All You Need to Teach: History Ages 5-8

Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3

All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5

All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2

All the tools a smart teacher needs!

AGES5-8

DonnaGibbs

HistoryH

isto

r y

Skills, knowledge and understanding for historical inquiry

All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.

The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.

History

Mini-posters – to introduce new historical skills

Annotated text models – for text structures needed in History

Worksheets – to practise historical skills and develop understandings

Task cards – for extension and to reinforce general capabilities

Assessment checklists

Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication

Key Concepts covered to develop Historical Understanding:• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Biography• Description• Discussion• Explanation• Information report• Procedure• Recount

About the Author

Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.

www.macmillan.com.au

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Donna Gibbs

Ages 5-8

Skills, knowledge and understanding

for historical inquiry

History

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First published in 2011 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141

Visit our website at www.macmillan.com.au

Associated companies and representatives throughout the world.

Copyright © Donna Gibbs/Macmillan Education Australia 2011 All You Need to Teach History Ages 5–8 ISBN 978 1 4202 7999 3

Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Laura JordanEditorial assistant: Haylie PretoriusDesign: Trish HayesIllustrations: Stephen Michael King

Printed in Australia

Copying of this work by educational institutions or teachers

The purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.

For details of the CAL licence for educational institutions, contact: Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone (02) 9394 7600Facsimile (02) 9394 7601Email [email protected]

Reproduction and communication for other purposes

Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.

Please note

At the time of printing, the website/webpage addresses appearing in this book were correct. Owing to the dynamic nature of the internet, however, we cannot guarantee that all these addresses will remain correct.

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All the history teAching tips you need How to Teach History from Foundation to Year 2 .................................5

Hot History Topics ................................................................................5

How to Use this Book ...........................................................................7

Resources .............................................................................................8

Assessment Checklists ...........................................................................8

All the historicAl skills you need Chronology, terms and concepts

1. Sequencing .....................................................................................11

2. Time Words ....................................................................................12

3. Community Words .........................................................................13

Historical questions and research

4. Asking Questions ............................................................................14

5. Comparing .....................................................................................15

6. Making Connections .......................................................................16

7. Reading the Clues ...........................................................................17

Analysis and use of sources

8. Gathering Information ....................................................................18

9. Signposting .....................................................................................19

10. Documenting Information ............................................................20

11. Checking Information ...................................................................21

12. Reading Pictures ...........................................................................22

Perspectives and interpretations

13. Point of View ................................................................................23

Explanation and communication

14. Biography .....................................................................................24

15. Description ...................................................................................25

16. Discussion .....................................................................................26

17. Explanation ...................................................................................27

18. Information Report .......................................................................28

19. Procedure .....................................................................................29

20. Recount ........................................................................................30

All the Worksheets you need ...................................................31

All the tAsk cArds you need ....................................................72

Co n t e n t sCo n t e n t s

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History

teaCHing

tips

History

teaCHing

tips

You Need

All the

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hoW to teAch history from foundAtion to yeAr 2In t r o d u c I n g HI sto ryHistory has its own methods, practices and procedures that are used to explore and make meaning of what has happened in the past. Teachers of history help students acquire history’s distinctive concepts and skills – the tools of the trade – and to use these in developing knowledge and understanding of their subject area.

Au st rAlI An cu r r I c u lu m f o r HI sto ry I n fo u n dAt I o n to yeAr 2The Australian Curriculum prescribes areas of study for each school year and supports a skills and inquiry based teaching model. Teachers are encouraged to interpret the curriculum in ways that suit their own teaching context.

There are two main strands in the Australian Curriculum History: Historical skills, and Historical knowledge and understanding. They go hand in hand and need to be taught in relation to each other. The Historical skills strand includes being able to select and use appropriate sources, to interpret and analyse texts, and to explain and communicate using different types of historical text.

Hot HI sto ry to p I csThe topics in the left-hand column in the table below provide links to historical knowledge for Foundation to Year 2. The right-hand column suggests topics for historical inquiry by students.

Foundation: Personal and Family Histories

Historical knowledge Topics for historical inquiry

(i) My family

The composition of the family; where people within it were born and raised; how they relate to each other; the different generations

(ii) Other people’s families

Different family structures; similarities and differences with other families, including from other countries

(iii) Family celebrations

Events that families remember and celebrate; how past events are commemorated

(iv) My family’s history

Personal and family stories of the past; family artefacts

Who are the members of my family?

How are my relatives connected to each other?

Where were members of my family born?

What different kinds of families are there?

How are families from other cultures similar or different from my family?

What events does my family celebrate? (for example, birthdays, anniversaries)

How does my family honour important occasions? (for example, ANZAC Day, religious festivals, Welcome to Country ceremonies)

How are stories from the past communicated? (for example, oral storytelling, rock paintings, photos)

What stories does my family tell about the past?

What ‘treasures’ does my family have? (for example, photos, medals, old toys)

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Year 1: Present and Past Family Life


(i) Changing family structures

The size and structures of families today compared with that of previous generations

(ii) The language of time

How we talk about time: past, present and future; the role of dates and calendars in the lives of families from various cultures

(iii) Daily lives now and then

The daily lives of family members now, compared with daily life in previous generations

How have family structures changed since my grandparents’ time?

How have the roles of family members changed over time? (for example, grandfather, mother, child)

What words do we use to refer to time?

What dates are important in my calendar and in my family’s calendar?

What dates are important in our community calendar? (for example, seasons, new year)

What attitudes to time and dates are there in different cultures?

