all you need to teach: history ages 8-10

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!

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:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• 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

AGES8-10

DonnaGibbs

HistoryH

isto

r y

Skills, knowledge and understanding for historical inquiry

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acmillan Education Austra

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Ages 8-10

Donna Gibbs

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 8–10 ISBN 978 1 4202 8000 5

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.

Answers for Worksheet 6

Torres; ice; food; land; Dreaming; communities; languages; sacred; seafaring; traded

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All the history teAching tips you need How to Teach History in Years 3 and 4 .................................................5

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

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

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

Assessment Checklists ...........................................................................9

All the historicAl skills you need Chronology, terms and concepts

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

2. Words and Their Histories ...............................................................12

3. Talking About Communities ............................................................13

Historical questions and research

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

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

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

Analysis and use of sources

7. Gathering Information ....................................................................17

8. Signposting .....................................................................................18

9. Checking Information .....................................................................19

10. Fact and Opinion ..........................................................................20

Perspectives and interpretations

11. Point of View ................................................................................21

12. Meaning in Pictures ......................................................................22

Explanation and communication

13. Autobiography .............................................................................23

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

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

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

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

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

19. Persuasion ....................................................................................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 in yeArs 3 And 4

In 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 yeAr s 3 An d 4This book is designed to provide a comprehensive guide for teaching History in Years 3 and 4, typically students of eight to ten years of age. The 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 an integrated manner. Historical skills include being able to select and use appropriate sources, to interpret and analyse texts, and to explain and communicate using different types of historical text. Students use these skills to learn about topic areas in Australian history within the context of world history.

hot history topics

The topics in the left-hand column in the table below provide links to historical knowledge for Years 3 and 4. The right-hand column suggests topics for historical inquiry by students.

Year 3: Community and Remembrance

Historical knowledge Topics for historical inquiry

(i) First peoples

Ways of life, beliefs and practices followed by Indigenous Australians in a local area

Relationship between language, country, place and spirituality

Aboriginal shelters (for example, caves, lean-tos); nomadic lives; hunting and gatheringAboriginal technologies (for example, axes, fire, boomerangs, javelins, digging sticks)Elders’ roles; cave and rock paintings; didgeridoos; ceremonial dancesTaboos; totems; kinship laws

What is the significance of Country and Place to the Aboriginal and Torres Strait Islander people from my local area?What language group did they belong to?What were their homes like? How did they use the land?

What beliefs and values did they hold?

(ii) Change and continuity over time

The similarities and differences in developments in Australian communities (local, regional or state/territory) over the last 250 years A single study from:Transport; work; schools, natural and built environments; entertainment; daily life

What changes have occurred in the nature of housework, in working for a living over time, or in the way we communicate?How has transportation changed? (for example, horses and carts, aeroplanes)What are the differences in the way we are educated then and now?How have inventions changed our lives? (for example, refrigeration, mechanisation, photography, the internet)How has entertainment changed over time?

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(iii) Contributors to community development

The influence of many cultures to local communities

The role of people of diverse cultural backgrounds in the development of the local community

Which individuals and cultural groups have influenced change in the local community over time?What contributions have they made? (for example, leadership, sport, religious buildings, local architecture, languages, shops, restaurants)What similarities and differences are there in developments over time between two local communities?

(iv) We remember

Events that our nation celebrates or commemorates The historical origins of one of Australia’s national celebrations or commemorationsEmblems and symbols that represent our nation and its states and the meanings Australians attach to themImportant celebrations and commemorations held in other countries and how they compare with those in Australia

How can our national identity be described?

What are the emblems of our nation and state? (for example, flags, stamps, anthems)What is the significance of our national days of celebration or commemoration? (for example, Australia Day, ANZAC Day, Queen’s Birthday, Remembrance Day, Sorry Day) What are the important national days in countries around the world? (for example, Bastille Day, Independence Day)

Year 4: First Contacts

Historical knowledge Topics for historical inquiry

(i) First Australians

Cultures, beliefs, languages and social organisations of Aboriginal and Torres Strait Islander people before the arrival of EuropeansAboriginal communities and clans Aboriginal languages and dialects

Dreaming Stories and their meaningsSignificance of the environment and land-management practices

What are the cultures, beliefs, and social organisations important to the diverse Aboriginal and Torres Strait Islander communities? (for example, Ngarinyin people, Kulin Nation, Cadigal people)What languages did they use? (for example, Dharug, Pitjantjatjara)What is the Dreaming?

(ii) Journeys of discovery

Explorations of the new world up to the late 1700sPortuguese, Spanish and French explorations of the new world

Who were the early navigators and explorers in the age of discovery? (for example, Columbus, Magellan, Vasco de Gama)What were the reasons for their explorations? What impact did they have on other cultures?

(iii) The First Fleet

Stories of the First Fleet

Crimes leading to transportationThe journey and British settlementLife in early Sydney

What is the story of the journey and arrival of the First Fleet? How did the arrival of the First Fleet impact on the environment and livelihood of Aboriginal peoples? What kind of crimes led to transportation?

What was daily life like for people in early Sydney? (for example, children, convicts, Captain Arthur Phillip, British soldiers, Bennelong, Pemulwuy, Arabanoo)

(iii) Early contacts

Early European and Asian people’s contact with AustraliaFirst contacts between Aboriginal and Torres Strait Islander people with European and Asian people Comparison of ideas of land ownership of Europeans and Aboriginal peopleImpact of British colonisation on the environment

Who were the first people to make contact with Aboriginal and Torres Strait Islander peoples? (for example, the Macassar, Janszoon, Cook)What differences are there in European and Aboriginal attitudes to land ownership? What effects did British settlements have? (for example, sacred sites and land usage, smallpox and the Eora, wars and massacres)

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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. They build on many of the skills and concepts introduced in the Ages 5–8 book.

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 My Life on the Line Worksheet 2 Remembering).

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 Years 3 and 4, historical understanding is developed through the key concepts of Sources, 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 Year 3 or Year 4 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

Books for teAchers

Focus On: Australian Topics Ages 8–10, Garry Chapman, Macmillan Education Australia, 2005

Books for students

Macmillan Primary Atlas, Macmillan Education Australia, 2007

Stories from Australian History: Captain Arthur Phillip and the First Fleet (Macmillan Library series), Melanie Guile, Macmillan Education Australia, 2010.

Symbols of Australia: Anthems and Songs, Commemorative Days, Emblems, Flags and Coats of Arms, Icons, Landmarks (Macmillan Library series), Samone Bos, Macmillan Education Australia, 2011.

We Are Australians: The First Australians; People and Places; Settlers and Explorers (Macmillan Library series), Wendy Graham, Macmillan Education Australia, 2009.

