Unit Study: Convicts, Gold, and Early Australian Settlement

Target Age: 8 Years Old (Grade 3/4 equivalent)
Student Focus: Marcus
Duration: 6 Weeks (Full Term Unit)
Subject Integration: History, Geography, English (Language Arts), Mathematics, Science, Art & Design, Civics.

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Unit Reading List Recommendations

To get the most out of this unit, read these books together during quiet reading time or as read-alouds throughout the 6 weeks:

• "Beth: The Story of a Child Convict" by Mark Wilson (Excellent for Weeks 1 and 2)
• "Meet Nanberry" by Jackie French (Fabulous insight into early contact and the settlement of Sydney Cove)
• "My Place" by Nadia Wheatley and Donna Rawlins (A brilliant way to see how one piece of land changed from Indigenous ownership through convict times to the gold rush and modern day)
• "Fair Skin Black Fella" by Renee Fogorty
• "Gold!" by Jackie French (Perfect companion for Weeks 4 and 5)
• "The Night They Stormed Eureka" by Jackie French (Great historical fiction for Week 5)

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Week 1: The Journey of the First Fleet

Subject Integration: History, Geography, Mathematics

Materials Needed:

• World map or globe
• Printed outline map of the world
• Blue, red, and green colored pencils/markers
• A small kitchen scale
• Assorted household canned foods or dried beans
• Measuring cups
• Journal/Notebook (to be used as Marcus's "Voyage Log")

Learning Objectives:

• Marcus will trace the journey of the First Fleet from Portsmouth to Botany Bay on a world map.
• Marcus will calculate basic food rations using weight measurements.
• Marcus will describe at least three challenges faced by passengers on the First Fleet.

Success Criteria:

• I can draw and label the route of the First Fleet on my map, including the three main stops.
• I can weigh and measure out a weekly food ration using grams and cups.
• I can write a journal entry from the perspective of a child passenger on the ship.

Lesson Body

1. Introduction & Hook (15 Minutes)

Talking Points: "Marcus, close your eyes. Imagine you are standing on the deck of a wooden sailing ship. The wind is howling, the smell of salty spray is in the air, and you can hear the creak-creak-creak of the giant wooden planks beneath your feet. You look around, and there are over a hundred other people squeezed onto a ship no bigger than a modern school bus! You are leaving your home in England, and you will not see land for months. Today, we are setting sail with the First Fleet in 1787. We are going to find out how they got all the way to Australia, what they ate, and how they survived!"

Show Marcus a picture of a 1700s sailing ship (like the HMS Sirius). Ask: "What is missing from this ship that modern ships have?" (Engines, metal hulls, GPS navigation, electricity).

2. "I Do" - Teacher Modeling (15 Minutes)

Introduce the concept of the First Fleet. Explain that King George III decided to send convicts (people who broke the law) to Australia because prisons in England were overflowing. Show Marcus the world map. Point out Portsmouth, England. Trace the route down past Africa, stopping at Santa Cruz (Tenerife), Rio de Janeiro (Brazil), Cape Town (South Africa), and finally sailing across the wild Southern Ocean to Botany Bay and Port Jackson (Sydney).

Explain that the journey took 252 days! That is over 8 months at sea.

3. "We Do" - Guided Practice (20 Minutes)

Together, look at the blank world map.
Step 1: Find and circle England in red.
Step 2: Trace the shipping route down to the first stop (Tenerife). Draw a small anchor symbol there.
Step 3: Cross the Atlantic Ocean to Rio de Janeiro. Discuss why ships had to cross the ocean twice (to catch the trade winds).
Step 4: Cross back to Cape Town.
Step 5: Trace the final leg across the roaring Indian Ocean to Botany Bay.
Help Marcus label the major oceans they crossed (Atlantic, Indian, Pacific).

4. "You Do" - Independent Application (30 Minutes)

Activity: Ship Rations Challenge (Math Integration)
Explain that food had to last 8 months with no refrigerators! People ate "salted beef," "hardtack biscuit," and drank water that went green with slime.
Give Marcus the kitchen scale and a bowl.

• Task 1: Marcus must weigh out a convict's weekly ration of "salt meat" (use dried beans or canned food to represent this) which was about 1.8 kg (or 1800 grams).
• Task 2: Measure out 2 cups of water. Explain that this was sometimes all they had for a whole day to drink, wash, and cook with!
• Task 3: In his Voyage Log, Marcus will write a short diary entry dated "October 14, 1787." He should describe what his dinner smells like and what he can see from his tiny bunk on the ship.