How is my daily life different from that of my parents’ childhood?

How is my daily life different from that of my grandparents’ childhood?

Year 2: The Past in the Present


(i) My Place

The elements of a local community (for example, significant people, schools, streets, landforms, buildings, shopping centres) and what it tells us about the past

(ii) Historical Sites

Importance of sites of cultural and spiritual significance

(iii) Technologies and change

How technologies have brought significant changes to the daily lives of families

Which people, buildings and places are important to the history of my local community?

What is the history of one example of these and what is its ‘story’?

How can the choice and placement of important sites and buildings, statues and monuments in my community be explained?

What sites, places and landscapes are important to Aboriginal and Torres Strait Islander people?

How have technologies changed over time in the areas of transport, household appliances, ways of communicating, toys and so on?

Where were goods made in the past? Where are they made today?

What kinds of toys were played with before electricity?

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hoW to use this Book

usI n g t H e mI n I-po st e r sEach of the 20 mini-posters in this book highlights a particular historical skill. These are grouped under the umbrellas of Chronology, terms and concepts; Historical questions and research; Analysis and use of sources; Perspectives and interpretations; and Explanation and communication. The last eight mini-posters (MP 13–20) provide examples of types of non-fiction text commonly used in history. The texts are annotated to indicate their structural features.

Each mini-poster has two worksheets that specifically draw on the skills highlighted on the poster. The worksheets are cross-referenced at the foot of each poster (for example Worksheet 1 Birthdates Worksheet 2 Community Celebrations).

You may choose to enlarge the mini-posters so they can be displayed. Alternatively, you may wish to photocopy them for students to have beside them while they work on research topics where the skill has particular relevance.

usI n g t H e Wo r ksH e etsThe 40 worksheets provide activities that develop students’ history skills and allow them to develop historical understanding. In Foundation to Year 2, historical understanding is developed through the key concepts of Continuity and change, Cause and effect, Perspectives, Empathy and Significance.

The related mini-poster skill, as well as the key concept through which the worksheet aims to develop historical understanding, are indicated at the foot of the page (for example, MP 1 Chronology, terms and concepts Key concept Continuity and change).

The sequence in which you use the worksheets will depend on your program of study. Some worksheets are best suited to exploring particular topics related to the Foundation to Year 2 curriculum. Others are more flexibly designed and can be used with any topic. These worksheets can be used and re-used with students in either year.

usI n g t H e tA s k cAr d sThe 16 task cards, while closely related to the skills, key concepts and topics of the Australian Curriculum History, are designed to enhance the further development of the general capabilities of literacy, numeracy, ICT, critical and creative thinking, intercultural understanding, ethical behaviour and personal and social competence. The general capabilities targeted by the task cards are indicated at the top of each card. Icons indicate on each card whether the task involves individual work, working in pairs, a group, or as a class.

The cards can be introduced to add variety, to extend particular students or groups of students, to build empathy and stretch imaginations. Some are ideal for extended project work.

lI n k I n g It All tog et H e rBegin by identifying the topics set for study with your class (see ‘Hot History Topics’ on page 5). Check which topics are set in the Australian Curriculum for history in earlier and later years as there is some content overlap. This will be helpful when deciding what depth to pursue with individual topics. The order and depth in which you teach these topics will depend on your teaching context. Having identified the topics for study, and making any necessary adjustments, you will be ready to plan your program.

By the end of the program students should have used a range of different skills, developed knowledge about, and understandings of, the topics set for study and experimented with activities designed to expand their general capabilities.

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resources

Achievement goal Date Comment

Able to answer questions and tell stories about events of personal significance

Able to find some answers to questions asked about their past and that of their family

Understands that there are different structures both in their own family and in families in other societies

Tells stories about the past using a variety of communication forms (for example, oral, graphic, written, role-play)

Foundation Student’s name Term

Books for teAchersFocus On: Australian Topics Ages 5–8, Garry Chapman, Macmillan Education Australia, 2005

Books for studentsMacmillan Primary Atlas, Macmillan Education Australia, 2007

We Are Australians: People and Places (Macmillan Library series), Wendy Graham, Macmillan Education Australia, 2009

WAll chArtsMacmillan Atlas Wall Charts: Australia, Macmillan Education Australia, 2007

WeBsitesAustralian War Memorial at www.awm.gov.auInformation about the memorial, roll of honour, remembrance.

Australia Trove at www.trove.nla.gov.auNational Library of Australia site with access to vast newspaper, photo, picture, diary, journal collections.

Historic Houses Trust: Museums at www.hht.net.au/museums New South Wales site with information about historic houses. Go to ‘Discover’ and then to ‘For Kids’ for topics such as ‘Life then and now’.

National Gallery at www.nga.gov.auCollection of 19th and 20th century Australian art; has an education section with online activities (for example ‘Home at Last’ at www.nga.gov.au/HomeatLast/Index.cfm).

Picture Australia at www.pictureaustralia.orgNational Library of Australia’s collection of images of Australia’s past and present.

The topics set for study for Foundation to Year 2 are largely focused on family and community and changes in these over time. Information from local and regional councils and libraries in relation to local histories and important historical sites will be helpful. State libraries also have extensive information collections and there are many websites with information about heritage houses, monuments, art collections and so on. Other useful sources include family histories, local newspapers, magazines, guidebooks and tourist brochures. When teaching about changes over time the pictorial information available from photographic collections will be particularly helpful for young children.