WAll chArts

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

Macmillan Wall Charts: ANZAC Day, Macmillan Education Australia, 2009

Macmillan Wall Charts: Symbols of Australia, Macmillan Education Australia, 2011

WeBsites

Australian Dictionary of Biography at www.adbonline.anu.edu.au Searchable database of biographies of persons significant in Australian history

Australian Government Culture Portal at www.cultureandrecreation.gov.au/ Large searchable collection of stories of Australian and Indigenous Australian history and culture.

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

First Australians: The Untold Story of Australia (SBS, 2008, directed by Rachel Perkins and Beck Cole) at www.sbs.com.au/firstaustralians/ The story of Australia in seven episodes told from an Indigenous perspective.

Historic Houses Trust at www.hht.net.au/museumsNew South Wales site with information about historic houses. Also go to ‘Discover’ and then to ‘For Kids’ for topics such as ‘A Day in the Life of a Convict’.

Migration Heritage Centre, New South Wales at www.migrationheritage.nsw.gov.au Go to ‘Objects through time’ for images and history of objects dating back 50 000 years.

My Place for Teachers at www.myplace.edu.au/Ways to teach about events and people from Australia’s history through links with the ABC TV series, My Place.

National Symbols at www.australia.gov.au/topics/australian-facts-and-figures/national-symbols Australian Government site with information on national dress, flag, coat of arms, emblems and so on.

Picture Australia at www.pictureaustralia.org/National Library of Australia’s collection of images of Australia’s past and present.

State Library of NSW website at www.sl.nsw.gov.auGo to ‘Discover Collections’, then ‘History of our Nation’, then ‘From Terra Australis to Australia’ to find maps, paintings and original documents about the First Fleet.

Who goes there? European Exploration of the New World at www.library.thinkquest.org/J002678F/Prize winning student-made site about explorations of the new world.

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Achievement goal Date Comment

Uses some historical terms, and selects and uses various sources to develop different types of written, spoken and visual text about the past

Locates and considers usefulness of sources used in historical texts

Able to explain origins and history of local area; understands ideas of celebration and commemoration

Able to describe changes to aspects of ways of life of individuals and groups over long periods of time

Recognises contributions made by diverse cultural groups

Able to draw conclusions about key events in the past and the present and to recognise a chronological sequence

Achievement goal Date Comment

Communicates ideas about the past in a range of written, spoken and visual forms using some historical concepts, and through selecting and using sources

Able to find answers to questions about the past by using relevant sources

Able to use a variety of formats to retell events from the past accurately and with empathy

Able to create simple timelines and recognise the importance of chronological sequence

Identifies some reasons for, and the impact of, selected historical events

Year 3 Student’s name Term

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HistoriCal

skills

HistoriCal

skills

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Dutch explorer, Willem Janszoon, explores west coast of Cape York Peninsula.

Dutch explorer, Dirk Hartog, lands on the coast of Western Australia.

Abel Tasman explores the west coast of Tasmania.

English explorer, William Dampier, reaches the north-west coast of Australia.

English explorer, James Cook, reaches the south-east coast of Australia.

First Fleet arrives in Botany Bay.

11All You Need to Teach History Ages 8–10 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8000 5

Worksheet 1 My Life on the Line Worksheet 2 Remembering

MP 1Mini-Poster

Chronology, terms and concepts

SequencingA timeline is a way to show a sequence of historical events.

Events are listed in order from the earliest to the most recent.

Earliest date

A timeline is divided by dates

Timelines use present tense

Most recent date

16061616

1642

1688

17701778

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MP 2Mini-Poster


Worksheet 3 The Secret History of Words Worksheet 4 Know Your Place

Words and Their HistoriesWords come into a language for many different reasons.

Place names have stories to tell

A place could be named to honour a person. It could be named after another city or a ship, or given a name that comes from Aboriginal words.

• Cooktown is named after Captain Cook.

• Arnhem Land in the Northern Territory was named by Matthew Flinders after the Dutch ship Arnhem. The ship was named after the city of Arnhem in the Netherlands.

• Warragamba Dam in New South Wales comes from the Aboriginal words ‘Warra’ and ‘Gamba’ meaning water running over rocks.

Words can come from other languages

Some examples:

Indigenous Australian languages (kangaroo)

French (collage)

Greek (asterisk)

Italian (pizza)

Japanese (sushi)

Latin (date)

Acronyms

People make up words from the first letters of other words.

Australian and New Zealand Army Corps = ANZAC

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Here are some useful words for talking about communities.

Talking About Communities


Worksheet 5 Playing Up Worksheet 6 Fill Me In

MP 3Mini-Poster


Kinds of communities

local

state

national

global

religious

language group

ethnic

penal

nomadic

How new communities begin

immigration

exploration

development

transportation

colonisation

What unites communities

celebration

culture

trade

kinship

language

monuments

beliefs

commemoration

remembrance

ways of life©

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Worksheet 7 Guess Who’s Coming to Afternoon Tea? Worksheet 8 History Quiz Questions

Asking QuestionsAsking questions about people and events gives us information about our past and present — our history.

MP 4Mini-Poster


How?

How did it happen?

What? What happened? What does it tell us? What was achieved?

When?

When did it happen?

Where? Where did it happen? Where were they at the time?

Which?

Which people?

Which events?

Who? Who did it? Who caused it?

Why? Why did it happen? Why is it significant? Why did they act that way?

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Comparing

Worksheet 9 Charting Diversity Worksheet 10 I Spy with My Little Eye

MP 5Mini-Poster


What? What happened? What does it tell us? What was achieved?

community activities

languagespolitical systems

significant events

significant people

ways of lifevalues and beliefs

cultural practices

Comparing factors that shape a nation’s history reveals what nations have in common, as well as what makes them different from each other.

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Worksheet 11 What’s in a Name? Worksheet 12 Discoveries

MP 6Mini-Poster


Making ConnectionsMaking connections means understanding that events

that happen in history are caused in some way.

Why is ANZAC Day commemorated every year in Australia?

Why did Britain choose Australia as a place to send its convicts?

Why was Australia named ‘New Holland’ by Abel Tasman in 1644?

To find out what causes something you need to ask, ‘Why has this happened?’

If there are a number of causes, some are likely to be more important than others.

Some things may have been caused deliberately while others may have been caused accidentally.

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Worksheet 13 Which Sources Will I Use? Worksheet 14 Sampling Sources

MP 7Mini-Poster


Information comes from a range of sources.

Gathering Information

Oral sourcesstoriessongseyewitness accountssound recordingsconversations

Visual sourcespictures and photos

paintings

films

maps

posters

websites

coins

medals

statues

buildings

bones

machinery

Written sources

books

magazines

diaries and journals

newspapers

documents

websites

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SignpostingTexts have signposts to indicate how they are

organised and what the author thinks is important.

Signposts in books

author’s name and details

blurbs

conclusions

font sizes

headings

opening paragraphs

opening sentences

prefaces

subheadings

summaries

use of bold

use of colour

use of images

use of italics

use of space

Signposts on websitesauthor’s name and detailsdate last updatedfont sizes

headings

home pageuse of bolduse of colouruse of imagesuse of italicsuse of linksuse of sounduse of spaceweb address


Worksheet 15 Finding Your Way Worksheet 16 Web Watching

MP 8Mini-Poster


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Worksheet 17 Check It Out Worksheet 18 Look Here!

