WOMEN TRANSPORTED

LIFE IN AUSTRALIAS CO NVICT FEM ALE FACTO RIES

HISTORY EDUCATION RESOURCE

CO NVICT W O M EN IN TH E NSW H ISTO RY SYLLABUS Jennifer Lawless, H istory Inspector NSW Board of Studies The topic of Convict Women could be studied in a broad range of topics from Primary to Senior years, particularly if it included the opportunity to marry it with an archaeological site such as the Parramatta site. Primary HSIE Students study History through the Change and Continuity strand of HSIE (Human Society and Its Environment). The following outcomes are relevant for a study of the local area and history / archaeology and convict women: Stage 1 : CCS1.1: communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. Stage 2 : CCS2.1: describes events and actions related to the British colonisation of Australia and assesses changes and consequences. Stage 3 : CCS3.1: explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage. History years 7 10 History is mandatory in Stages 4-5 for 200 hours. A site study is mandatory for each stage. Site studies enable students to understand their historical environment and participate actively in historical inquiry. They can offer a means of interpreting the past and/or recognising how human occupation and use of the site changed over timeand also provide an enjoyable means to understand and actively engage in the past and help fashion a lifelong interest in history. (Syllabus p. 15). Topic 1 Investigating History would be ideal for investigating the Parramatta site, particularly if there was available related written and archaeological sources. The aim of the topic is to introduce the nature of history and the methods used by historians to investigate the past Students will focus on the use of primary and secondary sources to gather evidence to answer questions about the past and to understand historical and heritage issues. (Syllabus p. 22). Inquiry Questions include: What is history? How do historians investigate the past? Why is conserving our heritage important?

These questions could be particularly useful for examining the number of heritage issues confronting historical sites today eg the lack of archaeological repositories where archaeologists may store and research artefacts unearthed from a range of sites. Students could become involved in handling and examining artifacts, asking questions and drawing conclusions. Content includes historical terminology, the process of historical inquiry and heritage issues. Elective History Years 7 10 Some schools are able to offer Elective History and there is considerable scope for teachers to include local studies. Topic 1 is Constructing History, including Heritage and Conservation, Local History, Museum and Archive Studies, Historical Reconstructions etc. The Inquiry Question is : How does the study contribute to our understanding of the nature of history and the ways in which historical meanings can be constructed? Content includes: the nature of history, heritage and archaeology the range of historical sources available for historical inquiry the methodology of historians and archaeologists varying constructions of historical meaning the collection, display and reconstruction of the past ethical issues of ownership of the past preservation and conservation of the past In Topic 2, a C19th study may be undertaken and in Topic 3 the theme of Women in History may be studied. HSC History Extension This course is designed for higher ability students or those who are passionate historians! Apart from undertaking an individual research project, students study an option that may include Women Convicts in NSW. At present this is not one of the most popular topics but perhaps more teachers would attempt it with more available resources. Principal Focus: students investigate changing interpretations of the evidence relating to women convicts in NSW. Students examine the approaches to history and interpretations (including recent historiography) that have resulted in historical debate in the areas of: origins and reasons for transportation experiences during transportation roles and representations in convict society and culture relationships with other members of society recidivism and emancipation.

K -12 WOMEN TRANSPORTE D

PURPOSE /OUTCOMES Learning about: - Varying constructions of historical meaning - Ethical issues of ownership of the past - Preservation and conservation of the past - Range of historical sources available for historical inquiry Knowledge, Understanding and Skills - Use of primary and secondary sources in an inquiry - Usefulness & reliability - Interpretation of sources - Colonial history - Womens studies - Social justice /injustice - Using historical terms and concepts - Communicate understanding of female convicts and their legacy Values and Attitudes - Convict womenmuch more than victims - Women as contributors to our history, past & present - Awareness of different perspectives and interpretations of history LEARNING LINKS

Moviemaker English Reading and viewing Discussion Research Factual Texts Identifying and locating information Stimulus for creating new texts Paragraphing Descriptive language Dramatic scripts Recounts Reports Perspectives Procedures Objective Writing Subjective writing HSIE Significant events Identities Relationship of people and their environment Research the women convicts and the legacy they have left Australia Music Mood music Sound effects Colonial ballads Drama Script writing Monologue Performance Set design Sound Engineering Visual Arts Colonial artists Technology Website design PDHPE - Growth & - Development - Values & uniqueness - Female development and health - Self esteem

RESOURCES Women Transported exhibition and Learning for All Ages DVD Multiple learning grid worksheet

