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Culture, Communities and Change

History and Georgraphy

Learning Module

Abstract

Year 3 and 4 students explore how their community has changed over time and then study "My Place" by Nadia Wheatley and Donna Rawlins to learn about how families, celebrations and commemorations have changed over time. They develop an understanding and appreciation of the diversity of Australian culture, and the values of tolerance and respect.

Keywords

Change, Culture, Commemorations, Celebrations, Families.

Australian Curriculum

Humanities and Social Science (HAAS)

Year 3 HAAS Achievement Standard

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. They identify the importance of different celebrations and commemorations for different groups.

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Year 4 HAAS Achievement Standard

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

1. Now and Then

For the Student

Learning Intention: I am learning to describe how our home (Lanyon/Canberra) has changed over time.

Success Criteria:

  • I can view images of Lanyon and surrounding areas from the past.
  • I can describe the changes between Aboriginal life, Settler life and life now.
  • I can participate in Inner-Outer Circle discussions.
  • I can comment on other students' comments.

Lesson Sequence

1. Let's look at some images. Where do you think these images were taken? These images are of Lanyon and Canberra from a long time ago. You are going to take some time to look at these images. What do you notice? What do you wonder?

You are to share what you notice and wonder with some people from your class in an Inner-Outer Circle discussion. Make sure to listen to your partners as you may be asked about what they shared.

Using the post-it note, please write down one of your wondering questions to be put up in  the classroom about settler life.

2. We are now going to find some images of Lanyon and Canberra today to share with the class. How are these images different to the last ones? You are going to take some time to look at these images. What do you notice? What do you wonder?

You are to share what you notice and wonder with some people from your class in an inner/outer circle discussion. Make sure to listen to your partners as you may be asked about what they shared.

Using the post-it note, please write down one of your wondering questions to be put up in the classroom about life now.

3. We are now going to look at our last lot of images. How are these images different to the last ones? Who might have lived here? what can you see? What do you wonder?

You are going to take some time to look at these images. What do you notice? What do you wonder?

Share what you notice and wonder with some people from your class in an inner/outer circle discussion. Make sure to listen to your partners as you may be asked what they shared.

Using the post-it note, please write down one of your wondering questions to be put up in the classroom about Aboriginal life.

4. Let's have another look at all the images again. What are some of the things that you can see that are the same? What are some of the things that are different?

We are going to record these similarities and differences in a table, making sure we record what life was like in each of the time periods for the people who lived then.

Aboriginal Life Settler Life Life Now

 

 

 

 

    

 

Fig. 1: Lanyon Homestead

 

For the Teacher

Purpose: Students begin to notice that, over time everyday life changes to suit the people who live in a particular place and time.

Teaching Tips:

1.Students view the images of Lanyon and Canberra from the past. Pose the question what do you notice? What do you wonder? Students then share their noticings and wonderings in an inner/outer circle discussion with 2-4 different people. As a whole class share some of the noticings and wonderings, through posing questions such as can you tell me what one of your discussion partners said? Can you expand on this student's ideas?, Can you rephrase what another students has said? Students write a wondering question that they have down on a post-it note. To go up in classroom. https://docs.google.com/presentation/d/1HG7oTf0YlPjsePhhkOnNCj3SlegjiXD_YH8rWgHcOJw/edit?usp=sharing

2. Students repeat Step 1 with self found newer images for Lanyon and Canberra.

3. Repeat with images from Yankee Hat Walking Trail. https://docs.google.com/presentation/d/1Ps0rDnlWmBRr_BGeX-ZcbxKrlcQs3fYl9UbGOv5Hprw/edit?usp=sharing

4. Place all images back on the board/floor and discuss what changes have occurred from when Aboriginals roamed the area to now. Students complete a table, writing down what life was like for each of the groups of people.

Possible answers for table:

Aboriginal life Settler life Life now

e.g.

No houses

Lived in large groups

Used rocks and branches to hunt for food

Travelled by foot

e.g.

Lived in small houses

Most people worked on farms

Mostly all european people

Travel by foot or horse

e.g.

People from many different countries

Live in houses

Shops - little and big

Parks

Schools

Tar roads

Cars

An excursion to Lanyon Homestead could also be organised to extend o this activity.