MP 9Mini-Poster


Asking questions can help you test the trustworthiness of a source.

Checking Information

Is the author

reliable?

Is the

language emotional?

Could the visual

evidence be faked?

Could

the camera be lying?

Are the facts

accurate?

Is memory relied on?

Is the

evidence out of date?

Is there evidence of

exaggeration?

Is the author

trying to persuade me to agree with his

or her opinion?

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MP 10Mini-Poster


Worksheet 19 Fact Finding Worksheet 20 On Trial

A writer’s choice of words gives clues as to whether a fact or an opinion is being expressed.

Fact and Opinion

FactThe fact that . . .

It has been found /confirmed that . . .

According to recent research . . .

It was also discovered that . . .

In future, scientists will be able to demonstrate that . . .

OpinionIn my view/opinion . . .

It can be argued that . . .

It has recently been claimed that . . .

It has been suggested . . .

But beware!Some writers use language to dress up opinions as though they are facts. They try to persuade you to agree with their point of view.

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Worksheet 21 Living Treasures Worksheet 22 Detecting

MP 11Mini-Poster


A point of view is the way you see things – your attitude towards people, events and so on.

When we talk about a subject, we express our point of view through our body language and tone of voice.

When we write about a subject, we express our point of view through the words we choose and our tone or attitude towards the subject.

Point of View

People change their point of view over time as they learn

new things and as society’s values change. For example,

slavery used to be thought acceptable in some communities

and was not outlawed until late in the 19th century.

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Worksheet 23 What’s in an Ad? Worksheet 24 Aussie Icons

Meaning in PicturesPictures or images are often used to stand for something else. These symbols are a shorthand way of representing something.

MP 12Mini-Poster


Countries use symbols or emblems to represent themselves.

Advertising, charities and organisations rely on symbols or logos to remind people of their products.

Symbols can change over time as people’s values and attitudes change.

Many symbols and emblems are used to represent the Australian states and territories. P

gems

flags

flowers

minerals

mottos

badges fossils

birds

animals

colours

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An autobiography is the story of your life, or part of it, written by you.

Autobiography

Worksheet 25 My Mini-Autobiography Worksheet 26 Just Imagine

MP 13Mini-Poster


Where you will find autobiographies journals, letters, diaries, books

Edward John Eyre’s Expedition to the Centre of Australia

. . . I was to attempt to penetrate the vast recesses of the interior of Australia . . .

The hopes, fears, and anxieties of the leader of an exploring party, must be felt to be understood . . . A single false step, the least error of judgment . . . might plunge the expedition into inextricable difficulty or danger . . .

With such thoughts as these, and revolving in my mind our future plans, our chances of success or otherwise, it will not be deemed surprising, that . . . sleep should long remain a stranger to my pillow; and when all nature around me was buried in deep repose I alone was waking and anxious.

SourceEyre, Edward John, Journals of expeditions of discovery into central Australia and overland from Adelaide to King George’s Sound in the years 1840–1, pages 23–25

personal feelings

about an important event in his life

use of first person

private reflections

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Worksheet 27 Life Stories Worksheet 28 Famous Lives

MP 14Mini-Poster


Biography

Where you will find biographiesbooks, television and radio programs, articles in newspapers and magazines, websites

A biography is the story of someone’s li fe written by another person.

orientation about early life

overview of life’s important events in sequence

summing up of achievements

use of past tense

use of third person

list of source material used

Bibliography Conversation with Donna Dower, a descendant of John Parkes, 26 October 2010

John ParkesJohn Parkes was born in England in 1766. He could not read or write and from the age of six was brought up as a nailor, a worker who forged nails on an anvil. After stealing a beaver coat worth sixteen shillings he was transported on the Barwell to Australia in 1798.

After some years in Sydney John Parkes and his wife Margaret set up Parkes’ camp near the Cooks River in New South Wales. They made their living from farming, sawing wood and quarrying stone. They had eleven children one of whom, William, was a famous bare-knuckle fighter.

In 1988 a memorial was erected at Earlwood oval, NSW, to honour John Parkes’ achievements. On the day it was unveiled many of his descendants dressed up in period costume to celebrate.

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Description

Worksheet 29 Looking with Other Eyes Worksheet 30 Zooming In on Convicts

MP 15Mini-Poster


Where you will find descriptionsbooks, magazines, diaries, reports, legal records, autobiographies, biographies, guidebooks

A description gives a picture of someone or something, or gives details of its features.

Holey dollars and dumps are coins that were used during the early settlement of Sydney.

They were made out of Spanish silver dollars. Governor Macquarie had the centres of the Spanish coins punched out to make two coins out of one. The outer ring was named the ‘holey dollar’ and valued at five shillings. The inner circle or centre was called the ‘dump’ and valued at one shilling and three pence.

Spanish writing and engraving now decorated coins being used in Australia!

use of timeless present

opening sentence introduces the subject

descriptive details about the subject

concluding statement

The Holey Dollar and the Dump

Bibliographywww.rba.gov.au/Museum (Museum of Australian Currency Notes)


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Ben: People keep saying that everything has changed. But I don’t think classrooms have changed much. There’s always been a room, desks, a board and a teacher out the front.

Sally: Well, it might look that way on the surface but I know you’ve got it wrong. Classrooms are completely different now from a hundred years ago.

Ben: How?

Sally: Technology for a start. We don’t have chalkboards, we have interactive whiteboards.

Ben: But that’s just like having books up on a screen. It’s not so very different from reading an encyclopedia or a book. When I look at photos of old-fashioned classrooms I think, “Hey, that’s almost the same as mine!”

Discussion between Sally and Ben, Grade 4


Worksheet 31 Staging the Tercentenary Worksheet 32 Adding Up the Evidence

DiscussionMP 16Mini-Poster


Where you will find discussionsreports, newspapers, conversations, talkback radio, television programs, magazines

A discussion gives more than one opinion about something and provides evidence to support those opinions. A conclusion may or may not be reached.

opening statement outlines the issue

use of argument to express point of view

use of argument to express different point of view

use of thinking verbs

use of personal pronouns

use of value judgements

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Explanation

Worksheet 33 Why? Why? Why? Worksheet 34 Dreaming Stories

MP 17Mini-Poster


Where you will find explanationsbooks, journals, diaries, conversations, television and radio programs, websites

An explanation tells how or why something happens.

The word ANZAC stands for Australian and New Zealand Army Corps.

The ANZACs took part in a battle in World War I which began very early in the morning on Sunday, 25 April 1915, at Gallipoli in Turkey. The soldiers showed incredible courage and spirit during the Gallipoli campaign. The campaign lasted until December when the ANZACs were defeated. The allies, whom the ANZACs were supporting, eventually won the war.