5. Conclusion & Recap (10 Minutes)

Review the route. Ask Marcus: "If you were the Captain, which of the three stops would you be most excited to reach and why?" (Answers might include Rio for fresh fruit or Cape Town for animals). Summarize that next week, they finally arrive in Sydney Cove!

Assessment:

• Formative: Check Marcus's map labeling for accuracy and his ability to read the kitchen scale during the math activity.
• Summative: Read through his Voyage Log entry. Check for historical details (crowded conditions, food rations, ocean sights).

Differentiation:

• Scaffolding (For Support): Use pre-drawn arrows on the map for Marcus to trace. Provide sentence starters for his diary entry: "Today on the ship, I feel..." "The food tastes like..."
• Extension (For Challenge): Ask Marcus to calculate how many total grams of meat a convict would eat in 4 weeks, or write an extra diary entry from the perspective of Captain Arthur Phillip.

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Week 2: Convict Life & Building the Colony

Subject Integration: History, Science (Materials & Engineering), Drama

Materials Needed:

• Cardboard boxes (shoe boxes, tissue boxes)
• Natural materials collected from outside (sticks, leaves, bark, pebbles, clay/mud)
• PVA glue, scissors, and string
• A copy of a "Ticket of Leave" (printed or handwritten on tea-stained paper)
• Teabag (for staining paper)

Learning Objectives:

• Marcus will identify the challenges faced by the early settlers in building shelter and finding food.
• Marcus will design and build a model of an early convict hut using natural materials.
• Marcus will explain the difference between a convict, a marine, and a free settler.

Success Criteria:

• I can build a sturdy model hut that stands on its own using sticks and bark.
• I can describe what daily life was like for a convict in Sydney Cove.
• I can explain how a convict could earn their freedom (Ticket of Leave).

Lesson Body

1. Introduction & Hook (15 Minutes)

Talking Points: "We made it, Marcus! On January 26, 1788, the fleet sailed into Port Jackson. But guess what? There were no houses. No grocery shops. No roads. Just thick bushland, giant trees, and rock. It was hot, insects were biting, and the tools they brought from England were soft and bent against the hard Australian eucalyptus wood! Imagine having to build your own bedroom out of nothing but the sticks and dirt around you right now. Today, you are a convict builder!"

2. "I Do" - Teacher Modeling (15 Minutes)

Explain the structure of the early colony.
The Marines: In charge, carried muskets, lived in tents.
The Convicts: Had to do all the hard work (clearing land, farming, building huts).
Show pictures of "wattle and daub" huts. Explain that "wattle" is woven acacia branches, and "daub" is mud, clay, and animal hair smashed together to fill the gaps. It acted like primitive concrete!

3. "We Do" - Guided Practice (20 Minutes)

Go outside with Marcus into the yard. Together, collect materials to build a "wattle and daub" style model shelter.
Look for:
- Bendy sticks (for weaving/wattle)
- Thick sticks (for support posts)
- Bark or leaves (for the thatched roof)
- Mud or modeling clay (for the daub)

4. "You Do" - Independent Application (30 Minutes)

Activity: The Convict Hut Challenge (Science & Engineering Integration)
Using a small cardboard base, Marcus must build a model of a convict shelter.

• Step 1: Anchor four corner posts (thick sticks) using glue or clay.
• Step 2: Weave smaller sticks or string between the posts to create the walls.
• Step 3: Apply "daub" (mud mixed with PVA glue or clay) to the walls to seal them.
• Step 4: Attach bark or dry leaves to create a sloping roof that would keep rain out.

While building, play some traditional convict bush songs in the background (like "Bound for Botany Bay") to set the mood.

5. Conclusion & Recap (10 Minutes)

Drama Activity: Ticket of Leave
Present Marcus with a tea-stained piece of paper. "Marcus, you have worked hard as a brickmaker for seven years. Your behavior has been excellent. By order of the Governor, I present you with your Ticket of Leave!"
Ask Marcus: "What is the first thing you want to do now that you are free in this new country?" Encourage him to role-play his response.