2. My Place

For the Student

Learning Intention: I am learning to read and respond to My Place by Nadia Wheatley and Donna Rawlins.

Success Criteria:

  • I can predict what I think the  story will be about.
  • I can listen to and think about the story.
  • I can talk about my favourite place in the book and explain why I liked it.
  • I can discuss the book in an Inner-Outer Circle activity.

Prediction and Reading the Text

Think-Pair-Share: After looking at the cover of the book and listening to the blurb, with your partner, predict what you think will happen in the book.

Also predict 3 "Wow" words that you think might occur in the book.

Then after about 10 pages, discuss whether your predictions are correct so far. Then make a new prediction about what you will think will occur.

Predict another 3 "Wow" words that you think might occur in the book.

Then at the end, discuss how close you were in your predictions.

Finally, discuss your favourite place in the book and explain why. You will be able to share that again in the Inner-Outer Circle discussion.

Inner-Outer Circle

Discuss the book with other students. Make sure you listen as well as speak.

Fig. 2: My Place

 

For the Teacher

Purpose: The aim of this activity is to engage students in the picture book, My Place which is the main stimulus text for the learning module..

My Place, the classic Australian picture book, is a 'time machine' which takes the reader back into the past. It depicts the history of one particular piece of land in Sydney from 1788 to 1988 through the stories of the various children who have lived there. It aims to teach the reader about the history of Australia, about families, settlers, multiculturalism, and the traditional owners of the land. Each child's story covers a decade in time, showing their particular dress, customs and family life. The book also features maps that the successive generations of children have 'drawn' which demonstrate the things that have changed - as well as the things that have remained constant

Teaching Tips

Inner-Outer Circles

This discussion technique gives students the opportunity to respond to questions and/or discuss information with a variety of peers in a structured manner. Students form two concentric circles and exchange information with a partner until the teacher signals the outer circle to move in one direction, giving each student a new peer to talk to.

Possible prompts for the Inner-Outer Circle activity:

  • What was your favourite part of the book? Explain why.
  • What do you learn about houses in Australia?
  • What do you learn about the way people dress?
  • What do you learn about what people eat?
  • What are some of the countries that Australians come from?
  • What changes in people's lives?
  • What stays the same?
  • What do you learn about Aboriginal people?
  • Why doe the book go backwards?

3. Timeline

For the Student

Learning Intention: I am learning about celebrations and commemorations that are observed in Australia (based on the book My Place) and when they occur.

Success Criteria:

  • I can identify celebrations and commemorations (using the book My Place as a reference).
  • I can research information about various celebrations and commemorations and the time in which it occurred in the past.
  • I can write and/or place this celebration and commemoration on a timeline.

Lesson Sequence

1. Let's look at some of the celebrations or commemorations that are mentioned in the book My Place.

Turn and Talk

  • What celebrations or commemorations do you remember ?
  • What was the celebrations or commemoration about?
  • Do you remember when the celebration or commemoration occurred?

In the book My Place, turn to the Year 1978, let's read what celebration or commemoration is mention.

  • What was the celebration or commemoration?
  • How did they observe or celebrate it?  What do you notice? What do you wonder?
  • How do you observe or celebrate it?  Are there differences and/or similarities?

2. Students are given a celebration or commemoration to find in the book My Place. In groups of 2-3, you are to look through a copy of  My Place and find a celebration or commemoration. You will research some information about what you choose and discuss differences and similarities to your own experiences and how Australia observes it.  Using Post-it notes, write down the celebration and commemoration and place it on a timeline displayed in your classroom.

3.  Fast finishers - choose another celebration and commemoration.

3.  Once all students are finished, as a class reflect on the learning and refer to the timeline created.  What do you notice? What do you wonder?

4.  Teacher records noticings and wonderings.

Fig. 3: A Timeline

 

For the Teacher

Purpose: Students begin to identify and research a celebration and commemoration observed in Australia and the cultures associated.  They also identify when it was observed based on the book My Place and discuss similarities and differences from Then and Now.

Teaching Tips:

1. Teacher refers to the book My Place and facilitates a turn and talk introduction to refresh some of the celebrations and commemorations mentioned.

