Stage

Bonegilla

Teaching Package Includes Unit Guide, 3 Lesson Plans and timelines based
on Migration and the Bonegilla Migrant Camp in Victoria, Australia

Genna Hoysted

Contents
Unit Guide.................................................................................................................................................................................... 3
Timeline- Bonegilla..................................................................................................................................................................... 11
Timeline Transport................................................................................................................................................................... 13
Timeline Women...................................................................................................................................................................... 15
Lesson Plan 1............................................................................................................................................................................. 16
Lesson Plan 2............................................................................................................................................................................. 19
Lesson Plan 3............................................................................................................................................................................. 22
Appendix 1-................................................................................................................................................................................ 24
Appendix 2................................................................................................................................................................................. 25
Bibliography............................................................................................................................................................................... 26

Unit Outline

Unit duration

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. (ACARA, 2013)

10 Weeks (1 Term)

Big ideas/ key concepts

What do we know about the lives

of people in Australias colonial
past and how do we know?

How did an Australian colony

develop over time and why?

How did colonial settlement

change the environment?

What were the significant events

and who were the significant
people that shaped Australian
colonies? (ACARA, 2013)

Why does this learning matter?

This topic extends students knowledge of what the past was like. It also will
develop their researching skills.
These lessons encompass and broaden students empathy and ability to use
sources.
The focus is to show students what things were like, to help them make
judgements.

Target outcomes
1. Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800.
(ACHHK093)
2. The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of
the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the
environment changed. (ACHHK094)
3. The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the
Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095)
4. The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a
particular migrant group within a colony. (ACHHK096)
5. The role that a significant individual or group played in shaping a colony; for example, explorers, farmers,
entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait
Islander peoples. (ACHHK097) (ACARA, 2013)

Literacy Targets

Numeracy
Targets

Comprehending
texts through
listening, reading
and viewing.
Interpret and
analyses learning
area texts
Comprehend texts.
Navigate, read and

Interpreting
statistical
information.
Interpret data
displays Using
spatial reasoning.
Interpret maps and
diagrams

ICT Targets
Students will be watching
YouTube videos, creating power
points and word documents.

Assessment
Students will have minor assessments
throughout this topic and one main
assessment. See (A) for more detail.

view learning area

texts.
Students learn
about:

Students learn
to:

Reasons (economic,
political and social)
for the
establishment of
British colonies in
Australia after 1800.
(ACHHK093)

Investigating
the reasons for
the
establishment of
one or more
British colonies
such as a penal
colony (for
example
Moreton Bay,
Van Diemens
Land) or a
colony that later
became a state
(for example
Western
Australia,
Victoria)

Introduction to Bonegilla

Mapping local,
regional and

Students will look at the effect migrants had on

the landscape.

The nature of
convict or colonial

Learning Experiences / Assessment

Students will discuss

Students will look at the history of The
Bonegilla Migrant camp. They will look at
http://www.bonegilla.org.au/history/images/Ti
meline1.pdf
Questions will include What was occurring
there?
What was occurring here?

Evidence of
Learning

Reg

Sign
Dat
e

presence, including
the factors that
influenced patterns
of development,
aspects of the daily
life of the
inhabitants
(including
Aboriginal Peoples
and Torres Strait
Islander Peoples)
and how the
environment
changed

state/territory
rural and urban
settlement
patterns in the
1800s, and
noting factors
such as
geographical
features,
climate, water
resources, the
discovery of
gold, transport
and access to
port facilities
that shaped
these patterns

This will include discussions, looking at Ariel

maps and photographs.

The impact of a
significant
development or
event on a colony;
for example,
frontier conflict, the
gold rushes, the
Eureka Stockade,
internal exploration,
the advent of rail,
the expansion of

investigating an After students have a base knowledge, an in

event or
depth study on what actually was occurring at
development
Bonegilla can take place.
and explaining
Students will focus on the riots that occurred
its economic,
(A), the impact they had and how they were
social and
dealt with.
political impact
on a colony (for
They will also focus on the change of
example the
nationality of migrants. Why all nationalities
consequences of

Students will also look at why Albury was

chosen for a migrant centre

farming, drought.

frontier conflict
events such as
the Myall Creek
Massacre, the
Pinjarra
Massacre; the
impact of South
Sea Islanders on
sugar farming
and the timber
industry; the
impact of the
Eureka Stockade
on the
development of
democracy)

The reasons people

migrated to
Australia from
Europe and Asia,
and the experiences
and contributions of
a particular migrant
group within a
colony.

identifying the
reasons why
people migrated
to Australia in
the 1800s (for
example as
convicts;
assisted
passengers;
indentured
laborers; people

we now coming not just Europeans.