Assessment:

• Formative: Observe Marcus's choice of materials and construction technique for stability and weather resistance.
• Summative: Ask Marcus to give a 1-minute "tour" of his model hut, explaining how it was built and how a convict would live in it.

Differentiation:

• Scaffolding: Help Marcus secure the main structural sticks of the hut with hot glue (handled by teacher/parent) before he completes the weaving and mudding himself.
• Extension: Have Marcus write a formal letter to Governor Arthur Phillip requesting his "Ticket of Leave," explaining why his good behavior warrants freedom.

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Week 3: The Secret Life of Australia’s Flora & Fauna

Subject Integration: Science (Biology/Ecology), Art, English

Materials Needed:

• A sketchbook or blank pages stapled together (Marcus's "Explorer Notebook")
• Watercolors, colored pencils, or fine liners
• Magnifying glass
• Access to a garden, local park, or bushland reserve

Learning Objectives:

• Marcus will identify at least three unique native Australian plants and three native animals.
• Marcus will explain how native plants were used by Aboriginal people and early European settlers.
• Marcus will create detailed scientific botanical sketches with labels.

Success Criteria:

• I can find and name three native Australian plants.
• I can draw a scientific illustration of a plant, showing its leaves, flowers, and seeds.
• I can explain why British settlers found Australian wildlife so strange compared to home.

Lesson Body

1. Introduction & Hook (15 Minutes)

Talking Points: "Marcus, imagine you grew up in England where the trees lose their leaves in winter, the animals have four legs and run on the ground, and birds sing sweet little songs. Suddenly, you arrive in Australia. You see an animal that stands on two giant legs and hops like a spring, with a pocket on its tummy! You see a creature with the bill of a duck and the tail of a beaver that lays eggs! And the trees? They never lose their leaves, but they shed their bark instead! The early settlers thought they had landed on another planet! Today, we are going to be naturalists, just like Sir Joseph Banks, and document these strange, beautiful things."

2. "I Do" - Teacher Modeling (15 Minutes)

Explain the role of a Scientific Illustrator in the 1700s/1800s. Since there were no cameras, scientists had to draw everything in extreme detail so people back home could see them. Show Marcus a botanical drawing by Joseph Banks or Ferdinand Bauer. Point out features:
- Clean lines
- Cross-sections of seeds/pods
- Labels showing different parts of the plant (leaf, stem, petal, stamen)
- Notes on where it was found and what it smelled or felt like.

3. "We Do" - Guided Practice (20 Minutes)

Take a nature walk in the yard or a local park. Find a Eucalyptus tree, a Banksia, or a Bottlebrush.
Use the magnifying glass to look closely at:
- The veins in the leaves.
- The texture of the bark.
- The seed pods (like "gumnuts" or woody banksia cones).
Discuss how Indigenous Australians had used these plants for thousands of years (e.g., using eucalyptus leaves for medicine, crushing banksia flowers in water to make sweet drinks).

4. "You Do" - Independent Application (30 Minutes)

Activity: The Explorer's Notebook (Art & Science Integration)
Marcus will choose one native plant specimen (e.g., a gum leaf and gumnut) and one native animal (he can research a platypus, kangaroo, or kookaburra in a book/online) to document.

• Task 1: Draw the plant specimen in the center of the page using fine liner. Use watercolors or colored pencils to match the exact colors of nature (not just generic green, but olive green, rust, or ochre).
• Task 2: Draw lines pointing to different parts of the plant and label them (e.g., "Hard woody capsule", "Eucalyptus leaf with strong oil scent").
• Task 3: Write a short description of his chosen animal under his drawing, focusing on how its adaptations help it survive in the dry Australian bush.

5. Conclusion & Recap (10 Minutes)

Have Marcus present his "Explorer Notebook" pages. Ask: "If you discovered a brand new animal today in the Australian bush, what would you name it and why?" Let him share his creative ideas.

Assessment:

• Formative: Observe Marcus's observational skills during the nature walk. Is he noticing fine details?
• Summative: Evaluate the "Explorer Notebook" entries for botanical accuracy, scientific labeling, and clear description of animal adaptations.

Differentiation:

• Scaffolding: Provide a pre-printed diagram of a leaf with tracing lines for labeling. Use a rub-on leaf print (leaf rubbing with wax crayon) as the basis of his art piece.
• Extension: Research the classification of the platypus and write a paragraph explaining why British scientists originally thought the first stuffed specimen sent back to England was a hoax (a fake animal made of different parts sewn together!).

