and further research to

build authentic characters and scenes for their extended role plays about life in the gold fields in Australian

Colonial Times. They will use the writing-in-role convention to strengthen characterization and practice and

present their extended role play scenes.









information sheet about Mei QuongTart



Vocabulary: Mei QuongTart, Chinese immigration



Gathering

Evidence

15

mins

Orientate: Warm-Up activity- In Drama Circle

read research sheet; Quong Tart . Split class into 4


Play.

Students in drama circle then in

groups. Teacher observing.

30 mins Enhance: Students present all 3 completed

Goldrush scenes to the rest of class as audience.



observe.

Checklist

15 mins Synthesise: Respond to presentations. Do they

have more understanding of each of the cultural

groups and the cultural clashes and

misunderstandings through doing the drama

activities? Reflect on activity – What drama skills

did they learn? Who do they think performed well

and why?

Students in drama circle then at

desks.

Self/ peer

assessment

Collect

reflection

sheets



QUONG TART

1. Mei Quong Tart lived in a small town south-west of Canton (Guangzhou). In 1859, when

Quong Tart was nine, he was brought to Australia to work for his uncle on the Bells Creek

goldfields. He was very clever. He already knew how to read and write in Chinese, unlike many

other Chinese people who came to Australia. He went to work in a store owned by a Scot, Thomas

Forsythe. Soon Quong Tart spoke excellent English – with a Scottish accent. A Scottish customer

heard his accent and was impressed by his intelligence. She was Mrs Alice Simpson. She and her

husband adopted Quong Tart.

2. Percy Simpson, the adopted father of Quong Tart, employed 200 Chinese workers in his gold

mine and Quong Tart worked as his interpreter. Percy gave Quong Tart his own gold claim when

he was 14. It was a good one – suddenly Quong Tart was rich! He was made an Australian citizen

when he was 21. He was handsome, loved cricket, horse racing, dances and was incredibly popular

– even while other Chinese people in the area were being attacked and insulted.

3. Quong Tart was hard-working and good at business. When was 31 he went back to China to

visit his parents. They wanted to arrange a marriage for him but he refused. When he returned

home to Australia he helped his brother start a shop in Sydney selling Chinese tea. It became very

popular. Quong Tart fell in love and married an English-born school teacher called Margaret

Scarlett. They had 6 children.

4. Quong Tart was seen by both the Chinese and European communities as an ambassador. He

settled disputes and tried to work out ways the two cultures could live together. He also worked to

stop the Chinese people using opium. The Chinese government made him a Mandarin of the

Crystal Button which is a bit like giving him an English knighthood. In 1802 a burglar hit him on

the head with an iron bar. He died aged 53. Fifteen hundred people attended his funeral.

(extract taken from Gold, Graves and Glory 1850-1880 by Jackie French, 2009)

Lesson Nine: The Presentation


Level: Year 5


Content Description: Students will be presenting their created scenes about life in the gold fields in Australian

Colonial Times to a formal audience.








Reflection Sheets for each student

Vocabulary: reflection



Gathering

Evidence

15

mins

Orientate: prepare costumes and props for scenes.

Practice scenes.

Students in drama circle then in

groups. Teacher observing.

30 mins Enhance: Students present all 3 completed

Goldrush scenes to another class or parents as

audience.



observe.

Checklist

15 mins Synthesise: Students complete reflection sheets and

discuss their learnings from the drama.

Students in drama circle then at

desks.

Self/ peer

assessment

Collect

reflection

sheets

SCENARIO CARDS FOR MIME ACTIVITY LESSON 1

YOU HAVE TO MAKE A TENT HOME BY THROWING CANVAS OR

BLANKETS OVER A ROPE SECURED BETWEEN 2 TREES

YOU HAVE TO MAKE A WATTLE AND DAUB HUT BY USING TIMBER

FROM WATTLE TREES HELD TOGETHER BY MUD OR CLAY

YOU HAVE TO MAKE A BARK HUT (GUNYAH) BY NAILING STRIPS OF

BARK TO A FRAME MADE FROM BRANCHES

Blackline Masters taken from Project Pictures for kids; Australasia

YOU HAVE TO MAKE A MUD BRICK HOUSE USING SUN-DRIED CLAY

BRICKS

YOU HAVE TO MAKE A SLAB HUT BY CHOPPING DOWN TREES AND

CUTTING THEM INTO SLABS OF TIMBER THEN JOINING THE TIMBER

TOGETHER WITH ROPE

YOU HAVE TO MAKE A HOME USING STONES THAT YOU HAVE

GATHERED FROM THE LOCAL AREA AND USING A HAMMER AND

CHISTLE TO SHAPE THEM

Scenario cards for frozen image lesson 2:

MINERS HAVE BEEN

STANDING IN THE HOT

SUN IN A QUEUE FOR

THREE HOURS TO RENEW

THEIR LICENCES THEN

THEY FIND OUT THE

PRICE HAS TRIPLED.