At dawn, on 25 April each year, ANZAC Day marches are held in the streets of Australian cities. They are held to honour the memory of those who fought at Gallipoli and to show gratitude to all those who give their lives for their country.

Australia is unusual in celebrating a loss rather than a victory but it marks the first time Australians had fought together as a nation.

identifies questions to be explained

series of reasons explaining first question

summing up

series of reasons explaining second question

summing up

What is ANZAC Day and why is it commemorated?

list of source material used Bibliography

www.anzacday.org.au (ANZAC Day Commemoration)

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Worksheet 35 Getting Sorted Worksheet 36 Did You Know?

Information ReportMP 18Mini-Poster


Where you will find information reportsreference books, encyclopedias, documentaries, television and radio programs, websites

Bibliography Gard, Stephen, Settling Australia: The Convicts, Macmillan Education Australia, 1998

An in formation report gives factual in formation about something.

ConvictsConvicts are people who have been found guilty of a crime. In the 18th century, old boat hulks were used in Britain to house convicted men, women and even some children while they waited to be transported on ships to Australia. Many of the crimes they had committed were quite small, such as stealing bread or cloth.

On the eight-month voyage to Australia, the convicts were kept below deck in crowded conditions. Some were locked in irons. Once in Australia, they began work building the new settlement. Many of them eventually earned their freedom and some even became famous for their contributions to the colony.

use of timeless present

opening statement classifies and defines

facts about subject in sequence

concluding statement


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Persuasion

Worksheet 37 Come into My Corner Worksheet 38 Will You? Won’t You?

MP 19Mini-Poster


Where you will find persuasionpolitical advertisements, proposals, editorials, letters, graffiti, debates, public speeches, lectures, pamphlets

Source Martin, Ged (Editor), The Founding of Australia: The Argument about Australia’s Origins, Hale and Ironmonger, Sydney, (8th ed) 1988, p 9

A persuasion text promotes something or tries to persuade people to act in a particular way.

strongly worded position statement

exaggerated claims

use of emotional language

arguments appealing to authority

reinforces position statement

Extracts from James Matra’s ‘Proposal for Establishing a Settlement in New South Wales to the British Government’, August 23, 1783

. . . many new countries have been found which know no sovereign, and that hold out the most enticing allurements to European adventurers. None are more inviting than New South Wales.

Capt. Cook . . . found everything to induce him to give the most favourable account of it . . . great parts of it were extremely fertile, peopled only by a few black inhabitants . . . in the rudest state of society . . .

. . . Sir Joseph Banks’ high approbation of the scheme which I have here proposed deserves the most respectful attention of every sensible, liberal, and spirited individual amongst his countrymen.

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Worksheet 39 Telling it How it Was Worksheet 40 Looking at the Landscape

RecountMP 20Mini-Poster


Where you will find recountstelevision and radio programs, diaries, letters, history textbooks, biographies, autobiographies

Bibliography www.records.nsw.gov.au/state-archives/digital-gallery/purging-pestilence (Purging Pestilence)

A recount tells the story of how things happened, usually in sequence.

Early in 1900 bubonic plague was carried by rats from the waterfront area of Sydney throughout the city. The rats had come from the ships in port and soon the wharves and docks around Darling Harbour and The Rocks area were infested.

The Government placed many areas near Sydney Harbour under quarantine. They employed people to catch the rats and to disinfect buildings. It is thought that around 44 000 rats were destroyed during this time. In some cases, residents had to burn down their own homes.

Many people caught the plague and it was not long before over 100 people had died from the disease. The plague spread to other places in Australia and it was at least six years before it was fully wiped out. Thank goodness the plague is now only a distant memory!

title introduces the topic

orientation and background

events told in sequence

use of past tense

personal comment to conclude

When Sydney Caught the Plague


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You Need

WorksHeetsWorksHeets

All the

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All You Need to Teach History Ages 8–10 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 8000 5

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

Worksheet 1

My Life on the LineList five events from each time period.

Now, choose one of these time periods to make a timeline on a separate sheet of cardboard. Place the events in date order from earliest to latest. Decorate your timeline with illustrations or photographs.

In the last three hours I have . . .

In the last three years I have . . .

Since I was born I have . . .

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Make a digital slide show of five linked historical events. Have them in the order or sequence in which they took place. Add labels to explain the significance of each event. Plan your slides in the boxes.

Remembering

Present your slide show to the class.

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

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MP 1 Chronology, terms and concepts Key concept Significance

Worksheet 2

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MP 2 Chronology, terms and concepts Key concept Cause and effect

Worksheet 3

The Secret History of WordsWords have secrets that are waiting to be discovered! Take this quiz about some of the words we use when talking about history.

Hint: A dictionary that includes word histories will be helpful for this research.

Questions Answers

What does the word ‘NAIDOC’ mean? When did we start using the word?

What is a ‘woomera’? What language does it come from?

What is a ‘century’? Which language gave us this word? What other words are related to it?

How did the word ‘ANZAC’ come into being?

What is the origin of the word ‘territory’? What other words are related to it?

‘Diwali’ comes from words meaning ‘row of lamps’ in Sanskrit. What is the popular name for this Hindu festival?

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MP 2 Chronology, terms and concepts Key concept Significance

Worksheet 4

Know Your PlacePlace names in Australia come from a variety of sources. Find a map of Australia and look closely at its place names. Find two examples for each of the sources listed below.

Hint: Use online databases or place name dictionaries to research the origin of the place you have selected. You could also type the name into a search engine.

Sources for place names Examples

Aboriginal or Torres Strait Islander words

1

2

Names chosen by explorers who came to Australia before Captain Cook (for example, Dutch and French explorers)

1

2

Names of well-known people (for example, local, state, national and global figures)

1

2

Names of places from outside Australia

1

2

Imagine you are asked to name a new street in your local community.

What name would you choose?

Give a reason for your choice.

Now, compare your choice with that of a partner.

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Work in a small group. Make up a short play set in the past. You could choose, for example, the 1790s, the 1820s or the early 1900s. The play must be about an issue of concern to the community at the time. Use historical language in your play to make it clear when it is taking place. Show how people’s attitudes were different to modern day attitudes.Discuss the questions below. Record the decisions made by your group.

Playing Up

When is the play set?

Where is it set?

What issue is the play about?

What words and ideas can you use in the play to suggest its historical period?

What attitudes can you give your characters that would be typical of that time?

Use the back of this worksheet to write the play. Rehearse and then perform your play for the class.

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MP 3 Chronology, terms and concepts Key concept Continuity and change

Worksheet 5

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Before you read the passage below, find out as much as you can about the cultures, beliefs and social organisation of the first Australians. When you have done your research, fill in the missing words.

MP 3 Chronology, terms and concepts Key concept Sources

Fill Me In

Some scientists think that Aboriginal and Strait Islander people may have first come to Australia across land during the age over 40 000 years ago. Some scientists think it may even be closer to 65 000 years ago!

