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The past and the present - Unit of work learning map
Transcript of The past and the present - Unit of work learning map
Stage 1 Year 2
- Demonstrate understanding of key terminology (source, evidence, artifact), brainstorm a list of historical sites in their local community.
- Students are to identify the type of landmark and use ICT to research the landmarks name. Students will draw what it looks like.
- What evidence of history can we see in our community?
- Where can we find this evidence?
Demonstrate their ability to examine, categorise and sequence historical sources according to its observable features.
Students sort sources into categories (using a venn diagram) according to whether it is a landmark from the past or present day.
This lesson incorporates summative assessment (Venn Diagram activity)
Identify the types of evidence of history visible in the local community and compare and contrast, using local area maps how the local community has changed throughout time.
The learning episode will further develop key skills such as empathy, cause and effect and consider the perspectives key stakeholders of the local communities of the past.
Students explore the main changes that have taken place: population growth, industry and a change of land use and subsequent development.
Wheatley, N. (1988). My Place. HarperCollins Publishers. Sydney.
Baker, Jeannie. (1991). Window. London : Julia MacRae
This unit map provides a context for the learning activities presented in the unit of work.
Please see unit of work and referenced appendix for the unit rationale, assessment information syllabus outcomes, indicators, teaching and learning strategies and worksheets.
Understand how the past informs and shapes the future. Students will be introduced to key terminology (source, evidence, artifact) and use metalanguage in correct context. Students will use sources to identify sites of significance in their school, mark these on a map and create a key using symbols.
Why history is important?
Why it is important to preserve historical sites and artifacts?
What does history tell us?
What do we know about our schools history?
Why is the schools history important to us today?
- Use ICT to explore why sites in the local community are important. Students will research and identify the significance of a natural/built site, its purpose (then and now) and source two facts.
- Orally recount a personal visit to a historical site
- Define key terminology (culture, heritage, sacred, traditional, landmark, history, remembrance)
- Investigate a local site of significance and identify its purpose using ICT.
- Demonstrate skills of historical inquiry by conducting a group investigation into a local site of significance, Wollongong Harbor.
- Compare and sequence events over time using historical sources, justify how and why they sequenced sources the way they did and what changes were observed in these sources.
- Sort sources into chronological order to create a peg timeline
- Identify features which help to reveal its past
Students go on an excursion to ‘The Blue Mile’ in Wollongong.
Students identify features of the local environment, visit culturally significant sites and will identify how the local area has been influenced throughout history by changes.
This lesson builds on prior knowledge and understanding developed throughout this unit and collaborates the topics in the previous learning episodes to provide an experiential learning experience.
Gain an insight into the beliefs, culture and spirituality of the Local Indigenous Community; the Wodi Wodi, explore the cultural significance of The Dreaming through Visual Arts.
- Sharing Circle - Students share their favorite activity, what they learnt and what they found interesting on the excursion.
- Students are to write a recount of their experiences and learning on the excursion.
Have a yarn with an Indigenous Community Representative.
Topics discussed include Indigenous culture, history and local Dreaming stories.
Students will: develop an understanding of the significance of The Dreaming and Country to Indigenous communities.
Students read, listen and watch stories available on the ABC's 'Dust Echoes' website.
Students are to form small groups, select one Dreaming Story they watched and re-create it.
Students are to perform the role play in the following lesson.
This is an assessment activity.
The final lesson of this unit requires students to perform their group role play.
This is a summative assessment task.
Role plays are filmed (with permission) to provide a record of assessment.
Students who are not performing are an audience.