HISTORY PLAN – YEAR 3 TERM 3 2015

Unit Title Exploring continuity and change in our local community

Achievement Standard

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.

Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

Cross Curriculum Priorities Key Inquiry QuestionsAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

Who lived here first and how do we know?

How has our community changed? What features have been lost and what features have been retained?

What is the nature of the contribution made by different groups and individuals in the community?

How and why do people choose to remember significant events of the past?

General CapabilitiesLiteracyNumeracyInformation and communication technology (ICT) capabilityCritical and creative thinkingPersonal and social capabilityEthical UnderstandingIntercultural understanding

Historical Concepts Content Descriptions Assessment

Sources

Continuity and Change

Cause and Effect

Perspectives

Empathy

Significance

Knowledge and understanding Summative: Assessment of Learning

Formative: Assessment for Learning

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)

ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)

Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Inquiry skills

Sequence historical people and events (ACHHS065) Use historical terms (ACHHS066) Pose a range of questions about the past (ACHHS067) Identify sources (ACHHS215) Locate relevant information from sources provided (ACHHS068) Identify different points of view (ACHHS069) Develop texts, particularly narratives (ACHHS070) Use a range of communication forms (oral, graphic, written) and digital technologies

(ACHHS071)

Learning and Teaching Sequence

Week/s 1 2 3 4 5 6 7 8 9 10

Inquiry Phase – Engage

Each unit begins with a lesson that mentally engages students with an activity or question. It captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas.

Historical LanguageAboriginal, Torres Strait Islander peoples, country

Learning and Teaching Sequence Resources Assessment Opportunities

Lesson 1 – Aboriginal and Torres Strait Islander peoplesTo understand that Aboriginal peoples and Torres Strait Islander peoples lived in Australia before British settlement.Locate information in sources to identify groups of people who lived in AustraliaSequence key stages of settlement in Australia

Lesson 2 – Kombumerri peopleUnderstand the meaning of the term ‘Country’ for Aboriginal peoplesExamine the historical inquiry process in relation to researchLocate information in sources to identify the importance of Country to the Kombumerri people

Video: Lesson 1Sheets 1-5

Video: Importance of Country to Aboriginal People

Indigenous Language MapHttp://www.abc.net.au/indigenous/map/Sheet 5 – Kombumerri people

Can the student identify who lived in Australia before British settlement?

Can the student answer questions about the traditional Country of the Kombumerri people?

Week/s 1 2 3 4 5 6 7 8 9 10

Inquiry Phase – Explore

Students carry out activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill.

Historical Language

Kombumerri, significant, Place

Learning and Teaching Sequence Resources Assessment Opportunities

Lesson 3 – Kombumerri people (2)Understand that some sites are significant for the Kombumerri people.Review the meaning of the word Country for Aboriginal peoplesPose questions to identify sites of significance to the Kombumerri peopleLocate information in sources to identify the significance of sites to the Kombumerri people

Sheet 6 – Question startersSheet 7 – Significant sites for Kombumerri people

History journalVideo: Torres Strait Island peoplesSheet 8 – Torres Strait Islands

Can the student pose and answer questions about significant sites of the Kombumerri people?

Lesson 4 – Importance of Place to Torres Strait Island peoplesInvestigate the meaning of the word Place for Torres Strait Islander peoplesLocate information in sources to identify the importance of Place to the Saibai people.

Video – Importance of Place to Torres Strait Islander peoplesSheet – Saibai people

Can the student pose and answer questions about the importance of Place to the Saibai people?

Week/s 1 2 3 4 5 6 7 8 9 10

Inquiry Phase – Explain

Only after students have explored the concept or skill does the teacher provide the concepts and terms used by the students to develop explanations for the phenomenon they have experienced. The significant aspect of this phase is that explanation follows experience.

Historical Language

Investigate, change, continuity, community

Learning and Teaching Sequence Resources Assessment Opportunities

Lesson 5 – Local community studyUnderstand how to pose questions to investigate change and continuity in a local community over time.Identify the Aboriginal peoples – Kombumerri – in your local areaLocate information identifying the importance of Country or Place for the KombumerriDraw conclusions about the importance of Country and Place to a language group in the local area

Video – Interview: Descendant of Bidjara people Carnarvon Gorge region.

Sheet 20: Research local community in the pastSheet 21: Research local community in the present

Complete sheets about the Kombumerri people in the past as well as the local community in the present.

Week/s 1 2 3 4 5 6 7 8 9 10

Inquiry Phase – Elaborate

This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skill. It is important for students to discuss and compare their ideas with each other during this phase.

Historical Language

Natural, built environment, explanation

Learning and Teaching Sequence Resources Assessment Opportunities

Lesson 6 – Changes in the natural and built environmentUnderstand the changes in the local community over time.Looking at cause and effect.

Video: How to write an explanationSheet 18 – Model explanationSheet 20 & 21Sheet 22 - Natural and built environment explanation

History journal

Week/s 1 2 3 4 5 6 7 8 9 10

Inquiry Phase – Evaluate

The final phase provides an opportunity for students to review and reflect on their own learning and new understanding and skills. It is also when students provide evidence for changes to their understanding, beliefs and skills.

Historical Language

Learning and Teaching Sequence Resources Assessment Opportunities

AssessmentComplete Parts A and B of the assessment task

Complete Poster showing changes over time.

Video – Change in a communitySheet 23 – Assessment – Collection of work: Change in a community

Explanation and poster activities.

Planning for Differentiation

Student/s Reason/s for Differentiation Learning and Teaching Strategies Assessment Strategies

Guardian AngelsSuccess Criteria for History

Year 3 Term ? 2015Student Name:

Achievement Standard

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.

Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

Task requirements

Create a poster illustrating how Burleigh has changed over time.

Explain how Burleigh has changed over time. You will include a summary of the Kombumerri people and how the land was important to them. You will explain how the natural and built environment of Burleigh has changed.

Must Haves Might Haves

A poster including pictures of the past and present

Explanation showing some changes in the area from the past and the present

Mention of the Kombumerri people and the importance of country or place to them.

A detailed explanation about the changes in the area

An explanation showing a deeper understanding of the importance of country or place to the Kombumerri people.

Comment (if required):