What celebrations or commemorations do you remember ?
What was the celebrations or commemoration about?
Do you remember when the celebration or commemoration occurred?

2.  Teacher reads the story based on 1978 and leads a discussion on what celebration/commemoration is mentioned (Easter) and uses Kagan strategies (Turn and Talk, Think-Pair-Share, Inside-Outside circle) to continue student thinking.

What was the celebration or commemoration?
How did they observe or celebrate it? What do you notice? What do you wonder?
How do you observe or celebrate it? Are there differences and/or similarities?

3. To complete Timeline there are two options:

  • groups either choose a time period and associated celebration/commemoration (teacher need to monitor that groups do not choose the same time period or celebration/commemoration).  
  • teacher has prepared time periods and/or celebration/commemoration cards and distributes to groups randomly.
Timeline Template

Student use their devices to research the celebration/commemoration and discuss.

4. Reflect with your class based on their findings on what is displayed on the timeline.  

5. Teacher records noticings and wonderings.

4. Research and Powerpoint

For the Student

Learning Intention: I am learning to describe a celebration from another country that is celebrated in Australia.

Success Criteria:

  • I can name a celebration from another country
  • I can find information about my chosen country
  • I can participate in sharing the information I have found
  • I can comment on other students' shared information

Lesson Sequence

  1. We have looked through My Place to see some celebrations from other countries that have come to Australia. Can you remember what they are? What other celebrations do you know that are celebrated in Australia that come from another country? We will add these to the brainstorm.Other contries also have celebration days. Do you know any? In Australia we also have commemorations. These are days where we remember important parts of our country's history.
  2. You and a partner now get to choose one celebration that you would like to know more about. Use your device to find information to fill in the given information sheet. https://docs.google.com/document/d/1w0WxzxTicZ8CR7Y4s29yt5sMgZUtvC2Ik5UmUd3_2ao/edit?usp=sharing
  3. Once you have found all the information you need to put it into a google slide presentation. Make sure you include headings and pictures. Your teachers will have an example to show you.
  4. Now share your information with the class.
Fig. 4: An ANZAC Day Commemoration in Canberra

 

 

For the Teacher

Purpose: The purpose of this activity is to develop students' understanding of celebrations and commemorations that are celebrated both here and in other countries.

Teacher Tips:

Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day/Reconciliation Day)

Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan)

The link below is of an example of what the slides can look like https://docs.google.com/presentation/d/1cxychFHlYovxcTjU8r82iSjpYMnl_ZAoBoqkYXWd9FA/edit?usp=sharing

Modify the task to suit your particular students.

5. Storyboard

For the Student

Learning Intention: I am learning to understand how people have contributed to their society.

Success Criteria:

  • I can choose a fictional historical character, family and celebration.
  • I can create a narrative storyboard with an orientation, problem and resolution.
  • I can present my narrative storyboard to a group of students.

Fictional Historical Characters

​1. Using inside outside circle recap the time periods and celebrations taught in previous lessons.

  • What cultures have we been looking at?
  • What time periods have we been looking at?
  • Pick a time period and tell you partner how they lived?
  • What celebrations were introduced and celebrated in the past?

2.  As a class discuss the historical characters in the stories in My Place.

  • What culture do these characters belong to?
  • What sort of place did they live in?
  • How have they helped make Australia what it is today?
  • Did they face any challenges? What did they do to fix it?
  • What celebrations did they celebrate and how?

Example: 1928 Bridie - from Dublin - jobs were difficult to get - Saint Patrick's Day

Storyboard

3. As a class we will create a storyboard. Just like narratives they have an orientation, complication and resolution.

Pick a historical character and students suggest ideas on what to draw in each part of the story board.

Storyboard - Simple

4. Students work in groups and either select a fictional character from My Place or make up a fictional character and create a narrative for that character using a storyboard.  Students can write a small description under each part.

Class Presentation

5. Group presents their narratives storyboards.

For the Teacher

Purpose: Students begin to identify and create fictional historical characters using My Place as a resource. They also identify celebration and commemoration observed by these fictional historical characters in Australia and the cultures associated. Students also learn how to create their own narrative storyboard and present it to the class.