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Identifies important personal and family events

Able to sequence some events from their own family history

Recognises changes over time in people’s roles and relationships, group structures and working lives

Able to ask questions and offer explanations about why things have happened in the past and the present

Uses the language of time to talk about and retell stories from the past

Uses familiar personal and local sources and artefacts (for example, photographs, buildings, oral accounts) to compare life in the past and the present


Able to identify and sequence some important information about people, sites and events in a local community

Able to ask questions such as ‘when did it happen?’, ‘what did it look like?’ to further inquire about evidence from the past

Able to explain how and why some aspects of daily life have changed over time

Uses time references accurately when communicating information about the past in written, spoken and visual forms

Offers explanations of past and present events drawn from interpretations of different historical sources

Year 1 Student’s name Term

Year 2 Student’s name Term© M


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HistoriCal

skills

HistoriCal

skills

You Need

All the

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11All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3

MP 1Mini-Poster

Chronology, terms and concepts

Putting things in an order is called sequencing. Most events or actions happen in a time sequence.

Here are some words that tell us the order of events.

Sequencing

Worksheet 1 Birth Dates Worksheet 2 Community Celebrations

before

earlier

during

next

one

two

three

first

second

third

in the beginning

then

later

after

last

at the end

finally

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MP 2Mini-Poster


Time Words

Worksheet 3 Clock Watching Worksheet 4 Crossword in Time

after April August autumn

before date day December

February Friday future hour

January July June March

May minute modern Monday

month November now October

old-fashioned past present Saturday

season second September spring

summer Sunday then Thursday

today tomorrow Tuesday Wednesday

when winter year yesterday

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MP 3Mini-Poster


Worksheet 5 On Track Worksheet 6 Belonging

Community Words

Our personal world ancestors

artefacts

family

family tree

human

local

past

relatives

How our world is organised citizen

city

country

ethnic

global

government

local

nation

region

rural

society

state

suburb

territory

town

How things happen cause

change

effect

event

invention

revolution

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Here are some words to begin with when asking questions about the past.

Asking Questions

How?

What?When?

Where?Which?

Who?Why?

Written questions always end with a question mark. When you ask

a question, your voice goes up at the end.


MP 4Mini-Poster


Worksheet 7 Ask Away Worksheet 8 Looking Back

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ComparingTo compare things, look for what is the same and what is different.

Similarities and differences

family photos

transport

technology

clothing

entertainment

Past Present


MP 5Mini-Poster


Worksheet 9 Growing Up Worksheet 10 Then and Now

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MP 6Mini-Poster


Worksheet 11 My Connections Worksheet 12 Finding Connections

We each have our own history. Families, communities and nations also have their own histories.We can make connections between our life and the lives of others. Connections help us to understand more about our world.

Making Connections

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Reading the CluesHistory detectives gather clues.

Places to look for clues

birth certificates

blogs

buildings

photographs

diaries

family trees

historical records

street names

interviews

letters

maps

monuments

newspapers

museumsobjects

passports

radio programs

television programs

lots of other places!


MP 7Mini-Poster


Worksheet 13 Museum Detective Worksheet 14 Place Names

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MP 8Mini-Poster


Worksheet 15 Where Did I Find It? Worksheet 16 Can You Tell Me?

Checking InformationGathering InformationWe can gather information from many different sources.

From objects from the olden days or from the present.

From television or

radio programs.

From what is written down about the past and the present.

From stories

people tell

about the past.

From drawings, paintings or photographs people make of places, people and events.

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MP 9Mini-Poster


Worksheet 17 Checking It Out Worksheet 18 Can You Find Me?

SignpostingTexts have signposts to help you find the information you need.

Signposts show what the author thinks is important.

Signposts in books

title

table of contents page

index

entries in alphabetical order

chapter headings

subheadings

date of publication

glossary

Signposts on websiteshome page

title of home page

headings

search function

clickable images

clickable links

contact details

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MP 10Mini-Poster


Worksheet 19 All in the Family Worksheet 20 My Place

Keep a record of where you find information.

Documenting Information

Written sourcesMarie Shehadie,The ABC of History,2010

Spoken sourcesConversation with Sarah Chiv,6 June 2010

Visual sourcesTom Roberts,The Big Picture,1903

such as books, magazines and newspapers

such as paintings, drawings and sculptures

such as TV programs, interviews and conversations

author’s name

titledate

speaker’s name

type of talk

date

creator’s name

title of work or object

date it was created or displayed

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MP 11Mini-Poster


Worksheet 21 Can It Be Trusted? Worksheet 22 Believe It or Not

Written sourcesPersonal (for example, diaries, journals, letters)

Public (for example, books, newspapers, websites)

Check

Who wrote it? Can they be trusted?

Where did the information come from?

Spoken sourcesPersonal (for example, conversations, stories)

Public (for example, news reports, radio broadcasts, video clips)

Check

Who said it? Can they be trusted?

Where did the information come from?

Visual sourcesPersonal (for example, drawings, family photographs)

Public (for example, art, photography, websites, buildings, objects)

Check

Who created it? How was it done?

When was it made? Could it be fake?

Checking Information

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Pictures can give us important historical information.Reading Pictures

MP 12Mini-Poster


This postcard is a picture of families at the beach. It is from about 100 years ago.

What does this picture tell us about this time? • People wore clothing that covered their bodies from head to toe on the beach.

• Children often kept their shoes on even when playing in the sand.

Worksheet 23 I Spy Worksheet 24 Reading a Picture

Photograph courtesy of: Picture Collection, State Library of Victoria

Pictures can be . . . photographsillustrationsdrawingscartoons

paintingsfilmsgraphspostcards

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Point of View

Children should be allowed to march on ANZAC Day. Everyone should be involved.


