Times past Times past develops students knowledge and understanding of how the history of events and people they are connected to affect the way they live today. HSIE Syllabus references: EN CU CC SS CCS1.1 Significant events Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. CCS1.2 Time and change Identifies changes and continuities in the local community. Students will learn about: • original stories of other students, their families, their community and other communities • origins of important days and holidays • people who are important in the lives of students in the class • technologies, both past and present • days, holidays and events celebrated by students, their school, families in their community and other communities • places in the local area associated with historical events, eg Aboriginal sites, a memorial • changes, both past and present, caused by changing needs • stages in a lifetime • school, local, national and global events. Teaching and learning Evidence of achievement What is heritage? Tell students a story about when you were young (real or made up) or use the texts listed below. Convey in the story a sense of change over time and cultural heritage that reflects family and community at the time, e.g. a family holiday, a significant incident, a particular family tradition, something special you did with grandparents. Texts could include: • Abel's moon, Shirley Hughes • Catherine and Laurence Anholt's big book of families, Catherine & Laurence Anholt Use the Screen Australia video clips All about Olive, who is 105 years old and is telling what life was like when she was young, View the 3 linked video clips. • Discuss what has changed from then to the present and relate to students’ own experiences, for example: - were events in your life like those in the story or video? - what is one big event that you remember from the past? e.g. the arrival of a baby sister or brother, family holiday, Australia Day picnic, family outing to the local fair. • What is one big event we have had this year in our class? e.g. Education Week or cross country. Have students: - describe the event and record as a class what is said - read out what has been written about the class event - explain to students that they gave an oral recount of a past event and that this is a useful way of gaining information about the past. • Invite a guest speaker, preferably a grandparent or older member of the community, to visit the class and share some stories of what life was like when they were young using some artefacts to illustrate. Assessment: Place students into small groups. Give each group images to classify into ‘then’ and ‘now’. Students will take one set of images to their desk (e.g. Horse and cart + car) and paste onto assessment sheet under headings ‘Then’ and ‘Now’. Invite students to continue activity by drawing more ‘then’ and ‘now’ images. If possible students can label drawings and write a statement on why things have changed http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L675/objec t/index.html (This website depicts a Cobb and Co coach. It is interactive and discusses comparisons between then and now transport.) (Literacy link: listens to and identifies with stories read; recounts key events; listens to an oral recount from a guest speaker Personal heritage View the Screen Australia video clip Young Bill's first public appearance (1926), Explore who young Bill might have been - the boy or the pony, the significance of the pony to the boy, the importance of attending the show to the family, the time and effort in preparation to maybe get a ribbon or medal. If you found one of these show ribbons or medals now what would their CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities CCS1.2 Identifies changes and continuities in the local community • identifies past events and explains their significance to self and others • retells original stories associated with traditions of own family and community, • reflects on the oral history of the guest speaker and compares to own experiences • compares artefacts from different times and evaluates their significance and purpose • explains how different generations of people lived in the local area • communicates the value of the contributions made by past generations to the community. CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities • communicates an Teaching and learning Evidence of achievement significance be? • Select a personal artefact of significance to show the class to model the historical inquiry process. Explain the story behind the artefact, its significance, why you have kept it and what it reminds you of. • Identify something that is important to the class that cannot be represented by an artefact. • Students discuss what is very important in their lives and identify both tangible and intangible items: - tangible e.g. a special toy, something that is important to their family, such as a painting or an old memento, perhaps from another country - intangible e.g. love and friendship, a special relationship with grandparents or cousins, the significance of rituals and celebrations. • Encourage students to bring in a personal artefact. A class letter sent home could include the questions below to help students prepare. Ensure items are securely stored. • Students then share their artefacts with the class, using questions to focus their presentation: - what is your personal artefact? - how did you get it? (Where, when and who from?) - why is the artefact special to you? • Read books about personal artefacts e.g.: - When I was young, James Dunbar and Martin Remphry - Isabella’s bed Alison Lester - identify what was important to the major characters in the story, why they kept the items and why they were treasured. - compare students’ artefacts with those in the story; discuss similarities, differences and significance of artefacts. understanding of the importance of the past events in peoples lives • examines artefacts in relation to peoples lives in the past. Teaching and learning Evidence