Wikipedia entries Powerpoint Photoshop

WOMEN TRANSPORTED Life in Australias Convict Female Factories WORKSHEETS

INSTRUCTIONS TO TEACHERS What follows is a multiple learning grid that allows individual students to take ownership of their independent learning by devising their approach to exploring Women Transported. This ideally would be distributed before visiting the Women Transported Exhibition. The aim is for the teacher to decide how many accumulated points a student must achieve for this activity and the depth. For example, as suggested below, each student must reach a total of 30 points but at least one activity must be chosen from each of the more challenging creating and evaluating columns. In this case that allows the student freedom to choose what they will do for the remaining 19 points, as well as some choice within the compulsory 11 points. It is recommended that once students make their selection of activities, they should confirm that their individual choice is appropriate through discussion with their teacher. As well as visiting the Women Transported Exhibition, teachers would be advised to book a few research lessons in the school library. Completed work could be presented in a display folder, presented / performed for the class or school community, added to the school intranet. For your reprinting convenience: Delete Instructions to teachers, print as a booklet using A3 paper with Instructions for students as front page and enlarge complete grid as pages 2 &3 . Should you wish, marking criteria could then be included on the back page, page 4. Enjoy ! INSTRUCTIONS FOR STUDENTS You are to select Learning Grid activities totalling 30 points. At least two activities must come from the creating and evaluating columns. (Minimum 11 points) Once you have decided on the point allocation for your assignment, highlight the relevant boxes and have your teacher sign off on your commitment. Library lessons:

WOMEN TRANSPORTED
Instructions to teachers What follows is a multiple learning grid that allows individual students to take ownership of their independent learning by devising their approach to exploring Women Transported. This ideally would be distributed before visiting the Women Transported Exhibition. The aim is for the teacher to decide how many accumulated points a student must achieve for this activity and the depth. For example, as suggested below, each student must reach a total of 30 points but at least one activity must be chosen from each of the more challenging creating and evaluating columns. In this case that allows the student freedom to choose what they will do for the remaining 19 points, as well as some choice within the compulsory 11 points. It is recommended that once students make their selection of activities, they should confirm that their individual choice is appropriate through discussion with their teacher. As well as visiting the Women Transported Exhibition, teachers would be advised to book a few research lessons in the school library. Completed work could be presented in a display folder, presented / performed for the class or school community, added to the school intranet. For your reprinting convenience: Delete Instructions to teachers, print as a booklet using A3 paper with Instructions for students as front page and enlarge complete grid as pages 2 &3 . Should you wish, marking criteria could then be included on the back page, page 4. Enjoy !

Instructions for students You are to select Learning Grid activities totalling 30 points. At least two activities must come from the creating and evaluating columns. (Minimum 11 points) Once you have decided on the point allocation for your assignment, highlight the relevant boxes and have your teacher sign off on your commitment. Library lessons: Due Date:

Six ways to be smart I enjoy reading, writing & speaking

Knowing 1 points Define transported in the context of convict women

I enjoy working with numbers and science

How many women were transported to Australian shores?

Understanding 2 points Give four examples of crimes women may have committed to deserve transportation as punishment. Graph the crimes of female convicts.

Applying 3 points List evidence given in a court case that would have been considered sufficient to transport a female convict for 7 years and 14 years.

Analysing 4 points Write a letter to female relatives outlining why they must avoid committing any crime that could result in transportation. Explain in detail the extent by which you feel the punishment does not fit the crime. Find evidence to describe the physical and psychological impact of the convict system on women.

Creating 5 points Write a poem Ode to Female Convict

Evaluating 6 points Create a feature article on the contribution of convict women to Australian society in the twenty first century.

Draw a timeline from 1788 1868 detailing significant moments in Female convict history.

Create a brochure outlining statistical and anecdotal evidence as to what was the likely future of any woman transported to Australia Design a poster suitable for display in a prominent public place at the Womens Factory outlining expected dress, behaviour and routine for inmates. Create a brochure showing convict women were more than victims. This should feature several high profile convict women. Write a Lament a Convict Lass to be recited or sung with appropriate background soundtrack Write a review of the exhibition Women Transported suitable for publication in a local newspaper.

Draw a table of sources exhibited in the Women Transported exhibition. Explain why these secondary sources are useful in the study of convict women. Prepare a booklet to be used at the Museum of Sydney evaluating the social events / activities impacting on convict women.

I enjoy painting, drawing & visualizing

Draw a map of Australia. On it label all the Female Factories.

Select 2 pieces of primary evidence involving convict women in Australia.

Create a booklet to be used as a guide to anyone considering employing a female convict.

Illustrate a mind map that encompasses the main factors involved in The life of a convict woman.

I enjoy doing hands-on activities

Define a convict

Create a model of a female convict.

Create a secret box that holds all the personal mementos that may have been kept by a female convict.

You are a female convict. Perform a monologue where you reflect on your life in the colony.

Construct a flow chart that explains the impact convict women on Australian history.

I enjoy making and listening to music

Name three female convicts

List the most common nationalities of the convict women. Write a series of 4 notes to be passed between two convict women planning a breakout of the Parramatta Female Factory

Write and perform a ballad about the life of a convict woman.

Select music suitable for the background reading of a primary source of your choice.

Write a song about the disappearing history of convict women.

I enjoy working by myself

Describe how you would feel at the moment of hearing the Judge sentence you to Transportation to the Colonies.

Australian Female Convict. Write a brief description suitable for inclusion in Wikipedia including examples of boat for transportation and convict dress.

You are a female convict. Write a speech that outlines your criticisms of the Governors of the colony, the convict system, and particularly the social stigma that remains.

Why do convict womens history seem to be written out of the history texts.? Discuss.