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Week 4: Gold Fever! The Australian Gold Rush

Subject Integration: History, Mathematics (Measurement/Money), Science (Separation of Mixtures)

Materials Needed:

• A large flat tub or tray filled with sand/soil
• A handful of small pebbles painted bright gold
• An old plastic kitchen colander or pie tin with tiny holes punched in the bottom (your gold pan)
• Play money (paper dollars or counters representing British pounds/shillings)
• A kitchen scale
• A bucket of water

Learning Objectives:

• Marcus will explain how the discovery of gold changed Australia's population and wealth.
• Marcus will demonstrate how panning separates materials of different densities.
• Marcus will calculate the value of "mined" gold using weight and unit prices.

Success Criteria:

• I can successfully pan for "gold" pebbles hidden in sand and water.
• I can explain why gold sinks to the bottom of the pan (density).
• I can weigh my gold and calculate how much money I earned.

Lesson Body

1. Introduction & Hook (15 Minutes)

Talking Points: "Marcus, guess what? It is 1851. The convicts are mostly gone, but suddenly, someone finds a shiny yellow rock in a creek in New South Wales. Then, they find giant lumps of it in Ballarat, Victoria! Word gets out. GOLD! Millions of people all over the world drop everything. Doctors leave their hospitals, sailors desert their ships, and farmers leave their crops. Everyone jumps on boats from China, America, and Europe to rush to Australia to strike it rich! Today, you are a gold prospector. Grab your shovel, we are going panning!"

2. "I Do" - Teacher Modeling (15 Minutes)

Explain how alluvial gold (gold found in creeks) is mined.
Discuss Density: Gold is very, very heavy—much heavier than sand, dirt, or water. When you shake sand and gold together with water, the gold sinks right to the bottom while the lighter sand washes away.
Demonstrate the technique:
- Fill the pan with sand and some "gold" pebbles.
- Submerge it in the water tub.
- Swirl it gently in a circular motion, tilting it slightly away from you so the muddy water washes over the edge, leaving the heavy "gold" at the bottom.

3. "We Do" - Guided Practice (15 Minutes)

Fill the large tub with water and sand. Mix the gold-painted pebbles into the sand.
Guide Marcus's hands as he takes the colander/pan, scoops up a mixture of sand and "gold," submerges it, and begins the swirling action.
Help him adjust the angle so he doesn't lose his gold over the side! Celebrate when the first golden glimmer appears at the bottom of the pan.

4. "You Do" - Independent Application (35 Minutes)

Activity: The Goldfield Claim & Assay Office (Math & Science Integration)

• Task 1: Panning. Marcus has 10 minutes to pan through his "claim" (the tub of sand) to find as many gold pebbles as he can.
• Task 2: The Assay Office. Once finished, Marcus must dry his gold pebbles and bring them to you (the Assay Officer/Banker).
• Task 3: Weighing and Math. Marcus weighs his total gold haul on the kitchen scale.
  The Exchange Rate: 1 gram of gold is worth $5 (using play money).
  Marcus must calculate his earnings: Total Weight (g) x $5 = Total Earnings.
  Have Marcus fill out a "Gold Receipt" detailing: Date, Name of Prospector, Weight of Gold, and Total Payout.

5. Conclusion & Recap (10 Minutes)

Hand Marcus his play money earnings. Ask: "Now that you are a rich prospector, what are you going to buy? A warm bed in a hotel, or more mining gear to find even more gold?" Discuss how high prices were on the goldfields (e.g., an egg could cost a day's wages because supplies were scarce!).

Assessment:

• Formative: Observe Marcus's panning technique. Does he understand the concept of density keeping the gold low?
• Summative: Review the "Gold Receipt" calculations for mathematical accuracy (multiplication/repeated addition).

Differentiation:

• Scaffolding: Make the conversion rate simpler (e.g., 1 gold pebble = $2 or $10) to make multiplication easier.
• Extension: Introduce a "Goldfields Tax" (Gold License). Marcus must subtract $15 from his total earnings to pay for his mining license. Does he still make a profit?