of achievement Family heritage Refer to Topic 3, page 31, from Caring for place – caring for country (DET) • Students briefly describe a special tradition, activity or place that is of special significance to their family. Students may use artefacts and photos. Other students may ask interesting questions. • Introduce The river is big by Connie Ah See, included in Caring for Place – caring for Country or use a similar story that includes an Aboriginal perspective. • Explain that the book is about Connie’s place and the special stories she shares with her family. • Talk about the games that Connie and her cousins played – rounders, rolly polly, marbles (jacks). Consider making some of the ‘toys’ and playing these games. Identify some other Aboriginal toys found in museums. Compare to the games children play now. • Read the story with the class, recall special people, places and activities that Connie refers to. Connie’s Nan told special stories about the old people and the old times gone, The Dreaming. • Students identify special people, places and activities that are important to their families. They identify one special thing to write about. Students will complete a writing plan before the task, including a labelled diagram of their topic, to assist their writing. In their writing they should; identify the person, place or activity, describe it and identify why or how it is special to them, Explain the significance of some important days (ongoing as they occur) that we now celebrate or remember in Australia e.g. Australia Day, ANZAC Day, Christmas and Easter. Students explain the way these important days are acknowledged either in their own family or in the community. CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities • identifies and talks about the lives of people in their family and community • retells original stories associated with traditions of their family • explains why a personal, family or community event is important. Our heritage Reference the Screen Australia video clips such as Archibold family scenes and outings 1932, 5 linked video clips, City traffic in variable moods 1920, Sydney tramways 1928, 3 linked video clips. • Reference a junior pictorial history book or the video clips to explore the past. Deconstruct an era, relative to Australia, and depicted in a history book, and explain things such as the transport used, whether there was electricity, TV, clothing, type of food eaten. Relate to students’ experiences. • Discuss the images presented in the pictorial history, and describe the events, life and time represented by the images. Consider: - the activities occurring on the page - who is performing the activities - the types of occupations depicted - the types of play and games depicted - where these events may be happening. CCS1.2 Time and change Identifies changes and continuities in the local community examines aspects of life in another era discusses how life was different in the past organises events into a simple sequence that depicts change over time. . Teaching and learning • Work in groups to read and explain an allocated section of the book, presenting information in chronological order to reinforce the changes that have occurred over time. Evidence of achievement Teaching and learning Evidence of achievement Our families – lives and times Create a display depicting the life and times of students in the class. Use a 10 year period. Refer to the information gathered in the previous lesson to model of examples that could be included in the display. CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities CCS1.2 Identifies changes and continuities in the local community 2002 2003 2004 2005 2006 2007 2008 2009 2010 • Develop and list the important things, with sensitivity, that have affected students’ families in the last 10 years e.g. births, deaths and marriages. Identify some important community events that their family, or family members, have participated in or been involved with. Consider: - who was important or significant to us? - when did particular events happen? - what events do you think are important? Why? - who was involved in these events? - how did the life of your family change? • Assessment: students prepare questions to ask family members to identify and explain the significance of important events for their own family. Use students’ questions to assess understanding of the importance of people, days and events in the past and the way these have affected their lives. (Family responses are not assessed due to personal and family privacy). • Students: - interview family members using the questions they have developed. Students may share some suitable responses. - collect some images such as photos, video clips or drawings illustrating some significant events in their family and community. Write captions to include in the class display. - compare and collate events named during family interviews. - collate images and events into chronological order according to year - review information displayed and relate to the stories an old person tells about when they were young. Assessment strategy The teacher: • analyses the student’s questions to evaluate understanding of the significance of important events in their family. Assessment criteria The student: • prepares questions about important family events • prepares questions to identify some important community events • prepares questions to identify people in their family and their significance in the lives of other family members • identifies the impact of events on own family members. • identifies past events and explains their significance to self and others • retells original stories associated with traditions of own family and community, • reflects on the significance of events and their impact on the community • compares artefacts from different times and evaluates their significance and purpose • explains how different generations of people lived in the local area • communicates the value of the contributions made by past generations to the community.