They lived a semi-nomadic life, hunting and gathering , and using natural resources respectfully. Their connection with the has always been powerful and is expressed in dancing, songs and Stories.

By 1788 there were an estimated 250 different Indigenous covering all parts of Australia. These groups spoke different , and held their own beliefs and ceremonies. Certain lands with sites belonged to them by tradition. Some northern communities bartered for goods with people outside Australia. Torres Strait Islanders, for example, were a people. They traded with Papua New Guineans. Other communities bartered goods but they also with each other.

Research hints • Graham, Wendy, We are Australian: The First Australians, Macmillan, 2009• www.cultureandrecreation.gov.au/articles/indigenous/ (Australian Indigenous Cultural Heritage)

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Worksheet 6

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Imagine you can invite a historical figure to your house for afternoon tea. Who would you choose?Find out more about your chosen figure. Then, think of four questions you would like to ask them.

MP 4 Historical questions and research Key concept Significance

Worksheet 7

Guess Who’s Coming for Afternoon Tea?

I would invite

Question 1

Question 2

Question 3

Question 4

Read your favourite question aloud to the class.

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Use books and the internet to find information about a history topic selected by your teacher. Prepare questions that could be used in a history game or quiz.

For practice, make up a question. Write three possible answers, only one of which is correct. Highlight or circle the correct answer.


Worksheet 8

History Quiz Questions

Now, write five questions on separate cards. On the back of each card write three possible answers (a, b and c) to the question. Highlight or circle the correct answer.

Collect all the cards from the class and file them in a box. Your teacher will check that they are clearly written and accurate before you use them. Then, play a history game or quiz together.

Question:

Answer:

(a)

(b)

(c)

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Indigenous Australians have hundreds of different clan groups (sometimes referred to as people or nations). These groups identify themselves through their languages, their connections with traditional lands and their distinctive cultures and beliefs.

Work with a partner. Choose two Indigenous Australian groups to research (for example, Cadigal, Pitjantjatjara, Kalkadoon, Ngunnawal, Ngarrindjeri, Pila Nguru or Wurundjeri peoples). Use the chart to guide your research.

MP 5 Historical questions and research Key concept Sources

Worksheet 9

Charting Diversity

Group Group

Which language

group do they belong to?

What area of Australia

do they belong to?

How did they use the

land?

What are their

traditional stories?

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On 25 April 1770, in his Endeavour journal, Joseph Banks wrote:

MP 5 Historical questions and research Key concept Continuity and change

Worksheet 10

I Spy With My Little Eye

The countrey . . . resembled in my imagination the back

of a lean Cow coverd in general with long hair but

nevertheless where her scraggy hip bones have stuck out

farther than they ought accidental rubbs and knocks have

intirely bard them of their share of covering.

Imagine Joseph Banks had been given a glimpse of Sydney in 1795. What differences would he have seen in the landscape after 25 years?

Now, imagine Banks could be given a glimpse of Sydney today. What further changes would he see?

(To find out what Sydney looks like today you can find images in books, paintings or on websites.)

Source Banks, Joseph, Endeavour journal, vol 2, 1769–1771, p 241

(You can view the Endeavour journal online on the NSW State Library website: www.sl.nsw.gov.au)

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Worksheet 11

The names given to places – states, cities, towns, suburbs and streets – often have connections with our history and culture.

Find out the origin of the names listed below.

What’s in a Name?

Place name How did this place get its name?

Bankstown (NSW)

Bay of Fires (Tas)

Coober Pedy (SA)

Darwin (NT)

Goondiwindi (Qld)

Kakadu National Park (NT)

Kangaroo Island (SA)

Karratha (WA)

Lake Macquarie (NSW)

Maroochydore (Qld)

Melbourne (Vic)

Noorat (Vic)

Rottnest Island (WA)

Tasmania

Turramurra (NSW)

Your locality

Any street name

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In the 17th and 18th centuries (the 1600s and 1700s), explorers were discovering parts of the world that were completely new to them. Research the expeditions below. Find out the reasons behind them.

Discoveries

What was the nationality of the explorers?

Where did they visit?

What was the reason for their voyage?

Indonesian– The Macassar people

Macassar people sailed to the north coast of Australia from as early as 1500.

Dutch– Dirk Hartog

Landed on the west coast of Australia in 1616.

Dutch– Abel Tasman

Found ‘Van Dieman’s Land’ in 1642 and mapped the northern coast of Australia in 1644.

British– William Dampier

Circumnavigated the world three times. Landed on ‘New Holland’ in 1688.

British– James Cook

Arrived at Botany Bay in 1770.

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MP 6 Historical questions and research Key concept Cause and effect

Worksheet 12

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Worksheet 13

MP 7 Analysis and use of sources Key concept Sources

Which Sources Will I Use?With your teacher, choose a history topic on which to find information. Colour in the six sources you think would be most useful for your topic.

My topic:

Compare your choices with those of a partner. Talk about the similarities and differences in your decisions. Do you want to change your mind about any of your choices?

Written sources

books

documents magazines

diaries

websites

newspapersVisual sources

pictures

mapspaintings

films

coins

buildings

posters

websites

medals bones

machinerystatues

Oral sources

conversationssongs

eyewitness accountsstories

sound recordingsaccounts©


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Worksheet 14

Choose a topic to research. Find information about your topic from a written, an oral and a visual source. Draw, or cut and paste, a picture of the source you have used. Provide a sample of information from that source in the box beside it.

Sampling Sources

Topic

Source (picture) Information (sample)

Written

Oral

Visual

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Choose a history book from your library or classroom. In the table write the title and the author (or authors). Then, tick whether the signposts listed are used by the author to highlight what is important in the book.

Finding Your Way

Title of book

Author/s

Signpost Used? Partner agree? Why or why not?

blurb on back cover

conclusion/s

details about the author/s

font sizes varied

headings

key opening sentence

subheadings

summary

use of bold

use of colour

use of images

use of italics

use of space

Swap your book and worksheet with a partner. Fill in each other’s third column. Discuss any disagreements.

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Worksheet 15

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Choose a website (for example, for a local school, an art gallery, a local or state library, a government). In the table write the name, web address and the author of the website. Then, tick whether the signposts listed are used by the author to highlight what is important about the information on the website.

Web Watching

Website name

Web address

Author/s

Signpost Used? Partner agree? Why or why not?

font sizes varied

date last updated

headings

home page

use of bold

use of colour

use of images

use of italics

use of sound

use of space

Swap your website and worksheet with a partner. Fill in each other’s third column. Discuss any disagreements.

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Worksheet 16

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MP 9 Analysis and use of sources Key concept Perspectives

Worksheet 17

Choose a text about a local community matter. It could be a letter or article in a local newspaper, or a brochure advertising a local attraction. Write the heading of your text and source. Use the questions to test your text for trustworthiness. Write your verdict at the bottom.