Worksheet 25 Seeing It My Way Worksheet 26 The Best and the Worst

MP 13Mini-Poster

Perspectives and interpretations

A point of view is the way we think about something.

Different people can have different points of view about the same thing.

Children shouldn’t march on ANZAC Day. The focus should be on the soldiers.

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Worksheet 27 Who’s Special? Worksheet 28 Memories

BiographyA biography is the story of a person’s life written by somebody else.

MP 14Mini-Poster


Mr William (Billy) Roberts

My uncle’s name is Billy Roberts. He was born in Darwin on 25 May 1980. His parents are both school teachers.

Uncle Billy grew up in Darwin. He went to school there as well. He joined the army when he was 18. He has been to two different countries as a soldier.

He always brings me back a present when he comes home. I feel very proud of him.

By Sam Roberts, Grade 2

BibliographyConversation with Betty Roberts, 3 April 2010

information about early life

details about adult life in order

personal comment

list of source material used

opinion or judgement©

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A description gives details about someone or something.Description

Worksheet 29 Email Buddies Worksheet 30 Changing Landscapes

MP 15Mini-Poster


The FJ Holden had a single grill. The grill made it look like it was giving a toothy smile. It also had plenty of chrome and stainless steel. You could even buy it in two-tone colours.

It stood up well to Australia’s rough roads and long journeys. It proved to be very popular.

The FJ Holden was released in 1953. It cost £1074. That would have been all of a worker’s wages for over a year!

The FJ Holden, an Early Australian Car

Bibliographywww.cultureandrecreation.gov.au/articles/holdencar

subject introduced in title

information about different features

descriptive words

final comment


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Worksheet 31 What Do You Think? Worksheet 32 My Opinion

DiscussionA discussion looks at different points of view.

MP 16Mini-Poster


Ahmed: My grandad says life was better in the olden days. Children had more freedom.

Jane: How could it be? There was no telly.

Ahmed: Not so many people though. My mum says you could ride your bike places with no traffic.

Jane: But you’d have to help more at home. They didn’t have fridges or dishwashers.

Ahmed: Grandad said everyone had fun together with sing-a-longs and stuff.

Jane: You’d have to wear all those long clothes on a hot day, even when you went swimming!

Discussion between Ahmed and Jane, Grade 2, 30 July 2010

statement of topic

arguments for

arguments against©


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An explanation tells how or why something happened.

Explanation

Worksheet 33 What Happened Next? Worksheet 34 What Caused It?

MP 17Mini-Poster


It rained all day so the class ate lunch inside.

Because there was so much rubbish, the bin overflowed.

As a result, Tom slipped on a banana peel.

series of facts in the order they happened

words that show cause and effect.©


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Worksheet 35 Fact Finding Worksheet 36 Cooking Up a Storm

Information ReportAn in formation report gives factual information about something.

MP 18Mini-Poster


Historic HousesHistoric houses are houses with an interesting history.

Not all historic houses are open for people to visit. Sometimes people are still living in them. They are often very expensive to keep in good repair.

Vaucluse House is a historic house in Sydney, New South Wales. William Charles Wentworth, his wife, and their 10 children lived there in the mid-19th century. Wentworth was an explorer and politician.

It is important to preserve historic houses. They give us information about our past.

Bibliography Conversation with guide at Vaucluse House, Sydney, 15 December 2010

general statement defining topic

statements about topic

more detailed example

concluding statement


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A procedure tells how to do something.

Procedure

Worksheet 37 Playing the Game Worksheet 38 Making Butter

MP 19Mini-Poster


You need:

• a ball of hard wood

• a shallow cup with a handle

• a cord attaching the ball to the handle.

1. Hold the handle in your right hand.

2. Throw the ball with the left hand.

3. Try to catch the ball in the cup.

It is more fun when you set yourself a time limit. See how many catches you can make in two minutes.

How to Play Cup and Ball

materials needed

goal of the activity

series of steps in order

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Worksheet 39 Breaking News Worksheet 40 Telling Stories

RecountA recount retells events in order.

MP 20Mini-Poster


My Visit to the Toy Museum

background information

series of events in time order

past tense

descriptive wordsconclusion

Our teacher took us to the Toy Museum. We went on a bus.

When we got there we hung up our hats and bags. Then we walked around to see all the old toys. We weren’t allowed to touch anything.

I saw a pedal car and wished I could have a go. Then I saw some lead soldiers, some matchbox cars, and lots of old dolls. There were also lots of wooden toys. They had arms and legs that moved.

After that we had lunch in the park. Then we went back to school. It was a fun day.

By Zareen, Grade 2

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You Need

All the

WorksHeetsWorksHeets

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Name Date

All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3

Worksheet 1

Ask five people in your class the date of their birthday.

MP 1 Chronology, terms and concepts Key concept Continuity and change

Birth Dates

Names Birthday dates

Who is the youngest? Place this person’s name at the top of the timeline. Add the other names in date order.

Now, make a timeline of your family’s birthdays. You could add in any other dates in the year that your family celebrates.

Timeline

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Name Date


Worksheet 2

Communities celebrate special days. They also remember important days from their past. They put these days into their calendar. Not all people and communities celebrate the same things.Here are some important dates.

MP 1 Chronology, terms and concepts Key concept Significance

Community Celebrations

Christmas Day Harmony Day New Year’s Day

Father’s Day 1st day of Passover ANZAC Day

Good Friday Independence Day 1st day of Ramadan

Sorry Day Mother’s Day Valentine’s Day

Find out the date this year of these special days. Now sequence them on the calendar.