See lesson Plan 1.

Who and Why.
Students will create a timeline of what was
occurring around the world to cause migrants
to come to Australia.
They will also complete a table comparing all
those who came, where they came from, and
why they came.

seeking a better
life such as gold
miners; and
those dislocated
by events such
as the Industrial
Revolution, the
Irish Potato
Famine and the
Highland
Clearances)
The reasons people
migrated to
Australia from
Europe and Asia,
and the experiences
and contributions of
a particular migrant
group within a
colony.

investigating the Students will attend the Bonegilla Migrant

experiences and
camp.
contributions of
They will participate in a tour that the Migrant
a particular
camp offers.
migrant group
Whilst on this excursion students will be
within a colony
required to complete a booklet.(A)
(for example
Germans in
South Australia,
Japanese in
Broome, Afghan
Cameleers in
the Northern
Territory,
Chinese at
Palmer River,
8

Pacific Islanders
in the Torres
Strait)
The reasons people
migrated to
Australia from
Europe and Asia,
and the experiences
and contributions of
a particular migrant
group within a
colony.

The role that a

significant

identifying the
reasons why
people migrated
to Australia in
the 1800s (for
example as
convicts;
assisted
passengers;
indentured
laborers; people
seeking a better
life such as gold
miners; and
those dislocated
by events such
as the Industrial
Revolution, the
Irish Potato
Famine and the
Highland
Clearances)

See lesson plan 2 Students will be split into groups and focus on
one particular group of migrants. They will
focus on this group and present to the class.
(A)
Questions will include
-

Name of Groups

Amount of people that came

Times at they came

Why they came

Religion

Interesting facts

Traditions

Investigating
Lesson 3 the contribution
Students will begin their final assessment. A
9

individual or group
played in shaping a
colony; for example,
explorers, farmers,
entrepreneurs,
artists, writers,
humanitarians,
religious and
political leaders,
and Aboriginal
and/or Torres Strait
Islander peoples.

The role that a

significant
individual or group
played in shaping a
colony; for example,
explorers, farmers,
entrepreneurs,
artists, writers,

or
significance
student on a particular individual from a
of an individual
migrant group that went through the Bonegilla
or group to the
Migrant camp. They will then use all the
shaping
of
a
information they have learnt to participate in
colony in the
a Empathy task where they will write on
1800s
(for
example groups 1) When you found out you are moving to Australia
such
as
explorers
or 2) When you arrived in Australia
pastoralists; or
individuals such 3) Life at the migrant camp
as
Blaxland,
Lawson
and
Wentworth,
G.J.Macdonald,
Elizabeth
and
John Macarthur,
Caroline
Chisholm, Saint
Mary Mackillop,
Peter
Lalor,
James Unaipon)
exploring the
motivations
and actions
of an
individual or
group that
shaped a

This will be a continuation of the last lesson.

It is also a chance for students to finish off
work from topic.
This class should end with a class discussion
of what they have learnt and if they would like
to learn anymore.
10

humanitarians,
religious and
political leaders,
and Aboriginal
and/or Torres Strait
Islander peoples.

colony

Evaluation of Unit
Teacher Evaluation

Comments/ Variations

Timeline- Bonegilla
1878- Bonegilla Post office opened.

1940 The Army moved into Bonegilla and made it a military camp and hospital. 2
1942 Buildings were enlarged to provide more training space 3
1

http://en.wikipedia.org/wiki/Bonegilla,_Victoria (Bonegilla, 2013)

http://www.bonegilla.org.au/history/whereitallbegan.asp (Where it all began)

http://www.bonegilla.org.au/history/whereitallbegan.asp

11

1947 Immigration Policy developed to increase the population for defence purposes

1947 October - It was announced that Bonegilla would be now used as a reception and holding area for displaced persons
1947 December - First assisted migrants arrived from Europe
1949 Army left Bonegilla to make way for migrants.
-

13 newly arrived children died from malnutrition 8

1951 First Non-assisted migrants arrived (non-refugees) 9

1952 Protest about the quality of food started to occur. 10
1955- Workers bought in to help industries affected by the 1952 economic recession.
1961 Italian and German riots occurred caused by unfair conditions.

