07.+Getting+It+Together+-+from+Colonies+to+Federation

=Getting it Together: From Colonies to Federation=

Description of Resource:
//Getting it Together: From Colonies to Federation// is a resource provided by the Museum of Australian Democracy - Old Parliament House resource list.

This resource is designed for use by teachers in the middle years classroom (years 5 to 8). A series of 7 packages, //Getting it Together// explores each state’s unique journey to Federation. It supports studies in Civics and Citizenship and History. Using historical sources such as newspaper extracts, cartoons, speeches and biographies, the //Getting it Together// packages contain a series of activities for students to explore in the classroom. A national package brings each of the colonial stories together. Each package is divided into three themes: The pdf packages are free to download and have been broken up into sections to reduce the file size.
 * **People and Places**: explores the way of life in each colony prior to Federation;
 * **Road to Federation**: examines the political issues debated by colonial parliaments in deciding whether or not to join in Federation; and
 * **Celebrations and Futures**: looks at the way Federation was celebrated in 1901 and its continuing importance today.

Teacher Guide

 * [|Teacher Guide] (3.9MB)

The National Story

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 8.8MB)
 * [|Road to Federation] (pdf, 7MB)
 * [|Celebrations and Futures] (pdf, 6.3MB)

New South Wales

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 5.7MB)
 * [|Road to Federation] (pdf, 6.8MB)
 * [|Celebrations and Futures] (pdf, 4.6MB)

Victoria

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 5.7MB)
 * [|Road to Federation] (pdf, 5.5MB)
 * [|Celebrations and Futures] (pdf, 5.1MB)

Queensland

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 7.5MB)
 * [|Road to Federation] (pdf, 4.5MB)
 * [|Celebrations and Futures] (pdf, 4.2MB)

South Australia

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 6.6MB)
 * [|Road to Federation] (pdf, 5.6MB)
 * [|Celebrations and Futures] (pdf, 4.7MB)

Western Australia

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 5.2MB)
 * [|Road to Federation] (pdf, 4.7MB)
 * [|Celebrations and Futures] (pdf, 3.4MB)

Tasmania

 * [|Introduction] (pdf, 2.3MB)
 * [|People and Places] (pdf, 4.4MB)
 * [|Road to Federation] (pdf, 3.7MB)
 * [|Celebrations and Futures] (pdf, 3.3MB)

To link onto the Getting It Together webpage click onto the link below: [|Getting It Together Webpage]

Age & Stage Appropriate:
The Getting It Together package is designed for use by teachers in the middle years classroom (years 5 to 8). It is also an excellent resource to use for __upper primary students and their teachers__ because it gives the basic facts of the history and current parliamentary system in Australia. These basic facts and background information are invaluable for a teacher who is going to be teaching this subject to their students. As a resource for both the teacher and students it is easy to read and user friendly.


 * === Curriculum Documentation – Every Chance to Learn Outcomes === ||
 * ** ELA 1 ** : Uses a range of strategies to think and learn || / || ** ELA 10 ** : Writes effectively ||  || ** ELA 19: ** Understands and applies scientific knowledge ||   ||
 * ** ELA 2 ** : Understands and applies the inquiry process || / || ** ELA 11 ** : Critically interprets and creates texts || / || ** ELA 20: ** Acts for an environmentally sustainable future ||  ||
 * ** ELA 3 ** : Makes considered decisions ||  || ** ELA 12 ** : Takes action to promote health ||   || ** ELA 21 ** : Understands about Australia and Australians || X ||
 * ** ELA 4 ** : Acts with integrity and regard for others || / || ** ELA 13: ** Is physically skilled and active ||  || ** ELA 22: ** Understands and values what it means to be a citizen within a democracy || X ||
 * ELA 5: Contributes to group effectiveness ||  || ** ELA 14: ** Manages self and relationships ||   || ** ELA 23 ** : Understands world issues and events ||   ||
 * ** ELA 6 ** : Uses Information and Communication Technologies effectively ||  || ** ELA 15: ** Communicates with intercultural understanding ||   || ** ELA 24: ** Makes informed choices about money and finance ||   ||
 * ** ELA 7 ** : Creates, presents and appreciates artistic works ||  || ** ELA 16: ** Understands and applies number ||   || ** ELA 25 ** : Designs, makes and appraises using technology ||   ||
 * ELA 8: Listens and speaks with purpose and effect ||  || ** ELA 17: ** Chooses and uses measures ||   ||   ||   ||
 * ** ELA 9 ** : Reads effectively || / || ** ELA 18: ** Recognises and represents patterns and relationships ||  ||   ||   ||