January February March April

May June July August

September October November December

Add any other special dates your school or community celebrates.

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Name Date


Worksheet 3

Place this grid on your desk for one week. Then listen for time words!Tick the box each time you hear that word. Add other time words you hear to the empty spaces.


Clock Watching

after hour month season when

April future November spring winter

August January now Sunday year

autumn June October summer yesterday

before July old-fashioned then

date March past Thursday

day May present today

December minute Saturday tomorrow

February modern second Tuesday

Friday Monday September Wednesday

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Name Date


Worksheet 4

Read each clue. Choose from the answers in the box.


Crossword in Time

Across5. Day of the week after Wednesday.

6. Month when Christmas is celebrated.

7. Fifth month of the year.

Down1. Time that hasn’t happened yet.

2. Season between winter and summer.

3. Eleventh month of the year.

4. First day of the weekend.

1

5

2

4

3

6

7

AnswersDecember

Saturday

future

May

Thursday

Spring

November

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Name Date


Worksheet 5

Imagine someone on another planet is sending you a letter. Write your address on the envelope.


On Track

Invent an imaginary person. Create the name of an imaginary world for them to live in. On another sheet, write their name and address.

Your

nam

e

Numb

er a

nd s

tree

t

Subu

rb,

town

, vi

llage

or

city

Post

code

Stat

e or

Ter

rito

ry

Coun

try

Plan

et

Gala

xy

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Name Date


Worksheet 6

Societies are made up of different community groups. Each has its own history. Make a list of some of the community groups you belong to. They might be clubs, religious groups, sporting groups, Brownies, Cubs, school and so on.


Belonging

My community groups

Which is your favourite group or community? Give two reasons for your choice.

I like being part of because:

•

•

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Work with a partner. Ask your partner to tell you a topic that interests them.Write four questions to ask your partner about that topic.Then, ask your partner the questions.

Ask Away

Partner’s name

Partner’s topic

Your questions on that topic Partner’s answers

1.

2.

3.

4.

Which of your questions do you think worked best? 1 or 2 or 3 or 4

Why?

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Worksheet 7

MP 4 Historical questions and research Key concept Cause and effect

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Choose a person from history. It might be someone famous, or someone from your own family’s past.

Looking Back

Name of person

Why I chose this person

Now, imagine you could talk to that person.

Write three questions you would like to ask them.

1.

2.

3.

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Worksheet 8

MP 4 Historical questions and research Key concept Significance

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In the first box, draw (or glue a photo) of you or a family member as a baby.In the second box, draw (or glue a photo) of the same person now.How is the person the same?How is the person different?

Growing Up

A s a b a b y

N ame

Da t e

Now

Name

D a t e

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Worksheet 9

MP 5 Historical questions and research Key concept Continuity and change

D i f f eren t D i f f eren tS ame

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Compare daily life in the olden days with daily life today. See how many differences you can think of. Write or draw them in the spaces.

As a class, make a big list that combines everyone’s ideas.

Then

Now

Different

Different

Same

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Worksheet 10


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Worksheet 11


Draw a picture of yourself inside the middle circle.In the smaller circles draw or write the name of:• three people you are connected to• three places you are connected to• three things you are connected to.

My Connections

Highlight the people or things you feel most connected to.

Me

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Worksheet 12


Work with a partner. Find four things that you have in common. Use the subject headings to help you. Create your own heading for the last one.

Finding Connections

Partner’s name

At home, try to find four things you have in common with an older family member.

Food

Sports

Books©


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Worksheet 13


Imagine you are putting together a display for your local museum. The display is about education. Draw a line from each item to the museum showcase you think it should go in.

Museum Detective

inkwhiteboard

dunce’s cap

slatelaptop computer

felt-tip pens

chalk

school uniform school uniformcalculator

The way we were

The way we are now

Museum showcase 1 Museum showcase 2

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Worksheet 14


Make a list of place names from your local area. You might list the names of streets, suburbs, rivers, lakes, mountains, parks and so on.You could look at a street directory, or a map of the area on the internet for clues.

Place ames

Choose three of these places. Give each one a new name.

Write a reason for each new name.

Old place name New place name Reason for new name

Place names in my local area

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Choose a topic to research. Find information about your topic from three different sources. You could use books, newspapers, photographs, objects or people.Draw a picture of each source. Then, write the information.

Where Did I Find It?

Topic

Picture of source Information

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Worksheet 15

MP 8 Analysis and use of sources Key concept Perspectives

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1. Choose a topic about the past. 2. Choose an adult to be your source of information. (You could choose a family friend, great aunt or grandparent.)3. Plan some questions to ask them.4. Write their answers in the table.

Can You Tell Me?

Topic:

Source: interview with

Questions Answers

Where else could you gather information for this topic?

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Worksheet 16


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Worksheet 17

MP 9 Analysis and use of sources Key concept Significance

Choose a history topic. Now find two history books about that topic. Write the titles and authors of the books in the first row. Search each book for the signposts listed in the table. Place a ✓ in the box if you can find the signpost in the book. Place a ✗ in the box if you can’t find it.

Checking It Out

Did you find any other signposts not listed above? Name them here.

Book 1 Book 2

Title and author

date

contents page

chapter headings

subheadings

entries in alphabetical order

glossary

index

Topic

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Worksheet 18


Choose a history topic. Now, find two websites that include information about your topic. Write the names and addresses of the websites in the first row. Search each website for the signposts listed in the table. Place a ✓ in the box if you can find the signpost on the website. Place a ✗ in the box if you can’t find it.

