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Where are we, Mike?
SOSE
Science 
The Arts

Where are we, Mike?

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This activity is linked to the National Profiles, Level 5, English.

Materials:

‘Where are we, Mike?’ worksheet

electrical equipment, tape recorders, video recorders

Method

Have students research and identify three journals from different explorers. Have them choose a week’s worth of entries from each journal. Photocopy the week’s entries and paste them into their book.

Brainstorm with students all the different things explorers took with them on these journeys. Have them complete the ‘Where are we, Mike?’ worksheet.Students are to use modern technologies: video recorders, tape recorders, etc. to record their journal entries.

Further Research

• Why were these explorers called ‘explorers’ in a land that was already mapped by the Indigenous people?

• Why weren’t Indigenous people recognised as the true ‘explorers’ of this country?

• Discuss how many of these explorers would not have survived if not for their Indigenous guides

• Parallels can be drawn from early attitudes to Indigenous people in Australia to native guides who took expeditions up Mt Everest

National Profiles, Level 5, English

Speaking and Listening

A student

• Speaks and responds to other students in formal groups to discuss familiar subjects that involve challenging ideas and issues

• Discusses and experiments with spoken language structures and gestures that help speakers to influence an audience

Reading and Viewing

A student

• Discusses challenging themes, issues and ideas and prepares responses to explain understandings

• Recognises that texts are constructed in particular ways which appeal to different individuals and groups

• Uses knowledge of the structures and features of written texts to explain how they are constructed

• Identifies features, purposes and effects in stories, films and videos and understands how this influences the meaning of other texts

• Develops systematic ways to find and record information

Writing

A student

• Uses a variety of texts types such as stories, poems, journals and articles to write about familiar subjects and explores challenging ideas and issues

• Understands that readers have expectations of certain text types and tries to meet them in own writing

• Makes sure of clear lines of communication when writing texts of some length by checking layout, sequence and grammar

• Plans and reviews own writing in order to effectively complete the task

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