12

http://www.bonegilla.org.au/history/images/Timeline1.pdf

Albury Wodongas Bonegilla Bruce Pennay (Pennay, 2001)

http://en.wikipedia.org/wiki/Bonegilla,_Victoria

http://www.bonegilla.org.au/history/whereitallbegan.asp

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

http://en.wikipedia.org/wiki/Bonegilla,_Victoria

10

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

11

http://www.bonegilla.org.au/history/images/Timeline1.pdf

12

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

12

11

1971 Levels of migration were questioned

-

Migrant camp closed.

13

14

1978 1982 Redevelopment of site occurred 15

1984-1988 Decision to establish the migrant camp into a museum was made. 16
2007 Bonegilla Migrant camp was placed on the national heritage list. 17

Timeline Transport
1855- First Paddle steamer arrived
1860-61 Union bridge was built 18
1856 Horse drawn carriages were used between Albury and Beechworth 19
1867- Cumberoona travelled downstream, from Albury to Howlong. 20

13

http://www.bonegilla.org.au/history/images/Timeline1.pdf

14

http://en.wikipedia.org/wiki/Bonegilla,_Victoria

15

http://www.bonegilla.org.au/history/images/Timeline1.pdf

16

http://www.bonegilla.org.au/history/images/Timeline1.pdf

17

http://www.environment.gov.au/heritage/places/national/bonegilla/

18

Albury Heritage. Howard C Jones

19

Albury Heritage. Howard C Jones

20

Albury Heritage. Howard C Jones

(Jones, 1998)

13

1868 Steamers bought machinery to farm regions. 21

1873- The beginning of the railway depleted the steamer trade. 22
1881 Albury Railway Station was opened. Along with Gerogery to Albury section.

23

1883 Melbournes broad gauge line was brought to Albury, which did not coincide with Alburys standard gauge. 24
1898 Second Union bridge was built

25

1962 Standard gauge was extended from Albury to Melbourne. 26

21

Albury Heritage. Howard C Jones

22

Albury Heritage. Howard C Jones

23

Albury Heritage. Howard C Jones

24

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

25

Albury Heritage. Howard C Jones

26

Albury Heritage. Howard C Jones

14

Timeline Women
1827- Female workers riot
1884 Suffrage society was formed
1895 South Australia women gained the right to vote.
1990 Women in south Australia gained the right to vote
1904 Women in Tasmania gained the right to vote
1909 Women in Victoria gained the right to vote
1921 First women was elected into the Australian Parliament
1925 First women to speak in the NSW parliament
1943 First women elected into the Federal Parliament
1969 Women workers won the fight for equal pay
15

1975 Australia Celebrated its first International Womens day

1989 National Foundation for women was Launched
2000 Women History Month was launched
All gained from http://www.womenshistory.com.au/timeline.asp (AWHF, 2012)

Lesson Plan 1
Unit/lesson title: Who and
Why

Lesson duration- 1
hour

Stage
Year 5

Class/group 5GH

National Professional Standards for Teachers:

Standard 1Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
Standard 2
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Standard 3Understand the relevant and appropriate sources of professional learning for teachers.
Rationale- This lesson will build on knowledge on why migrants came to Australia and what was occurring
around the world to cause this migration. By preparing students before they attend the Bonegilla migrant
camp they will get develop a deeper understanding of this topic.
Specific teaching target/focus area:
Prior knowledge: Students have previous done lessons on
Bonegilla. Who and Why they migrated
who migrants
here.
where, and why they came. They have basic understanding
of living in migrant camps.
Syllabus strand/sub strand- The reasons

people migrated to Australia from Europe

Syllabus content description/outcome:

identifying the reasons why people migrated to Australia in
the 1800s (for example as convicts; assisted passengers;
16

and Asia, and the experiences and

contributions of a particular migrant
group within a colony.
Time
1-10

10-30

indentured laborers; people seeking a better life such as gold

miners; and those dislocated by events such as the Industrial
Revolution, the Irish Potato Famine and the Highland
Clearances)

Content/learning experiences
Welcome students to class. Explain that they will be continuing on with the topic of migration with
a singular focus on the why the migrants came to the Bonegilla Migrant camp in Victoria.
Ask a broad question if anyone knows about whom the Migrant where, and why they came to
Bonegilla, write answers on a piece of butchers paper. Dont expect too many answers as this will
be used as a comparison at the end of the lesson.
Watch http://www.youtube.com/watch?v=p3uPGo-08JI
Split students into groups of twos so that they can do their own research on why Migrants came to
Bonegilla.
Get them to complete the table in Appendix one. Allow students to use internet and books.