Can You Find Me?

Did you find any other signposts not listed above? Name them here.

Website 1 Website 2

Name and address of website

home page label

title

headings

search function

links

clickable images

Topic

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Worksheet 19


All in the FamilyA special object could be a photo album, a wedding dress, medals or any other object.Ask a family member to help you make a list of special objects belonging to your family.

Now record where you found this information.

Spoken source

Conversation with

Date

Draw your favourite special object. Add a label to tell why it is special.

Special objects

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Worksheet 20


Find out about your local area. Use books and the internet to find information. Try to use three different sources.

My Place

What was the most interesting information you found?

Visual source

Spoken source

Written source

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Worksheet 21


Choose a topic. Put a ✓ in the Worth looking? column if you would look at this source to find information. Put a ✗ if you would not look at this source. Put a ✓ in the Check column if you would trust this source. Put a ✗ if you would not trust this source.

Can It Be Trusted?

My topic

Information source Worth looking? Check

My photograph album

Newspaper story

Television program

Grandmother’s diary

Family history website

Home video

Conversation with my neighbour

My grandfather’s war medals

My mother’s birth certificate

My cousin’s blog

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Imagine your school is going to celebrate its centenary. Your class has collected information about your school’s history. All the information must be accurate. Read each comment below. Can the source be trusted?Write a number from 1 to 9 in each box.1 = least trusted 9 = most trusted

Believe It or Not

I think I remember that school. Did it have a blue uniform?

Mary Brown, shopkeeper

The school is celebrating its centenary this year. It will be 100 years old.

Local newspaper

I still have my school blazer from 50 years ago.

John Hill

When the school opened there were only 20 pupils.

Head teacher

My memories are fading, but I used to ride my pony to school each day.

Tommy Tow

I won the high jump

I went to your school.

Local athlete

I have photographs of the Year 6 dance.

Sam

That school was full of naughty children.

Retired teacher

Best school in the district.

Website

Now, work with a partner. Compare your ranking with theirs.

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Worksheet 22


10 years ago when

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Worksheet 23


Pictures give us a lot of information.Test your skills of observation.

I Spy

Look out for things like: size, colour, how things are arranged, how things are connected, the feelings it creates and so on.

1. Your teacher will show you a picture for one second.

What did you see?

2. Your teacher will show you the same picture for 15 seconds.

What do you notice that you didn’t see before?

3. You can now look at the picture for as long as you like.

Anything new?

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This is a picture of a family about 100 years ago.

Reading a Picture

What does the picture tell you about this time?

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Worksheet 24

MP 12 Analysis and use of sources Key concept Continuity and change

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Think of a recent family event. For example, you could choose a party or special meal, the birth of a new family member, moving house or getting a new pet.

Seeing It My Way

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MP 13 Perspectives and interpretations Key concept Empathy

Worksheet 25

EventWrite about what you did and how you felt at the event.

Now, choose a family member who was also at the event.

NameImagine how they felt at the event. Write how they were feeling at the time.

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The Best and the Worst

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MP 13 Perspectives and interpretations Key concept Perspectives

Worksheet 26

Choose an event from the school year. For example, you could choose a sporting event, a musical event, a celebration or an excursion.

Interview two people who were at this event. With their agreement, record their answers to your questions.

Event

Person 2: Name

What was the best thing about this event?

What was the worst thing about this event?

Person 1: Name

What was the best thing about this event?

What was the worst thing about this event?

Were their opinions similar or different?

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Choose a favourite pet or a toy. Write a mini-biography of your pet or toy. Plan your biography in the boxes. Then write it. Add a photo or drawing.

MP 14 Explanation and communication: Biography Key concept Significance

Worksheet 27

Who’s Special?

Subject of biography

Picture

Orientation (where they were born, where they have lived)

Conclusion (what makes them special, how you feel about them)

Important events (their close ‘friends’, any of their adventures)© M


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Sometimes a community honours the memory of a person with a memorial. A memorial could be a building, statue, plaque or a gravestone.

Find out about a memorial. It could be in your community or one you have visited.

MP 14 Explanation and communication: Biography Key concept Significance

Worksheet 28

Memories

Name of person

Type of memorial

Reason for memorial© M


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Your teacher has arranged for you to email a school in a different area from yours. You will have an email ‘buddy’. You must email back and forth three times each. Plan the content of your emails in the boxes.

MP 15 Explanation and communication: Description Key concept Perspectives

Worksheet 29

Email Buddies

First email (say who you are, describe yourself, describe your family)

Second email (describe your school, where it is, how many students are in your class)

Third email (describe your local area, its history, monuments, important buildings, parks)

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Some animals are native to Australia. For example, kangaroos, koalas, emus and wombats. They have been here for millions of years.Other animals have been introduced from other countries. For example, goats, cane toads, rabbits, foxes, cats and dogs. Introduced animals often harm the environment.

Choose one native Australian animal and one introduced animal. Draw or glue a picture of each one below. Use arrows to add descriptive comments. For example, red fur, long claws.

MP 15 Explanation and communication: Description Key concept Cause and effect

Worksheet 30

Changing Landscapes

Native animal

Introduced animal

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Was life better in the olden days?Ask four adults. Record their answers and reasons.

MP 16 Explanation and communication: Discussion Key concept Empathy

Worksheet 31

What Do You Think?

Person’s name Yes or No Reason1.