Check It Out

My text

Source

Is the author reliable?

Is the author trying to persuade you to agree with his or her opinion?

Are the facts accurate?

Is the evidence out of date?

Is the language emotional?

Is there evidence of exaggeration?

Is memory relied on?

If visual evidence is included, is it biased in any way?

Your verdict

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Look Here!Choose a topic to research.

My topic

Find information about your topic from three different sources. Look closely at your information to decide whether it is completely trustworthy. Explain the reasons for your decision.

Source of information Trustworthy? Why or why not?


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Worksheet 18

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Worksheet 19

Search an online newspaper. Find three facts about daily life from a date in the 19th century. Australian newspapers from 1803 to 1954 can be viewed online on Trove (www.trove.nla.gov.au).

You might learn, for example, that in 1846 you could travel by steamship to Sydney on the Tamar from South Brisbane for £2.

You may find that in 1879 you could invest money in a whaling voyage to cruise along the south coast of Western Australia.

Record the facts you find below.

MP 10 Analysis and use of sources Key concept Continuity and change

Fact Finding

Name and date of newspaper

Fact 1

Fact 2

Fact 3

Read your favourite fact aloud to the class.

Explain in one sentence what the fact tells you about the society of the time.

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Work in a small group. Plan a play about someone who is on trial for a crime against the community. For example, they may be accused of stealing or defacing something precious.

On Trial

Historical setting (for example, outback Queensland in the 1800s)

Characters

Crime committed

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MP 10 Analysis and use of sources Key concept Empathy

Worksheet 20

ResearchFind out more about community life in the place and time you have chosen. Use a variety of sources for your research.

Discuss with your group how to include some of this research in your play. Rehearse your play and perform it for the class. Let justice be done!

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MP 11 Perspectives and interpretations Key concept Perspectives

Worksheet 21

The National Trust of Australia has appointed 100 people ‘Australian Living Treasures’, in honour of the outstanding contributions they have made to society. They were elected by popular vote.

Visit the National Trust of Australia website at www.nationaltrust.com.au/about/treasures.asp

Download the list of ‘Treasures’. Also look at the new additions to the list.

Living Treasures

How many people have you heard of from the list?

Who else would you like to see included in the list and why?

Do you think it is a good idea to have a list of ‘Australian Living Treasures’?

Explain your point of view.

Share your opinion with the class and give your reasons.

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Worksheet 22

In 1789 Governor Phillip sent British officers to capture two Indigenous Australians. He hoped they would assist him to better understand the ways of Aboriginal society.

Here are some extracts from Watkin Tench’s A Complete Account of the Settlement at Port Jackson, published in London by G Nicol in 1793.

MP 11 Perspectives and interpretations Key concept Perspectives

Detecting

Re-read the account. Underline any words that help you recognise Tench’s attitudes and feelings towards Europeans and Indigenous Australians. Write your comments on these words in the box.

Share your views with the class.Source

Jose, Nicholas (Editor), Macquarie Pen Anthology of Australian Literature, Allen and Unwin, 2009, pages 56 and 58

The boats proceeded to Manly Cove, where several Indians [Indigenous Australians] were seen standing on the beach, who were enticed by courteous behaviour and a few presents to enter into conversation . . . our people rushed in among them, and seized two men . . . only one of them was secured . . .

Many unsuccessful attempts were made to learn his name; the governor therefore called him Manly, from the cove in which he was captured: this cove had received its name from the manly undaunted behaviour of a party of natives seen there, on our taking possession of the country.

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The way images are used in an advertisement can tell us about the beliefs and values of the society at the time it was made. Work in a small group. Follow the links below and watch the video clips of these advertisements. As you watch, discuss with your group whether or not they would be suitable for use today.

Rinso Laundry Powder c.1940 www.aso.gov.au/titles/ads/hilda-and-hugh-jones/clip1

Aeroplane Jelly c.1942 www.aso.gov.au/titles/ads/aeroplane-jelly-bertie/clip1

General Motors Holden c.1957www.aso.gov.au/titles/ads/holden-ideal-family-car/clip1

Then, fill in the chart.

MP 12 Perspectives and interpretations Key concept Continuity and change

Worksheet 23

What’s in an Ad?

Advertisement What it tells you about the 1940s or 1950s

Rinso

Aeroplane Jelly

Holden

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Choose six images that in your opinion are ‘Aussie icons’. They should be images that you think represent Australia in the eyes of the world.Draw pictures of your choices in the boxes. Add labels.

MP 12 Perspectives and interpretations Key concept Significance

Worksheet 24

Aussie Icons

Aussie icon 1 Aussie icon 2



Now, survey your classmates to find out the most popular icon.

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Write a mini-autobiography that records the history of your early life.Plan your autobiography in the boxes. You could add a photo or drawing of yourself.

MP 13 Explanation and communication: Autobiography Key concept Significance

Worksheet 25

My Mini-Autobiography

Now, write your autobiography on a separate piece of paper.

Orientation (where and when you were born, who is in your family, where you live)

Important events (what you were like as a baby, who are your friends, what you enjoy doing, places you have travelled to, any highlights from your life so far)

Conclusion (personal comment, what is important to you and why)

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Imagine you are an explorer who led an expedition to the new world (for example, Magellan, Janszoon, Hartog, Cook). Write a journal entry. Remember to use first person point of view.Plan your journal entry in the boxes. You could add a drawing, map or image of something important to the expedition.

MP 13 Explanation and communication: Autobiography Key concept Empathy

Worksheet 26

Just Imagine

Now, write your journal entry on a separate piece of paper.

I am (name of explorer)Date of entry

Orientation (where you are, where you are heading, who is in your party, what are your goals, personal feelings)

What happened today (what you did, what you saw, who you spoke to)

Conclusion (how you felt about the events, what you achieved)

Research hintsSee the ‘Objects through Time’ site www.migrationheritage.nsw.gov.au/objects-through-time/essays/1600s-1700s/ for some ideas

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Choose someone whom you think has made an important contribution to history. Design a stamp that could be used to celebrate the life of this person.

Find information about the person’s life before you begin. Include things in the design of your stamp that have meaning for the person you have chosen.

Your school library, your local library, your local council and the internet may have useful biographical information.

MP 14 Explanation and communication: Biography Key concept Significance

Worksheet 27

Life Stories

My stamp is in honour of .

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Choose a person who made a significant contribution to the development of the New South Wales colony before 1800.Find sources that provide you with information about this person. Select one or two important pieces of information that could be included in their biography. List your sources and record your findings.

MP 14 Explanation and communication: Biography Key concept Sources

Worksheet 28

Famous Lives

Your subject

Source Information for inclusion in biography

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Choose a poet, writer or an artist who used the bush or the outback in their work. They must be from around a century ago. You could choose a bush poet – for example, Henry Lawson or Banjo Patterson.You could look at landscape paintings of the time – for example, by Hans Heysen or Frederick McCubbin.Or, you could read stories set there – for example, Mary Grant Bruce’s Billabong series.Read, or look at, their work in the library or on the internet. Now, describe how your poet, writer or artist saw the bush.