30-50
50-60

Get students are to now compile a timeline of what was occurring in the countries that migrants
came from and a timeline of what was occurring in Albury. This does not have to be an in-depth
timeline, just one point for each year on both countries.
End class with discussion of what students have learnt about why migrants migrated to Australia.
Write answers on butchers paper and compare with the butchers paper from the beginning of the
lesson. Get students to copy both lists down.
Resources Butchers paper, Computers, Books on Migrants and Worksheets.
Quality Teaching/Quality Learning Framework

Intellectual Quality Deep Understanding Students demonstrate a profound and

meaningful understanding of central ideas and the relationships between and among those
central ideas. (Department of Education and Training, 2003) Students will show this by
17

gaining a deeper understanding of what was occurring in the world to make migrants travel
to Australia, they will then be able to link this with what was occurring in Australia.
Substantive Communication- Students are regularly engaged in sustained
conversations about the
Concepts and ideas they are encountering. These conversations can be manifest in oral,
written or artistic
Forms. (Department of Education and Training, 2003) Students will portray prior
knowledge and what they have learnt orally to the class and in partners.
Quality Learning Environment Students exercise some direction over the selection of
activities related to their learning and the means and manner by which these activities will be
done. (Department of Education and Training, 2003) By allowing students to work in

groups and research their own topics, enquiry based learning is apparent.
Significance - Lessons regularly and explicitly build from students background knowledge, in

terms of prior school knowledge as well as other aspects of their personal lives. This lessons focus
is purely to build students knowledge so when they attend Bonegilla Migrant camp they will have
background knowledge of what occurred.
Assessment- Students will be assessed on how well they work in groups, and how well they
contribute to class discussion.

18

Lesson Plan 2
Unit/lesson title: Groups

Lesson duration- 1
hour

Stage
Year 5

Class/group 5GH

National Professional Standards for Teachers:

Standard 1Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Standard 2
Demonstrate the capacity to organise classroom activities and provide clear directions.
Standard 3Participate in professional and community networks and forums to broaden knowledge and improve practice.
Rationale- This lesson is a focus on what life was like in the migrant camp, so students have a greater
understanding of what migrants went through.
19

Specific teaching target/focus area:

What life was like in the migrant camp?

Prior knowledge: Students have extended their knowledge

of why migrants came with a focus on Albury Wodonga.

Syllabus strand/sub strand- The reasons

Syllabus content description/outcome: identifying the

reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured
laborers; people seeking a better life such as gold miners;
and those dislocated by events such as the Industrial
Revolution, the Irish Potato Famine and the Highland
Clearances)

people migrated to Australia from Europe

and Asia, and the experiences and
contributions of a particular migrant
group within a colony.
Time
1-5
5-10
10-50

Content/learning experiences
Welcome students to class. Explain that they will be continuing on with the topic of migration with
a singular focus on what life was like when the migrants came to the Bonegilla Migrant camp in
Victoria. This lesson is a follow up from the students excursion to Bonegilla migrant camp.
Have class discussion on what students learnt from attending the Migrant camp.
Instruct students to pick a particular migrant group that they learnt about on the excursion to do a
study on, for example women, men, children, officials and soldiers. Once students have picked a
topic, place them into groups for each topic. This will then become their study team. Students will
work within these teams to gain a deep understanding of their migrant group. Students will work
together to make a presentation to show to the rest of the class.
Students can use websites such as
-

http://www.bonegilla.com.au/

http://www.bonegilla.org.au/

http://www.bonegilla.org.au/research/images/Greek_Journeys_through_Bonegilla_FINAL.pdf

Students have all lesson to prepare and will present it in the next class. If presentation isnt
20

completed in class they must complete it out of class time.

Students must include the following (write on board)
-

Name of Groups

Amount of people that came

Times at they came

Why they came

Religion

Interesting facts

Traditions

Resources Access to computers, Migrant books.

