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YEAR 6 Australia as a Nation - The Samson family in Fremantle

Introducing Samson House and Australia’s oldest family business -
Lionel Samson and Son Pty Ltd

 

 Samson and Sons

 Lionel Samson and Son, Cliff Street Fremantle, 2012

  Image: Mike Lefroy

 
This course has been written to meet the requirements of the Australian Curriculum: History
Skills are gained through historical inquiry of colonial Australia in the 1800s
The course is developed to suit students at Year 6 level.

Printer-friendly (pdf) version of Program - The Samson family in Fremantle                                                          

OVERVIEW OF PROGRAM

 

 

Using the Samson family in Fremantle, focussing on Samson House and Lionel Samson & Son Pty Ltd as examples, students will:

  • Study the development of Australia as a nation, particularly after 1900.
  • Look at the development of Fremantle after 1900 through the eyes of the Samson family whose ancestors were amongst the first arrivals in the Swan River Colony in 1829.  
  • Learn about what life was like for different groups of people in Fremantle after 1900.  
  • Examin significant events and people, political and economic developments, social structures, and settlement patterns.  

The content 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 Samson House and the Samson family in Fremantle and will provide a focus for historical inquiries.  

 

The two strands of Historical Skills and Historical Knowledge and Understanding are interrelated and should be taught in an integrated way. 

 

Students will use the following KEY INQUIRY QUESTION to discover:  

 

ยท          What contribution have significant individuals and groups made to the development of Australian Society 

 

 

This program allows students to develop historical skills through key concepts appropriate to their age and ability. 

 

Historical Skills:  

Sequence historical people and events  

Use historical terms and concepts  

Identify questions to inform an historical Inquiry  

Identify and locate a range of relevant sources  

Locate information related to inquiry questions in a range of sources 

Compare information from a range of sources 

Identify points of view in the past and present 

Develop historical texts, particularly narratives and descriptions, which incorporate source material 

Use a range of communication forms (oral, graphic, written) and digital technologies  

Each section notes the relevant General Capabilities (GC), Cross curriculum priorities (CCP) and links to other Learning Areas (OLA)
Source: ACARA Australian Curriculum: History v.3