MP 15 Explanation and communication: Description Key concept Perspectives

Worksheet 29

Looking with Other Eyes

(name), a/an

(author/artist/poet), who lived in the century,

saw the bush as©


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Descriptions of a convict’s appearance were taken on board the ships transporting convicts to Australia. In the early 1800s these were often written on loose sheets and later bound together in books. The Archives Office and State Library of Tasmania has many of these records online. Follow this link www.archives.tas.gov.au/generic/convict-records-online to find records that give descriptions of convicts. Turn on the zoom function to look more closely.Imagine one of your ancestors was transported to Australia as a convict. Create descriptive details about your convict.

MP 15 Explanation and communication: Description Key concept Sources

Worksheet 30

Zooming In on Convicts

Name of convict Crime Trade

height (no shoes) eyebrows nose

age eyes mouth

complexion shape of head chin

hair visage tattoos

whiskers forehead scars

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MP 16 Explanation and communication: Discussion Key concept Perspectives

Worksheet 31

Staging the Tercentenary

A bicentenary is a 200 year anniversary. In 1988, Australia celebrated the bicentenary of European settlement. Events included a re-enactment of the First Fleet voyage from England to Australia. School children were given a bicentennial heritage medallion. Bicentennial Park was developed as a heritage site. Many thought the re-enactment of the landing was insensitive. Some Indigenous Australians held a mourning corroboree. Thousands joined a protest march. In 2088 Australia will have reached its Tercentenary, or 300 year anniversary. List some ways in which you think Australia should celebrate this occasion.

Ways to celebrate Australia’s Tercentenary

1.

2.

3.

4.

5.

Now, work in a small group. Discuss your choices and reasons for making them. Vote on the three best ideas from your group. Report them back to the class.

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Consider the following statement:

The convicts on the First Fleet were treated cruelly and unfairly from when

they were convicted in Britain until long after they arrived in Australia.

Search for evidence for and against this view. Record your findings.

MP 16 Explanation and communication: Discussion Key concept Sources

Worksheet 32

Adding Up the Evidence

For Against

After looking at the evidence, what is your opinion? Explain why you agree or disagree with the statement.

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Choose a history question that needs an explanation. For example, you could think about the reasons something happened when it did, why it did or how it did. Carry out research into your question. Provide an explanation below.

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

Worksheet 33

Why? Why? Why?

My history question

Background information

Reasons that explain what happened

Conclusion

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Listen to some Dreaming Stories. There are recordings of Indigenous Australians telling their own Dreaming Stories on the Australian Museum website at www.australianmuseum.net.au/Stories-of-the-Dreaming You can also find Dreaming Stories to read in books in the library.Find a Dreaming Story that gives an explanation for something. For example, some Dreaming Stories explain how Aboriginal people came to Australia, or how they learnt languages and dances. Use the boxes to write the Dreaming Story explanation in your own words.

MP 17 Explanation and communication: Explanation Key concept Significance

Worksheet 34

Dreaming Stories

Name of Dreaming Story

What does it explain?

First

Then

Next

Finally

Concluding statement

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The sentences in this information report are muddled! The information report is about the history of Aboriginal rock painting. Write a number in each box to show the correct order of the sentences.

❒ Different communities have painted different subjects, but handprints, human figures and animals are seen in many of the paintings.

❒ Many ancient paintings have been found in rock shelters or caves.

❒ In conclusion, it should be said that rock paintings are important to Indigenous Australians and they think of some as sacred.

❒ Aboriginal rock paintings have been made by Indigenous Australians for thousands of years.

MP 18 Explanation and communication: Information Report Key concept Significance

Worksheet 35

Getting Sorted

Now, use art books or the internet to find some examples of Aboriginal rock paintings. Choose an image that you like from one of the paintings. Use the image to create a border around this page.

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Choose a history topic. Plan and write an information report on your topic that you could read aloud to students in a younger class. Plan your report in the boxes.

MP 18 Explanation and communication: Information Report Key concept Sources

Worksheet 36

Did You Know?

Information report topic

Opening paragraph to introduce your topic

Factual information about your topic

Summing up

Now, write your information report on a separate piece of paper.

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Name Date


With the help of your teacher, select a statement about an aspect of history that causes strong opinions. Carry out some research. Decide if you agree, strongly agree, disagree or strongly disagree with the statement. Think of three arguments to support your view. Write them as persuasively as you can.

MP 19 Explanation and communication: Persuasion Key concept Perspectives

Worksheet 37

Come Into My Corner

Listen to others’ persuasive reasons and share your own with the class.

I with the statement that

Persuasive reasons

1

2

3

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Name Date


MP 19 Explanation and communication: Persuasion Key concept Cause and effect

Worksheet 38

Will You? Won’t You?

My letter is to asking him/her not to

On the back of this worksheet, write your letter. Add comments with arrows to point out how you have made your letter persuasive.

Imagine you are able to travel back in time to any date after 1700. Choose a time when something took place that you wish hadn’t happened. When you arrive, you must write a letter persuading someone to act differently. You can change the course of history! Draft three paragraphs to argue your point of view in your letter.

Argument 1

Argument 2

Argument 3

Date of letter

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Name Date


Write a recount about something that happened in the past. You could choose something that is part of your community’s history or that of your State or Nation. Construct your recount of events in a way that will interest others.

MP 20 Explanation and communication: Recount Key concept Sources

Worksheet 39

Telling It How It Was

Subject

Introduction

Events in sequence

Summing up

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Name Date


Answer the questions to recount how the landscape of your local community has changed over time.

MP 20 Explanation and communication: Recount Key concept Continuity and change

Worksheet 40

Looking at the Landscape

Name and location of your community

I live in which is in , Australia.

What was it like when it was first settled?

What major changes have there been? List them in the order they occurred.

What is it like now?

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tAsk cArd 1 V Critical and creative thinking V Literacy

V Critical and creative thinking V Numeracy

Do some research into how fashions (for example, clothing and hairstyles) and inventions from the past (for example, cars, cutlery and computers) have changed over time.

Now, write your predictions about how some of these things might change in the future. What new fashions might there be and what else might be invented that doesn’t exist now?

Think of an interesting way to present your favourite prediction.

Share it with the class.

Predicting

tAsk cArd 2

Making Up a Song

WHOLECLASS

SMALLGROUP

WHOLECLASS

INDIVIDUAL

Select a well-known tune (for example, a nursery rhyme, jingle or round). Make up new words for one or two verses. The subject of your new song must have something to do with Australia’s history.

Be sure to match your words to the number of beats in each line.

Add a simple musical background (for example, clapping or using percussion instruments).

Perform your new song for the class.

