Teacher information

The activities outlined in this module address the following outcomes:

• TCC 3.2 Students create sequences and timelines about specific Australian changes and continuities.

• TCC 3.4 Students organise information about the causes and effects of historical events.

• PS 3.3 Students cooperatively collect and analyse data obtained through field study instruments and surveys to influence the care of a place.

• PS 3.5 Students describe the values underlying personal and other people’s actions regarding familiar places.

• SRP 3.1 Students make inferences about interactions between people and natural cycles, including the water cycle.

• SRP 3.2 Students create a representation of occupational specialisation and interdependence in an industry from the past, present or future.

• SRP 3.3 Students apply the principles of democratic decision making in cooperative projects.

Through extension the following outcomes could also be achieved:

• TCC 4.1 Students use primary sources to investigate situations before and after a change in Australian setting.

• TCC 4.5 Students review and interpret heritage from diverse perspectives to create a preferred future scenario about a global issue.

• PS 4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.

• PS 4.2 Students predict the impact of changes on environments by comparing evidence.

• PS 4.3 Students participate in a field study to recommend the most efficient ways to care for a place.

• PS 4.4 Students use latitude, longitude, compass and scale references and thematic maps.

• SRP 4.5 Students classify values that underpin campaigns and organisations associated with environmental rights.

This unit can stand-alone or be used as part of units focusing on Australian history, the environment, water, change or industries. It integrates outcomes in SOSE, Science, English and Technology.

The Mt Morgan mine began operating in the 1880’s and went on to become one of the richest gold mines in Australia. In 1903 a rich body of copper was found. Ores from the mountain brought wealth and enduring benefits to the community and the nation, and left a site of significant heritage and educational value. In the early days of mining little attention was paid to environmental issues and as a result the Dee River became one of the most polluted river in Queensland. Today the community and local organizations are working together to improve its water quality.

Mining Mt Morgan aims to develop students’ understanding of historical events, industrial processes and environmental impacts. Students explore the impact of mining on the Fitzroy catchment and aquatic life, the value of mining and the mining process, as well as the concept of change in variety of contexts.

Pre-visit activities familiarise students with the concept of a catchment and the inter-relatedness of all parts of the catchment including the water cycle, food webs and the effects of human activities especially mining. Mapping skills are enhanced when students locate and record physical features, towns, rivers and industries in the Fitzroy catchment. Through reading and research students gain prior knowledge about the historical aspects of Mt Morgan, mining and its impact and benefits and develop sequences and timelines.

Activities during the visit to Mt Morgan allow students to collect and analyse data obtained through hands on experiences. By participating in water sampling and a habitat study of the Dee River, with support from the local Landcare group, students gain an understanding of the cause and effects of pollution and how the situation can be redressed. A tour of the town enables students to experience in a real life setting knowledge they have gained through research in the classroom. The tour of the mine ensures the students understand how the mining processes worked, how environmental problems developed and the difficulties in solving them.

Visiting the museum and listening to volunteers speak in historical settings brings the past to life enabling the students to gain a deeper understanding and appreciation of the history of Mt Morgan, its present situation and plans and hopes for the future.

Photo opportunities abound and taking advantage of these provides students with material to support recall and to enhance their post--visit projects.

Post–visit activities apply the knowledge the students have gained during their visit and assist them in making connections with the information acquired before their visit. The post-visit activities have been designed to enable students to demonstrate the SOSE outcomes outlined.