2.

3.

4.

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Choose a discussion topic. For example, ‘Should we celebrate Harmony Day at our school?’ or ‘Do children have busier lives today than in the past?’

MP 16 Explanation and communication: Discussion Key concept Perspectives

Worksheet 32

My Opinion

Topic

Look at books and the internet for information on this topic.Write your opinion on the topic.

Give two reasons for your opinion.

1.

2.

My opinion . . .

Now work in a small group.

Listen to each other’s opinions.

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Make up your own causes and effects to finish the explanation.If you need more boxes, use the back of the sheet.

MP 17 Explanation and communication: Explanation Key concept Cause and effect

Worksheet 33

What Happened Next?

so when because as a result

It rained all day so . . .

Helpful words

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Think of something that happened in the past. Explain how or why it happened.

MP 17 Explanation and communication: Explanation Key concept Cause and effect

Worksheet 34

What Caused It?

(Title to introduce your topic)

Cause (first event)

Effect (what happened?)

Effect (what might happen in the future?)

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Choose a history topic. Find information about the topic.Choose three facts you didn’t know before. Write them in the boxes.

MP 18 Explanation and communication: Information Report Key concept Significance

Worksheet 35

Fact Finding

My topic

Fact 1

Fact 2

Fact 3

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The sentences in this information report are muddled! The information report is about old-fashioned cooking utensils.Write a number in each box to show the correct order of the sentences.

MP 18 Explanation and communication: Information Report Key concept Continuity and change

Worksheet 36

Cooking Up A Storm

❑ They have been replaced by modern appliances.

❑ Some utensils used for cooking in the olden days are no longer used today.

❑ I wonder if they have just gone out of fashion. Or, are there other reasons for the changes?

❑ For example, toasters used to have fold-down sides rather than slots at the top.

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The games children play have changed over time. Some old games are still popular, like hopscotch and chess. Other old games are less well-known today.

MP 19 Explanation and communication: Procedure Key concept Continuity and change

Worksheet 37

Playing the Game

Game

Goal

List of items needed to play

Steps to follow

1.

2.

3.

4.

Any tips?

Imagine time travellers have come back from the future to visit you. They want to play one of your games, but they don’t know how to play. Choose a game you like to play. Write down some instructions for the time travellers to follow.

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What jobs do you do to help out at home? Write them here.

In the olden days, children had very different jobs to do. One job

was to help with butter churning.

MP 19 Explanation and communication: Procedure Key concept Continuity and change

Worksheet 38

Making Butter

Try your hand at making butter. Follow the procedure below.

First, make up a short chant to sing or say while you churn.

GoalHow to make butter

You will need• a marble• a small glass jar with a lid (it must be clean)• enough fresh full cream to make it three-quarters full.

Steps to follow

1. Pour the cream into the jar with the marble. Close the lid.

2. Shake the jar for a long time.

3. After about 10 minutes you will have whipped cream.

4. About three minutes later you will have a round ball (the butter) surrounded by liquid (butter milk).

Tips

Remember you are a butter churning machine so don’t stop!

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Write a news story about something that has happened to you. It could be something that happened at school, at home or when you were out. It could be about getting a new pet or computer. It could be something that happened in class.Write the news as a recount. Remember, a future historian may read it. They will want to know all the interesting details!

MP 20 Explanation and communication: Recount Key concept Significance

Worksheet 39

Breaking News

Orientation (What is your news about?)

First

After that

Finally

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Families often tell and retell favourite stories about their past history. Read or listen to these family stories.

MP 20 Explanation and communication: Recount Key concept Perspectives

Worksheet 40

Telling Stories

Now, write a short recount of one of your family’s stories.

Do you think family stories can be trusted? Why or why not?

Danny: My family is from the Torres Strait Islands.

The story goes that one day my great-grandfather caught lots of lobsters.

He caught so many that he was able to feed the whole village.

They ate them on the beach. The party lasted a day and a night.

Pippa: My grandfather told me a story about my great aunt.

She grew up in the country.

When she was little, she once saw a long black thing lying on the floor.

She thought it was a skipping rope. She picked it up to skip with.

But, it was alive! It was a snake!

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task

Cards

task

Cards

All the

You Need

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tAsk cArd 1 V Critical and creative thinking V Numeracy

V Critical and creative thinking V ICT V Personal and social competence

Make a Time Capsule

tAsk cArd 2

Persuade Me

INDIVIDUAL

Find an empty jar or box with a lid. Fill it with items that tell something about your life this year.Add a label with the date.You could include a photo, ticket, note, some junk mail and so on. Decorate your time capsule. Add a ‘Do not open until . . .’ notice.Hide your capsule somewhere very safe.

Prepare a one-minute advertisement. Your advertisement must persuade people that your local area is a great place to visit. You could talk about things to see and do.Everyone in your group must have something to say.Rehearse and then film your advertisement. Hold a class film festival.

SMALLGROUP

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tAsk cArd 3

Record Change

tAsk cArd 4

Celebrate Different Cultures



V Numeracy V Literacy V Personal and social competence

V Intercultural understanding V Critical and creative thinking

Use a large sheet of cardboard or art paper. At the top write, ‘How I Have Changed’. Divide the space below into six squares. Draw or glue pictures of yourself at different ages in each square. Start with a picture of yourself as a baby. Finish with a picture of yourself now.Cut out some small squares of paper. Tape or glue them over the top of each picture to make a flap.Write a label and the date for each picture on each flap.For example, ‘Blowing out candles on my birthday, 6 June 2008’.

