Use the following checklist to help develop your historical narrative
which will investigate the life of an explorer, settler, convict or soldier of the First Fleet and how their life changed after arriving in Australia.
This may be a personal letter, annotated photo album, diary extract or newspaper article.
Your text should be 200400 words in length.
Content Yes No An introduction that explains why your person is on the First Fleet
Sequenced historical events in chronological order using dates
Comparison of life before and after the First Fleet arrival in Australia
Historical terms and concepts
Key people
The significance of European settlement
A conclusion about how life has changed/or stayed the same
Formative Assessment Rubric
Knowledge, Understandings and Skills
Learning Objectives
Yes
No
Sometimes Historical Knowledge and Understanding First Contacts Identifies the reasons for the journey of a member of the First Fleet and the experiences of life before and after the arrival in Australia.
Questioning and researching Historical questions and research Poses a range of questions about the past and locates relevant information from historical sources provided.
Analysing and interpreting Analysis and use of sources Uses historical sources to respond to inquiry questions.
Communicating Explanation and communication Develops a historical narrative using historical terms and concepts. Chronology, terms and concepts Sequences historical people and events.
Student follow up questions
Were the sources used helpful?
How useful were your questions?
How did you use your questions in the investigation?
How well did you develop a comparison?
Were historical terms and concepts used appropriately?
Were the key inquiry questions answered using evidence from sources?
Summative Assessment Rubric
5 4 3 2 1 Historical Knowledge and Understanding
Comprehensively explains reasons for the journey on the First Fleet, the experiences of life in the past before and after the arrival in Australia, how life has changed and stayed the same. Explains reasons for the journey on the First Fleet, the experiences of life in the past before and after the arrival in Australia and how life has changed in the past and/or stayed the same. Describes reasons for the journey on the First Fleet and the experiences of life in the past before and after the First Fleet. Describes some aspects of the life before and after the First Fleet. Makes statements about life in the past. Questioning and researching Develops logical and, interrelated questions about the past and locates and identifies information in a range of sources to answer inquiry questions. Develops logical questions about the past and effectively locates and identifies information in a range of sources to answer inquiry questions. Develops questions about the past; locates and identifies information in a range of sources to answer inquiry questions. Develops some questions about the past and locates information from different sources. Asks obvious questions about the past and locates information from supplied sources. Analysing and interpreting
Clearly explains different points of view in sources. Explains different points of view in sources. Identifies different points of view in sources. Identifies obvious points of view in sources. Identifies different information in supplied sources. Communicating Develops a clear and purposeful historical narrative using explicit historical terms and clearly sequences events and dates in chronological order. Develops an effective historical narrative using effective historical terms and an effective sequences events and dates in chronological order. Develops a historical narrative using historical terms and sequences events and dates in chronological order. Develops a narrative text to describe inquiry findings using some terms denoting time. Partially develops a guided narrative using provided terms denoting time.