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Week 5: Life on the Goldfields & the Eureka Stockade

Subject Integration: History, Civics & Government, Art & Design

Materials Needed:

• A piece of blue cloth or heavy blue paper (approx. A4 size)
• White paper, scissors, and glue
• Ruler and pencil
• Images of the Eureka Flag
• A cardboard tube or small wooden dowel (for a flagpole)

Learning Objectives:

• Marcus will describe the living conditions in a goldfields tent town.
• Marcus will explain the causes of the Eureka Stockade rebellion of 1854.
• Marcus will design and create a scale model of the Eureka Flag.

Success Criteria:

• I can identify two reasons why the gold miners were angry with the government.
• I can construct a replica of the Eureka Flag with correct proportions.
• I can explain what the Eureka Stockade represents in Australian history (fairness/democracy).

Lesson Body

1. Introduction & Hook (15 Minutes)

Talking Points: "Marcus, look at all this gold money you made last week! But wait... here comes a police officer, and he looks very angry. He demands to see your Gold License. If you don't have it on you, or if you can't pay the massive monthly fee, he will drag you to jail or chain you to a tree! The miners on the Ballarat goldfields were furious. They lived in cold, muddy tents, drank dirty water, worked until their hands bled, and the government kept taking their money without giving them a vote or any say in the laws. On December 3, 1854, they had had enough. They built a wooden fort (a stockade), swore an oath under a brand new blue-and-white flag, and fought for their rights. Today, we are learning about the Eureka Stockade!"

2. "I Do" - Teacher Modeling (15 Minutes)

Explain the story of Peter Lalor and the Eureka Stockade.
Define Taxation without Representation (in 8-year-old terms: "Paying for a game but not being allowed to play or make the rules").
Show Marcus a picture of the Eureka Flag. Explain its design:
- The blue field represents the Australian sky.
- The white cross is the Southern Cross constellation, which can only be seen in the southern hemisphere.
- It has five stars, each with eight points.

3. "We Do" - Guided Practice (20 Minutes)

Analyze the flag's design geometry together.
Step 1: Look at the symmetry of the white cross. It is a Greek cross (arms of equal length).
Step 2: Look at the stars. Let's count the points on each star (eight points).
Step 3: Help Marcus measure the center of his blue backing material using a ruler to find exactly where the cross should sit.

4. "You Do" - Independent Application (30 Minutes)

Activity: Creating the Southern Cross (Art & Design Integration)
Marcus will construct his own Eureka Flag replica.

• Step 1: Cut out two long strips of white paper of equal length and width to form the cross.
• Step 2: Glue the cross onto the blue backing cloth/paper.
• Step 3: Carefully draw five 8-pointed stars on white paper. (Tip: Draw a small square, then draw another square rotated 45 degrees over it, or simplify to 8-point stars using a stencil). Cut them out.
• Step 4: Glue one star at the center of the cross, and one at each of the four tips.
• Step 5: Attach the finished flag to the cardboard tube/dowel.
• Step 6: On the back of the flag, Marcus will write the famous miners' oath: "We swear by the Southern Cross to stand truly by each other, and fight to defend our rights and liberties."

5. Conclusion & Recap (10 Minutes)

Hold the flag up high. Ask Marcus: "If you were a miner at Ballarat, would you have stood under this flag to fight for fairness, or would you have stayed home in your tent? Why?" Discuss the concepts of courage, fairness, and standing up for others.

Assessment:

• Formative: Check Marcus's ability to measure and find the center point of the flag, and his understanding of why the miners were protesting.
• Summative: Assess the completed flag against the original design. Check his written transcription of the oath for legibility and understanding.

Differentiation:

• Scaffolding: Provide pre-cut white stars or star stickers for the flag to avoid frustration with cutting complex shapes.
• Extension: Research and write a brief description of what happened *after* the battle of Eureka. Did the miners win their rights? (Yes, they got the vote and the cheap Miner's Right license!).

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Week 6: The Great Australian History Exhibition

Subject Integration: History, English (Oral Presentation & Writing), Art & Design

Materials Needed:

• All projects completed over the last 5 weeks (Map, Voyage Log, Model Hut, Explorer Notebook, Gold Scale/Play Money, Eureka Flag)
• A presentation board or table space
• Index cards (for exhibit labels)
• Invisibly printed "VIP Invitation" tickets

Learning Objectives:

• Marcus will synthesize his learning from the 6-week unit into a cohesive presentation.
• Marcus will write descriptive, clear exhibit labels for his artifacts.
• Marcus will deliver an oral presentation explaining Australia's early history to an audience.

