HASS · Year 5 · The Australian Colonies · Term 1

Journey to a New World: Convict Ships

Investigate the harsh conditions and experiences of convicts during their sea voyage to Australia.

• ACARA Content Descriptions
• AC9HASS5K01

About This Topic

This topic explores the experiences of free settlers who migrated to Australia by choice during the colonial period. Unlike convicts, these individuals arrived with hopes of land ownership, economic prosperity, or a fresh start. Students examine the diverse motivations of these migrants, ranging from wealthy landowners to working-class families seeking a better life away from the rigid class structures of Europe.

The study of free settlers is vital for understanding the development of colonial communities and the transition from a penal outpost to a civil society. It highlights the challenges of adapting to a foreign environment, the establishment of industries like wool and wheat, and the social tensions that arose between 'emancipists' (former convicts) and 'exclusives' (free settlers). This content aligns with ACARA's focus on the causes and effects of migration.

Students grasp this concept faster through structured discussion and peer explanation, where they can compare the vastly different perspectives of various social classes within the colonies.

Key Questions

1. Explain the dangers and hardships faced by convicts during their journey.
2. Analyze the logistical challenges of transporting thousands of people across the globe.
3. Compare the journey of convicts with that of free settlers.

Learning Objectives

• Explain the primary dangers and hardships faced by convicts during the sea voyage to Australia.
• Analyze the logistical challenges involved in transporting large numbers of convicts across vast distances.
• Compare the experiences and motivations of convicts with those of free settlers arriving in Australia.
• Identify the key factors that contributed to the harsh conditions on convict ships.

Before You Start

Life in Britain Before Transportation

Why: Students need to understand the societal context and reasons for criminal convictions in Britain to grasp why individuals were sent to Australia.

Basic Navigation and Sea Travel

Why: A foundational understanding of how ships travel and the general challenges of sea voyages is necessary to comprehend the specific difficulties faced by convicts.

Key Vocabulary

Convict transportation	The practice of sending convicted criminals from Britain and Ireland to penal colonies, primarily Australia, as a form of punishment and labor.
Second Fleet	The second fleet of ships carrying convicts to Australia, notorious for its exceptionally harsh conditions and high mortality rate among the prisoners.
Hull	The main body or frame of a ship, where passengers and cargo are housed; in this context, referring to the crowded and unsanitary living quarters for convicts.
Scurvy	A disease caused by a deficiency of vitamin C, characterized by swollen gums, weakness, and skin hemorrhages, common on long sea voyages due to poor diet.
Quarantine	A period of isolation imposed on ships or individuals arriving from infected areas to prevent the spread of disease, a process convicts often underwent.

Watch Out for These Misconceptions

Common Misconception

All free settlers were wealthy people who owned large farms.

What to Teach Instead

Many free settlers were working-class people, such as blacksmiths, carpenters, and domestic servants, who came for higher wages. Using a 'census' activity helps students see the occupational diversity of the free population.

Common Misconception

Free settlers and convicts lived completely separate lives.

What to Teach Instead

In reality, their lives were deeply intertwined; free settlers often employed convicts as laborers. Role-playing an interaction between a settler and an assigned convict helps students understand this complex economic relationship.

Active Learning Ideas

Think-Pair-Share: Migration Motivations

Students read a short diary entry from a free settler and identify one 'push' factor from Britain and one 'pull' factor to Australia. They share their findings with a partner to create a master list of reasons for migration.

20 min·Pairs

Simulation Game: The Land Grant Game

Students are given a 'budget' and a map of a hypothetical colonial district. They must work in groups to decide where to build their farm, considering water access and soil, while navigating 'random events' like drought or lack of labor.

45 min·Small Groups

Gallery Walk: Colonial Social Classes

Display images and quotes representing wealthy squatters, working-class tradespeople, and domestic servants. Students move around the room with a graphic organizer to note the differences in clothing, housing, and daily responsibilities.

30 min·Individual

Real-World Connections

• Modern cruise ships and cargo vessels face similar challenges in maintaining sanitation and health for thousands of passengers or crew on long voyages, requiring strict protocols and medical facilities.
• The historical logistics of transporting convicts inform modern discussions about international migration and refugee crises, highlighting the complexities of moving large populations across borders and oceans.
• Understanding the medical conditions like scurvy that plagued convict ships helps appreciate advancements in nutrition and public health that prevent such widespread illness today.

Assessment Ideas

Exit Ticket

Students write two sentences describing a hardship faced by convicts on the voyage and one logistical challenge faced by the ship's crew. They should use at least one key vocabulary term in their response.

Discussion Prompt

Pose the question: 'Imagine you are a convict on the journey to Australia. What are your biggest fears? Now, imagine you are the captain. What are your biggest concerns?' Facilitate a class discussion comparing these perspectives.

Quick Check

Provide students with a short, simplified excerpt from a convict's diary or a ship's log. Ask them to identify and list three specific examples of harsh conditions or dangers mentioned in the text.

Frequently Asked Questions

Why would someone choose to move to Australia in the 1800s?

Many were driven by the promise of land, which was almost impossible to own in Britain. Others sought to escape the poverty and pollution of industrial cities. The 'Bounty Scheme' also encouraged migration by paying for the passage of skilled workers, making the long journey accessible to those who weren't wealthy.

What were the biggest challenges free settlers faced?

Settlers faced extreme isolation, a harsh and unfamiliar climate, and the difficulty of clearing land that was vastly different from European soil. They also had to navigate complex social relationships and the lack of established infrastructure like roads, hospitals, and schools in rural areas.

How did free settlers change the Australian landscape?

They introduced European farming techniques, livestock like sheep and cattle, and non-native crops. This led to significant environmental changes, including deforestation and the displacement of native flora and fauna, which fundamentally altered the ecosystems that First Nations peoples had managed for millennia.

What are the best hands-on strategies for teaching about colonial life?

Simulations that require students to make economic choices, such as 'The Land Grant Game,' are highly effective. These activities force students to consider the same variables as historical settlers, such as resource scarcity and environmental unpredictability. This creates a deeper, more practical understanding of the logistics and risks involved in colonial migration.