YOU ARE SICK WITH

SCURVY FROM LACK OF

FRUIT AND VEGETABLES

OR DISEASES FROM

DRINKING DIRTY WATER

SUCH AS DYSENTERY OR

TYPHOID AND ARE

LOOKING FOR SOMEONE

WITH MEDICAL

EXPERIENCE

YOU ARE

CHINESE NEW

ARRIVALS WHO

HAVE TO BUY

EQUIPMENT TO

TAKE TO THE

GOLDFIELDS BUT

YOU SPEAK NO

ENGLISH

TRAPS (FOOT SOLDIERS)

OR TROOPERS (MOUNTED

POLICE) ARE HUNTING

FOR DIGGERS WHO DON‟T

HAVE THEIR LICENCE ON

THEM AND CHAINING

THEM TO TREES.

A MINER‟s WIFE HAS

LOST HER CHILDREN

AND ABORIGINAL

TRACKERS HAVE BEEN

EMPLOYED BY THE

POLICE TO LOOK FOR

THEM

NEW BRITISH

ARRIVALS HAVE

TO BUY SACKS

OF FOOD TO

TAKE TO THE

GOLDFIELDS

Scenario cards for Lessons 4 and 5

EUREKA STOCKADE

Scobie and friends want a drink

but Bentley (the hotelier) tells them

the hotel has closed for the night.

Scobie is kicked to death by Bentley

but Bentley is not arrested by

troupers. The diggers are angry

and burn down Bentley’s hotel.

They are arrested because Bentley

has paid off the troopers. They then

plan the Eureka Stockade. They

are defeated by the Troopers.

ENGLISH SETTLERS

You are ex-convicts or free settlers.

You have worked hard to earn

your position in the new colony and

you live a tough life but you are

much better off than the diggers on

the goldfields. You have a house

which you built yourself, land

which you cleared yourself and

planted crops which are doing well.

You are planning a trip to

Melbourne to take money / gold to

the bank.

EX-CONVICT BUSHRANGERS

You can’t find gold or get jobs and

you are hungry so you plan to rob a

stage coach that you know is

carrying gold nuggets to the bank.

Frank Gardiner is your leader.

IRISH DIGGERS

You are ex-convicts from Ireland

– rough and tough. You live in

tents by a stream. You register

your claim by paying a fee for a

monthly license to dig for gold.

The earth is washed away in the

stream using a pan or cradle. If

you are lucky you find a nugget of

gold. If you have no luck you have

no money to pay for the license.

CHINESE MINERS

You have been gold miners back

home in China and are expert

miners. You know how to find

gold where others have given up

digging. You build long water

canals to bring water down from

the hills to the gullies to wash the

gold. You brought with you good

cooks and know how to grow

fresh vegetables. You have to pay

a fee for a monthly license to dig

for gold.

HIGHWAY ROBBERY

Frank Gardiner and his gang of

bushrangers are planning to rob

the stagecoach on it’s way to

Melbourne from the Ballarat

Goldfields. The troopers must

stop them and protect the people

inside.

THE RIOTS AT LAMBING

FLAT

Local diggers accuse the Chinese

miners of finding gold by digging

on their old claims and using too

much water. Local diggers force

the Chinese miners off their

diggings, burn their tents, cut

their pigtails off, injuring or

killing everyone. Troopers arrest

the diggers but none are

punished. The Chinese are told

they now have to pay double the

taxes that the other diggers pay

and their immigration will be

restricted.

TROOPERS

You are English policemen and

dislike the Irish diggers. Your

main duties are checking that the

diggers have their license to dig

and arresting them if they don’t.

You have to stop any trouble on

the goldfields.