INDIVIDUAL

Use the internet or library books to view the different flags of the world. Draw and make two flags.1. An Australian, or Indigenous Australian, flag.2. Another flag from a different country. Ask if you can display the flags around the school.

INDIVIDUAL

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tAsk cArd 5 V Critical and creative thinking V Personal and social competence

V Critical and creative thinking V Personal and social competence

Make a Collage

tAsk cArd 6

Costume Corner

SMALLGROUP

SMALLGROUP

WHOLECLASS

Use a large piece of art paper or cardboard. Create a collage about your community. It could be a local street scene, a landscape, suburb, day of celebration or a shopping centre.You could use wool, cotton, string, torn-up paper or fabric, cardboard, wood, leaves and seed pods. Give your collage a title. Display it in the classroom.

Create a costume corner with olden-days’ clothes.Discuss the kinds of items you could include. Make a list.Now, talk about how you could get or make some of these things. Each person in the group could take responsibility for making an item. For example, a top hat or a mask from cardboard.Everyone could bring an item by a set date. For example, old clothes from home.

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tAsk cArd 7

Make a Scrapbook

tAsk cArd 8

Imagine . . .



V Literacy V Critical and creative thinking

V Literacy V Numeracy

INDIVIDUAL

Make a scrapbook of memories. Take the whole term to complete your scrapbook.Include photos of yourself and your classmates. Include things like invitations, award certificates, letters, programs and so on. Add drawings of people, places and events in your life. Label everything!

Choose a mechanical item. For example, a car, a refrigerator or a television. Now, design a futuristic version of your item. Make a large drawing of your future design. Draw it as it might look either 50, or 100, or 200 years from now.Label its parts showing how they will work.Present your drawing to the class. Explain the features of your design.

PAIRS

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tAsk cArd 9 V Critical and creative thinking

V Critical and creative thinking V Literacy

Paint a picture of yourself. Include images of people and special objects around you. You could paint some of them and write others as words.Add things from school, your home life and your community.Ask if you can display your self-portrait on a wall in the school.

Make a Self-Portrait

tAsk cArd 10

My FamilyMake an alphabet book about your family life.Staple together 26 blank pages plus a front and back cover.Write each letter of the alphabet on a separate page.For each letter write and draw something connected with your family life. For example, A is for Auntie Ann who lives on a sheep farm, B is for my brother’s Billy cart, C is for Chinatown where we have yum cha.Decorate the cover. Give your book a title.

INDIVIDUAL

INDIVIDUAL

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tAsk cArd 11

Changing the World

tAsk cArd 12

Big Things



V Ethical behaviour V Critical and creative thinking V Numeracy

V ICT V Personal and social competence

WHOLECLASSINDIVIDUAL PAIRS

PAIRS

Big BananaBig CowBig KoalaBig LobsterBig Merino

Big Murray CodBig PenguinBig PineappleBig PrawnBig Rocking Horse

BIG-sized objects can show off something important in the life and history of a community. Work with a partner. Use the internet to find out about these things.

(Research hint: www.bigthings.com.au/)Design something BIG for your community.

Write a list of six actions that could make the world a better place in the future. Number them in order of importance. Number 1 = the most important. Now, work with a partner. Compare your list with theirs.Together, choose the best suggestion from each of your lists.Report the top two suggestions to the class.

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tAsk cArd 13 V Literacy V Critical and creative thinking

V Literacy V Critical and creative thinking

Make a Card

tAsk cArd 14

Keep a DiaryImagine you are a character living at some time in the past. Make a diary. Staple a front and back cover to seven empty pages.Decorate it to look old.Write in the dates for a week in a year from the past. For example, 5 May 1825 to 12 May 1825.Imagine what life was like in that year.Write a short diary entry every day for a week.

INDIVIDUAL

INDIVIDUAL

Make a greeting card for a member of your family or community.It could be a card to say happy birthday, congratulations, thank you or something else.Write a heading on the front.Write a message on the inside.Decorate the front of your card. You could use glitter, paints, crayons or any other art materials.Send your card!

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tAsk cArd 15

tAsk cArd 16

Designing



V ICT V Critical and creative thinking

V ICT V Critical and creative thinking

SMALLGROUP

Visit www.pictureaustralia.org/slideshow/Advertising+Australia (Picture Australia, Advertising Australia Slideshow).Look at the slide show of old-fashioned advertisements. Now, design an old-fashioned advertisement for a modern product. Be creative. You could use a computer. You could dress up and take a photograph. You could draw or paint a poster.Share your advertisement with the class.

Use an internet map search engine. For example, Google Maps at www.maps.google.com.auSearch for a map of your suburb or area. If possible, click on a ‘Satellite’ view. Explore the area.Create a diorama of your area. You will need a small cardboard box. You could use modelling clay, paints, sand, cellophane or any other art materials.Present your diorama to the class.

Model HomePAIRS

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Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3

All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5

All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2

All the tools a smart teacher needs!

AGES5-8

DonnaGibbs

History

His

tor y

Skills, knowledge and understanding for historical inquiry

All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.

The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.

History

Mini-posters – to introduce new historical skills

Annotated text models – for text structures needed in History

Worksheets – to practise historical skills and develop understandings

Task cards – for extension and to reinforce general capabilities


Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication

Key Concepts covered to develop Historical Understanding:• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Biography• Description• Discussion• Explanation• Information report• Procedure• Recount

About the Author

Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.

www.macmillan.com.au

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Documents

All You Need to Teach: History Ages 5-8