Quality Teaching/Quality Learning Framework
Higher order thinking Students are regularly engaged in thinking that requires them to

organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information.
(Department of Education and Training, 2003) Students will be required to use their prior
knowledge and research skills to build knowledge on a particular group of migrants.
Social Support There is strong positive support for learning and mutual respect among
teachers and students and others assisting students learning. The classroom is free of
negative personal comment or put-downs. (Department of Education and Training, 2003)
Students will be working in a social environment; students will learn to work within groups
with a positive outlook.
Cultural Knowledge - Lessons regularly incorporate the cultural knowledge of diverse
21

social groupings (such as economic class, gender, ethnicity, race, sexuality, disability,
language and religion). (Department of Education and Training, 2003) Students will focus
on a particular group and their experiences at the Migrant camp.
Assessment- Students will be assessed on how well they work in groups, and how well they
contribute to class discussion. This lesson will start the bases of their final assessment on an
individual from a migrant group.

Lesson Plan 3
Unit/lesson title: Individuals

Lesson duration- 1
hour

Stage
Year 5

Class/group 5GH

National Professional Standards for Teachers:

Standard 1Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background
on the
Education of students from Aboriginal and Torres Strait Islander backgrounds.
Standard 2
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching
practice.
Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
Standard 3-

22

Use the National Professional Standards for Teachers and advice from colleagues to identify and plan professional
learning needs.
Rationale- This lesson is a focus on what life was like in the migrant camp, so students have a greater
understanding of what migrants went through.
Specific teaching target/focus area:
Prior knowledge: Students have extended their knowledge
What if I was there?
of why migrants came with a focus on Albury Wodonga; they
have done a group study.
Syllabus strand/sub strand- The role that a
significant individual or group played in shaping a
colony; for example, explorers, farmers,
entrepreneurs, artists, writers, humanitarians,
religious and political leaders, and Aboriginal
and/or Torres Strait Islander peoples

Time

Syllabus content description/outcome: investigating the

contribution or significance of an individual or group to the
shaping of a colony in the 1800s (for example groups such as
explorers or pastoralists; or individuals such as Blaxland,
Lawson and Wentworth, G.J.Macdonald, Elizabeth and John
Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter
Lalor, James Unaipon)

Content/learning experiences
In this lesson students will be starting their final assessment. See Assessment sheet.
Book Computer lab for this lesson.
Show http://www.youtube.com/watch?v=oBrAi1--sdI
Students may have already seen this, but use it to give them ideas on picking an individual.
Hand out assessment sheet, read through it with students and allow them to begin work.

23

Resources Access to computers, Migrant books.

Quality Teaching/Quality Learning Framework

Deep Knowledge Tasks require students to demonstrate deep rather than superficial
understanding of what they are learning. (Department of Education and Training, 2003)
Engagement Most students, most of the time, are seriously engaged in the lesson or
assessment activity, rather than going through the motions. Students display sustained
interest and attention. (Department of Education and Training, 2003)
Narrative Lessons employ narrative accounts as either (or both) a process or content
of lessons
To enrich student understanding. (Department of Education and Training, 2003)
Assessment- This is the students final assessment for this topic.

Appendix 1Who Came?

When did they

come?

Why They
Came?

How they
Came?

24

Why They
Came?

Appendix 2
Assessment task Who am I?
This task is to be complete in class, you will be given ample time to complete it.
DueQuestionFrom the migrant group you have studied pick a significant individual. Study this individual and complete a biography on
them.
(1 page)
25

Empathy task
You are now a migrant, you have left your home and are travelling to Bonegilla.
Create 3 diary entries.
1) When you found out you are moving to Australia
2) When you arrived in Australia
3) Life at the migrant camp

Please create a bibliography.

Bibliography
Bonegilla. (2013). Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Bonegilla,_Victoria
ACARA. (2013). History . Retrieved from The Australia Curriculum :
http://www.australiancurriculum.edu.au/History/curriculum/F-10#level5
AWHF. (2012). Timeline. Retrieved from Australian Women: http://www.womenshistory.com.au/timeline.asp
Department of Education and Training. (2003). Quality teaching in NSW Schools. Board of Studies.
Jones, H. C. (1998). Albury Heritage. Albury: Albury City Council.
Pennay, B. (2001). Albury Wodonga's Bonegilla. Albury: Charles Sturt University.
26

Where it all began. (n.d.). Retrieved from The Bonegilla Migrant Experience:
http://www.bonegilla.org.au/history/whereitallbegan.asp

27