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tAsk cArd 3

Collecting Information

tAsk cArd 4

Judging



V Ethical behaviour V Literacy V ICT

V Critical and creative thinking V Literacy

People who were born 50 or more years ago have many memories of how things have changed over time.

Ask an older person, such as a grandparent, other relative or family friend, for permission to record them speaking about some of their memories of change. Tell them they will be made part of a class library of interviews.

You can ask questions about specific things, for example, transportation, entertainment and education.

Now record your interview.

Create and record an introduction to the interview. Then, you could make a podcast.

WHOLECLASS

INDIVIDUAL

PAIRS

Do you think modern Australian children would like to read stories and poems written in earlier times? Would they enjoy illustrations from that time?

Work with a partner to answer the questions. Check out a chapter of one of these:

• Dot and the Kangaroo (written by Ethel Pedley in 1899, online at www.nla.gov.au/nla.aus-f2688)

• A Book for Kids (written by C J Dennis in 1921, online at www.nla.gov.au/nla.aus-f2678)

• Blinky Bill (written by Dorothy Wall in 1933, online at www.nla.gov.au/nla.aus-an3281107)

Or, you could find examples of your own in the library.

Discuss the stories with your partner. Report your views to the class.

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

V Personal and social competence V Critical and creative thinking

Playing Statues

tAsk cArd 6

Searching for SymbolsMake a collage of your favourite Australian symbols. You could use magazines, newspapers and print out images from the internet.

If everyone in your class creates a symbols ‘patch’ on A4 cardboard, you could tape them all together to make a ‘quilt’ of Australian symbols. Hang it on the wall of the classroom, library or another wall in the school.

As a class, discuss what a plaque could say to describe your ‘quilt’. Then make the plaque.

SMALLGROUP

WHOLECLASS

WHOLECLASSINDIVIDUAL

Choose an Australian painting that shows a past way of life, for example, Tom Roberts’ paintings A Breakaway, Bailed Up, and Shearing the Rams. You can find such images on the internet or in library books.

Create a ‘live’ version of the painting. Each member in your group must take the position of one of the figures in the painting, as though you were statues within it.

Practise having the characters in the painting freeze then come to life. Imagine how they would move and what they would do. Perform the actions for about a minute.

Rehearse and then perform your live painting for the class.

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tAsk cArd 7

Making a Model

tAsk cArd 8

Puzzling



V Literacy V Critical and creative thinking

V Literacy V ICT V Numeracy

Find a picture of an object (for example, a bridge, building or monument) located in Australia.

Find out about its history.

Make a model of your chosen object from any suitable materials.

On a small card write, or print and paste from the computer, brief details of the history of your object.

If others in your class have made models, turn your classroom into a museum for a day and display your objects with their labels. Invite another class to visit.

Work with a partner. Choose and research a history theme (for example, dates in Australian history, Indigenous Australian culture or relating to navigators and explorers).

Write 10 tricky statements about your chosen theme, some of which are true and some of which are false. Write ‘True or False?’ beside each statement.

Keep a record of the correct answers.

Swap your questionnaire with another pair of students. Do each other’s quiz.

Check the answers with each other. How many new things did you learn? Who got the highest score?


PAIRS

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tAsk cArd 9 V Critical and creative thinking V ICT

V Literacy V Critical and creative thinking

Pencil It In

tAsk cArd 10

Friendly PersuasionWhat history topic have you enjoyed the most this year? Imagine your teacher has decided to leave out this topic in next year’s class.

Write a letter to your teacher persuading him or her to include the topic.

Give two or three reasons. Present them as persuasively as possible.

Deliver your letter.

INDIVIDUAL

INDIVIDUAL

Botanical drawing is the art of drawing plants exactly as they appear.

Choose a plant specimen (for example, a leaf, piece of bark, flower) and look at it closely. Use a microscope if you can. Notice the shapes and sizes of its individual parts and the empty spaces in between.

Now draw your plant. Use a B pencil, art paper and an eraser.

For inspiration, do an internet search of ‘Joseph Banks + botanical drawings’ to see some of the Australian plants he drew in the late 18th century.

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tAsk cArd 11

Making Music

tAsk cArd 12

Advertising



V Personal and social competence

V ICT V Critical and creative thinking

Work in a small group. Choose a traditional Australian song (for example, ‘Waltzing Matilda’, ‘Kookaburra Sits in the Old Gum Tree’) or a verse of an Australian poem (for example, Dorothea Mackellar’s ‘I Love a Sunburnt Country’). Make some music to the tune or rhythm of the words.

Make some band instruments from cardboard, plastic bottles, rubber bands and other ‘waste’ items to use in a musical performance.

You can also use your voices to fill out the sound (for example, singing along, humming, la la la -ing).

Rehearse your music and then perform it for the class.

Work in a small group. Choose a time in history.

Now, choose a product from that time and create a radio advertisement for it.

Remember your advertisement will be heard and not seen.

Create a jingle or song so people remember your advertisement.

Make sure your ‘message’ is in tune with the values and attitudes of the audience from your chosen time in history.

Record your ad and have it ready to play back to the class.

SMALLGROUP

WHOLECLASS

SMALLGROUP

WHOLECLASS

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tAsk cArd 13 V Ethical behaviour V Critical and creative thinking V Literacy

V Intercultural understanding V Literacy

Work with a partner. Take on the roles of people with different points of view (for example, an Indigenous Australian and a British officer in 1799).

Role-play a meeting in which you tell each other your feelings and thoughts.

After one minute, swap roles and repeat the activity.

Then, try another role-play with a different pair of characters.

Role Playing

tAsk cArd 14

Making a MenuSMALLGROUP

PAIRS

Work in a small group. Brainstorm all the different types of food that cultural groups have brought with them to Australia that have over time become a part of Australian cuisine.

Now, choose your favourite dishes and make a menu for a multicultural feast.

Organise your meal into starters, entrées, mains and desserts.

Decorate your menu with flags from the different countries where the dishes had their origins.

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tAsk cArd 15

Showing and Asking

tAsk cArd 16

Designing a Chart



V Personal and social competence V Literacy

V Numeracy V Literacy V ICT

INDIVIDUAL

Bring an object from home that is from an earlier time in history (for example, an old camera, an old-fashioned dress, old coins).

Present the object to the class and tell them some interesting things about it. This could be about its background, what time it is from, and so on.

Then tell your audience they can ask you questions about it.


Choose a particular date within a time period you are studying in Australian history.

Use the internet to find out about interesting events that were happening at around that time in three other countries.

Then use a computer to create a table for the information you have found.

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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!

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:• Sources• Continuity and change• Cause and effect• Perspectives• Significance• Empathy

Text structures modelled:• Autobiography• Biography• Description• Discussion• Explanation• Information report• Persuasion• 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

AGES8-10

DonnaGibbs

History

His

tor y

Skills, knowledge and understanding for historical inquiry

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all you need to teach: history ages 8-10

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historical understanding

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historical knowledge

teaching history

australian curriculum

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