Success Criteria:

• I can set up a museum-style display of my work.
• I can write an informative label for each of my three favorite display items.
• I can speak clearly and answer questions about convicts, the First Fleet, and the Gold Rush.

Lesson Body

1. Introduction & Hook (10 Minutes)

Talking Points: "Marcus, welcome to your final week! You have traveled across the ocean with the First Fleet, chopped wood to build convict huts, discovered brand new animals, panned for gold, and stood up for your rights at the Eureka Stockade! You are now a master of early Australian history. Today, you are opening your very own museum. Your job is to curate (set up) the exhibition and guide your visitors through this incredible story!"

2. "I Do" - Teacher Modeling (15 Minutes)

Explain how museums work. Point out that every object (artifact) in a museum has a little card next to it called a "caption" or "label" that tells the viewer:
- What the object is.
- When it was made or used.
- Why it is important.
Show Marcus an example of a museum label:
"The Eureka Flag (Replica). Created in 1854. This flag was flown by gold miners protesting against unfair government taxes. It shows the Southern Cross."

3. "We Do" - Guided Practice (20 Minutes)

Together, choose the 4 or 5 best pieces of work Marcus completed during the unit.
Arrange them on a display table or desk.
Help Marcus write the first museum label for his Convict Hut Model. Brainstorm keywords: *Wattle and Daub, Bark roof, 1788, Sydney Cove, Convict housing*.

4. "You Do" - Independent Application (40 Minutes)

Activity: Curating the Museum & The Grand Tour (Summative Assessment)

• Task 1: Exhibit Labels. Marcus writes descriptive index cards for at least three other items (e.g., his First Fleet Voyage Map, his Explorer Notebook, and his Eureka Flag).
• Task 2: Setting the Stage. Marcus arranges his display neatly, using stands, plates, or fabrics to make it look professional.
• Task 3: Invite the Audience. Marcus delivers the "VIP Invitations" to family members or friends (even toy animals can sit in the audience!).
• Task 4: The Tour Guide Presentation. Marcus guides his "visitors" through the exhibition. He must explain the timeline: starting with the voyage from England, landing and building in Sydney, studying nature, and ending with the gold rush and Eureka. He should answer questions from the audience.

5. Conclusion & Recap (15 Minutes)

Celebrate his hard work! Present him with an official "Australian History Expert Certificate" (you can print or draw one). Have a special treat to celebrate the end of a fantastic 6-week unit of study.

Assessment:

• Formative: Observe his curation process. Is he organizing the timeline of events logically?
• Summative (The Final Unit Assessment): Use the rubric below to grade his performance across his writing, presentation, and historical understanding.

Differentiation:

• Scaffolding: If writing the labels by hand is tiring, let Marcus dictate the text to you while you write it on the index cards, or type it up for him to print.
• Extension: Have Marcus record his presentation on video to send to grandparents or friends, acting completely in-character as an 1850s gold prospector.

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Summative Unit Assessment Rubric

Skill Area	Needs Support	On Track (Age Appropriate)	Exceeding (Extension)
Historical Knowledge	Struggles to place the First Fleet, convicts, and Gold Rush in correct order.	Clearly explains the timeline of events from 1788 to 1854, identifying key characters and terms.	Demonstrates deep insight into the motives and feelings of historical figures (e.g., Gov. Phillip, gold miners).
Integrated Skills (Math & Science)	Requires constant help to weigh items, calculate values, or identify plant parts.	Independently uses scales to weigh "gold/rations", calculates prices, and labels plant anatomy.	Applies scientific reasoning (density) and performs multi-step math calculations (profit/tax) correctly.
Written Work (Logs & Labels)	Entries are brief (1 sentence) and lack historical context or descriptive detail.	Writes clear diary entries and exhibit labels using unit vocabulary (e.g., colony, ration, wattle, license).	Creative and highly detailed writing that captures a strong character voice and historical authenticity.
Presentation Skills	Hesitant during the museum tour, requiring prompts to explain his projects.	Speaks clearly, demonstrates pride in his creations, and explains each exhibit's historical significance.	Engages the audience with storytelling, asks questions, and answers visitor inquiries with high confidence.