 * === Quality Teaching Model === ||
 * **Intellectual Quality** |||| **Significance** |||| **Quality Learning Environment** ||
 * Deep Knowledge || X || Background Knowledge || X || Explicit Quality Criteria ||  ||
 * Deep Understanding || X || Cultural Knowledge || X || Engagement || X ||
 * Problematic Knowledge ||  || Knowledge Integration ||   || High Expectations ||   ||
 * Higher-order Thinking || X || Inclusivity || X || Social Support || X ||
 * Metalanguage ||  || Connectedness ||   || Student’s self-regulation ||   ||
 * Substantive Communication ||  || Narrative || X || Student Direction || X ||

X || Aural X || Kinaesthetic X || Real World Connections X ||
 * === 21st Century Learners === ||
 * Visual

Teaching Strategies / Suggestions
Every package has a **detailed list of recommended activities** using a variety of learning strategies for the students to enhance their learning outcomes. For example A National Story - people and places package suggest that students: > task. Write a description explaining your chart.
 * As a class, discuss the term ‘census’. What kind of data is collected, why is it important and how is it used?
 * Examine the data showing total population and birthplaces in Australia in 1901. Record your answers to the following questions: What was the total population of Australia in 1901?/ Which State had the most people? Which State had the least? / Which State had the highest percentage of Australian-born people? / Which country did most migrants come from? etc...
 * Calculate the proportion of the total population made up by each State, and present this data in a pie chart. A spreadsheet program could assist with this
 * Look at the kinds of work Australians did in 1901. As a class, brainstorm the occupations each identified category might have involved.
 * In groups of six, complete the following tasks: Have each member of your group take responsibility for creating a pie chart representing the size of the population employed in each category of work in each State. Compare the pie charts. Which States had the biggest proportion employed in factories? Which had the biggest proportion employed on farms? Examine the population data for the capital cities.As a group, consider the relationship between the proportion of people employed on farms, and the proportion of people in each State who lived in the capital cities. Describe the relationship.
 * Using your pie charts and a map of Australia, create a group poster that summarises the information you have discovered about Australia and Australians in 1901. Use images to convey your message. Ensure that your poster shows the following: the distribution of Australia’s population by State; their occupations; the three main places of origin of migrants in each State; and the population size of each capital city.

Other T eaching Strategies / Suggestions

 * Students can participate in a debate about the pros and cons of Colonies and Federation
 * Students can write a poem, legend, short story or newspaper articles about some aspect of the formation of Federation that they found interesting
 * ======Students can write a journal entry and describe a day in the life of a state political representative and discuss how it would feel to work in government======
 * Students can take on the role of a historical parliamentary figure, research that person and conduct TV or radio interviews, adlibbing the questions and answers
 * Students can research background information and statistics about an aspect of the topic and create a graph to represent the information - e.g: the population of each state when federation began.
 * Students can choose an historical figure and research their lives. They can present this learning by writing a poem. legend, short story, play script, poster/collage, rap song or newspaper article
 * Students can design and build a model of the perfect state Parliament house - what would it incorporate?
 * Students can participate in parliamentary role-plays in the classroom (with pre-written scripts) and then eventually write their own scripts and have the class perform these role-plays.
 * The teacher can instigate a Parliamentary Club in their class (or combined with all upper primary students) that students can participate in to gain a deeper understanding of the parliamentary process.