Teaching Tips:

Fictional Historical Characters

​1. Teacher facilitates an inside outside circle to recap the time periods and celebrations taught in previous lessons.

What cultures have we been looking at?
What time periods have we been looking at?
Pick a time period and tell you partner how they lived?
What celebrations were introduced and celebrated in the past?

2. Teacher facilitates a class discussion about the historical characters in My Place.

What culture do these characters belong to?
What sort of place did they live in?
How have they helped make Australia what it is today?
Did they face any challenges? What did they do to fix it?
What celebrations did they celebrate and how?

Example: 1928 Bridie - from Dublin - jobs were difficult to get - Saint Patrick's Day

Storyboard

3. Teacher teaches how to create a storyboard and what the purpose and structure of a storyboard is.  A storyboard is a sequence of drawings that show a narrative. They are usually used for TV productions and movies. Just like narratives they have an orientation, complication and resolution.

The teacher and students create a simple storyboard together. 

Storyboard - simple

4. Teacher facilitates and guides students to create their own storyboard in groups of 2-3 students.  Students can either be given a choice of characters to choose from the book My Place or can create their own fictional historical character. The students can write a small description under each part of their storyboard

Storyboard Template

Class Presentation

5. Teacher organises groups to present their narrative storyboards.

6. Social and Cultural Learning Reflection

For the Student

Learning Intention: I am learning about different viewpoints towards celebrations and commemorations.

Success Criteria:

  • I can talk about different viewpoints about why it is important to have celebrations and commemorations.

Why are celebrations such as a christening important?

Person Viewpoint
Child  
Parent  
Grandparent  

Why are celebrations such as Harmony Day important?

Person Viewpoint
Teacher  
Parent  
You (students)  
Fig. 7: Harmony Day Celebrations

 

For the Teacher

Purpose: Students reflect on different perspectives on what they have been learning in order to see relevance and to deepen their understanding of Australia's diversity and the need for tolerance and respect.

Teaching Tips:

Complete the tables as a whole class and record a range of responses in each box, depending on the suggestions of students.

Possible responses are recorded here:

Commemorations and Celebrations: A Christening

Person Perspective
Child I love christenings as it's a big party where we eat nice food, play and have fun with cousins and brothers and sisters, and meet new people.
Parent Christenings bring all the family together and we can catch up on all the family news and celebrate our culture.
Grandparent Christenings bring back good memories and we pass on our family traditions to the younger generation.

Harmony Day

Person Perspective
Teacher

We need to know more about our country, culture and all the different people who live here.

We learn more about being tolerant and respectful. This helps people and communities to live in harmony.
Parent/Guardian I love all the interesting and important things my child is learning at school about other countries and how to get along with everyone.
You  

 

7. Family Car Stickers

For the Student

Learning Intention: I am learning that the differences in Australian people make Australia a great country.

Success Criteria: 

  • I can draw Family Car Stickers for your family and for the families in My Place.
  • I can talk about how they are the same and different.
  • I can talk about the differences in Australian people.
Fig. 8: How would your family be represented?

Look at the stickers and draw a Family Car Sticker for your family.

The choose a family in My Place and draw a Family Car Sticker.

Show your drawings to a another student and discuss how the families you both have drawn are the same and different.

Then show your drawings to another pair. As a group of 4, discuss how the families you have all drawn are the same and different.

In Think-Pair-Shares and as a whole class, discuss:

  • Are the families all the same?
  • What is the same?
  • What is different?
  • Think about all the differences in the families in My Place. Why is it good to have so many differences in Australia?
  • What does multicultural mean?
  • Is it good that Australia is a multicultural society?

Write a reflection about what you have learnt.

 

For the Teacher

Purpose: In this update, students develop an appreciation of the diversity of Australian culture as a culminating metacognitive activity. 

Teaching Tips:

  • Address diversity by allowing students to complete 1-5 families.
  • Let students  represent the families through stick figures or more artistic representations and/or include colour.

Acknowledgements

Title and Fig. 2: (Source); Fig. 1: Lanyon Homestead (Source); Fig. 3: Timeline (Source); Fig. 4: Anzac Day (Source);  Fig 8: Family Car Sticker (Source).