Role Cards for Lesson 4

PATRICK

MURPHY

AGE: 30 years

OCCUPATION:

Miner

COLIN DUFFY

AGE: 17 years

OCCUPATION:

Miner

FRANCIS

DUFFY

AGE: 14 years

OCCUPATION:

None

MARY DUFFY

AGE: 30 years

OCCUPATION:

shopkeeper

JOSEPH

DUFFY

AGE: 32 years

OCCUPATION:

Miner

QUONG TART

AGE: 9 years

OCCUPATION:

Miner

KENG LEE

AGE: 30 years

OCCUPATION:

Herbalist

GUAN KONG

AGE: 12 years

OCCUPATION:

Miner

JOHN ALLOO

AGE: 18 years

OCCUPATION:

Cook

KIM LUPSONG

AGE: 20 years

OCCUPATION:

Barber

JOHN BROWN

AGE: 45 years

OCCUPATION:

Trooper

(Constable)

HENRY

BLACKWOOD

AGE: 26

OCCUPATION:

Trooper

WILLIAM KENT

AGE: 30

OCCUPATION:

Trooper

TOM SMITH

AGE: 30

OCCUPATION:

Trooper

EDWARD

BROWN

AGE: 50

OCCUPATION:

Trooper

(sergeant)

JOHN JOSEPH

AGE: 45 years

OCCUPATION:

Trooper

(Constable)

HENRY WHITE

AGE: 26

OCCUPATION:

Trooper

WILLIAM

SAXTON

AGE: 30

OCCUPATION:

Trooper

TOM FRASER

AGE: 30

OCCUPATION:

Trooper

EDWARD

SMYTH

AGE: 50

OCCUPATION:

Trooper

(Sergeant)

JAMES

O‟ROURKE

AGE: 30 years

OCCUPATION:

Baker

PETER LALOR

AGE: 30 years

OCCUPATION:

Engineer

PATRICK

SCOBIE

AGE: 18 years

OCCUPATION:

Miner

SEAN

O”ROURKE

AGE: 20 years

OCCUPATION:

Miner

PADDIE

O‟BRIEN

AGE: 12 years

OCCUPATION:

Labourer

SAM GILL

AGE: 20 years

OCCUPATION:

Bushranger

JAMES PIKE

AGE: 22 years

OCCUPATION:

Bushranger

WILLIAM DAY

AGE: 18 years

OCCUPATION:

Bushranger

TOM CLANCY

AGE: 30 years

OCCUPATION:

Bushranger

FRANK

GARDINER

AGE: 40 years

OCCUPATION:

Bushranger

AU GONG

AGE: 30 years

OCCUPATION:

Miner

KIM SING

AGE: 12 years

OCCUPATION:

Miner

LOP SING

AGE: 50 years

OCCUPATION:

Market Gardener

DOCTOR LAM

SING

AGE: 40 years

OCCUPATION:

Chinese doctor

KIM LUPSONG

AGE: 20 years

OCCUPATION:

Barber

EXPLANATION CARDS WHICH ACCOMPANY PHOTOS for Lesson 5

Kerosene Lamps or

candles were used for light

to see by at night.

Typewriters were used to

type out their stories of life

on the goldfields or to

write letters back home to

their loved ones left behind

in the old country.

Tin buckets were used to

cart water from the river

for washing clothes and

utensils. They were used

with a washboard and

sometimes soap.

A tin meat safe was hung

from the trees and used to

store meat to dry away

from animals

Kettles were used to boil

water on campfires or

stoves. Water was dirty and

unhygienic so was boiled

to make it safe to drink.

A watering can was used

for watering small gardens

in which women or

children would grow some

vegetables to eat.

PHILLIP

BRADLEY

AGE: 30 years

OCCUPATION:

Stage Coach

Driver

MRS

SHEFFIELD

AGE: 30 years

OCCUPATION:

Housekeeper

MARGARET

NOBLE

AGE: 30 years

OCCUPATION:

married to wealthy

businessman

JEFFREY

NOBLE

AGE: 45 years

OCCUPATION:

Owner of wealthy

transport business

MARTHA COX

AGE: 20 years

OCCUPATION:

Governess

EMMA SMITH

AGE: 29 years

OCCUPATION:

Shopkeeper

TOM SMITH

AGE: 30 years

OCCUPATION:

Baker

JOHN BROWN

AGE: 23 years

OCCUPATION:

ex-convict/

servant

MARTHA

BROWN

AGE: 20 years

OCCUPATION:

ex-convict/

servant

JOHN

BENTLEY

AGE: 45 years

OCCUPATION:

Hotel Owner

LILIAN

CONOLLY

AGE: 50 years

OCCUPATION:

Shopkeeper

CAROLINE

CHISHOLM

AGE: 30 years

OCCUPATION:

Housewife

ELIZA

CHOMLEY

AGE: 23 years

OCCUPATION:

Milliner

MAGGIE

BLACK

AGE: 23 years

OCCUPATION:

Factory worker

MOLLIE

MALONE

AGE: 13 years

OCCUPATION:

Housemaid

PATRICK

MCMANUS

AGE: 25

OCCUPATION:

Miner

THOMAS

MCGEE

AGE: 20

OCCUPATION:

Miner

MICHAEL

O‟DONNELL

AGE: 25

OCCUPATION:

Miner

MAGGIE

McGUIRE

AGE: 23 years

OCCUPATION:

Factory worker

MOLLIE

MAGEE

AGE: 23 years

OCCUPATION:

Ex-convict/

Dressmaker

DANIEL

O‟BRIEN

AGE: 30

OCCUPATION:

Miner

JOSEPH

Ó‟SHANE

AGE: 20

OCCUPATION:

Miner

SEAMUS

O‟DONNELL

AGE: 16

OCCUPATION:

Miner

THOMAS

MCGEE

AGE: 25

OCCUPATION:

Miner

TERRENCE

MCMANUS

AGE: 23

OCCUPATION:

Miner

Enamel plates and pots were used in cooking.

A tin billy can was used to

boil water on a campfire. A

handful of tealeaves were

added to make a cup of tea.

Scales were used to weigh

the gold and exchange for

money at the bank.

A bible was usually

brought by visiting

preachers to the goldfields.

Rocking Cradles were

used to sort out the large

rocks from the small rocks

and soil when looking for

gold.

Sugar, tea and flour were

bought in large hessian

sacks.

Tin pans were used to

scoop out small quantities

of rocks and soil to look for

gold.

Nuggets of gold were

exchanged at the bank for

money.

Supplies of food such as

tea and other goods such as

blue or chalk were kept in

wooden crates until sold

by travelling hawkers or in

temporary shops on the

fields.

Liquid was usually stored

in barrels.

Drama Reflection Sheet by: __________________________________________ Which one of the PROBLEMS ON THE GOLDFIELDS drama lessons did you enjoy the most?

Frozen Image/ Tap & Talk – arriving on the Goldfields

Mime – making a home

Freeze-Frame/ Role Play- using Art Work

Night we made the flag – using scenes from book

Mime - Using photos

writing-in-role – writing the letter ‘back home’

Role-play - Granny Smith

Role-play - Peter Lalor

Role-play - Quong Tart

Extended Role-play – creating and presenting the 3 Gold Rush scenes

Why? What drama skills did you learn? Tick any boxes you think apply to you.

How to stay in role

How to be seen and heard by the audience

How to change my movements and voice to show different characters

How to think and write as a character

How to work as a team to create scenes

How to do mime (no talking , exaggerated movements)

How to improvise (quickly make up a character and act it out)

What drama skills do you think you could improve on next time? Which of your classmates did you think showed good use of drama skills and what did they do well?

OBSERVATION CHECKLIST Standards: A. Very high level of knowledge and understanding. B. High level of knowledge and understanding C. Sound level of

knowledge and understanding D. Limited level of knowledge and understanding E. not participating N/A. unable to participate

STUDENTS and character

name

Creating:

Co-operates by

giving and

accepting

advice,

feedback and

ideas from

others and uses

it to create,

rework and

refine moments

and scenes.

Presenting:

Sustains role

using

performance

skills including

different facial

expressions,

gestures and

voices for each

character they

play.

Presenting:

Sustains role by

concentrating

on the action,

staying in role

when not

speaking,

drawing focus

to the action

rather than self

and

memorizing

lines where

appropriate.

Presenting:

Speaks audibly

and with clarity

in the

performance

space.

Reflecting and

Responding:

Can identify

and reflect on

dramatic

elements and

conventions

used by self and

others

Overall

assessment

mark and

comment

MAKING JUDGEMENTS IN GROUP PLANNING

Standards: A. Totally excellent, outstanding ideas and completely focused B. Does the job well, has good ideas

C. Completes the job but may need prompting to refocus D. Not focused, needs prompting

E. not participating NA. unable to participate

STUDENTS IN

THIS GROUP

Co-operates by

giving and

accepting advice,

feedback and ideas

from others and

uses it to create,

rework and refine

moments and

scenes.

Sustains role using

performance skills

including different

facial expressions,

gestures and voices

for each character

they play.

Sustains role by

concentrating on the

action, staying in

role when not

speaking, drawing

focus to the action

rather than self and

memorizing lines

where appropriate.

Speaks audibly and

with clarity in the

performance space.

References:

French, J. (2009). Gold, Graves and Glory 1850-1880. Scholastic

Guile, M. (2010). Stories from Australia’s History; Peter Lalor and the Eureka Stockade. Macmillan

Hamilton, E. (1989). Project Pictures for kids; Australasia. Market Street Press: East Melbourne.





http://www.qm.qld.gov.au/education/loans

Wilkinson, C. The Night We Made the Flag




the learning sequence - drama queensland · 50 mins enhance: frozen image. split students into 6...

Documents