Explanation and communication use historical terms and concepts appropriately demonstrate understanding of time and chronology select and use a of methods to communicate about the past use language features and textual form suitable to purpose, audience and context when composing texts compose a range of texts in different modes and combinations of modes, for example oral presentation using visual supports such as images, or a digital presentation History Historical Investigation The process of investigation could involve: engaging with relevant sources to investigate questions identifying what sources can reveal about the past historical terms appropriately engaging with chronology and concepts, for example developing a timeline of an historical event, personality, period or concept developing texts to communicate about the past Discuss the importance of sharing ideas and stories with others. Ask students to consider ‘Are all records from history written?’ Display examples of photographs, drawings or artefacts and encourage students to make connections or draw conclusions about the meaning and origin of the images/objects. Using photographs, students create a visual timeline of an event or activity they completed recently, eg cooking, excursion, sport. Encourage students to link photographs to language associated with time such as first; next; after; last; during; later; before. Create a word bank of key terms associated with time. Place emphasis on the scale of history from long ago to yesterday – that history can be over a period of centuries or hours. Students consider the physical changes that they have undergone as they have grown older. Studying photos of themselves or others as an infant or young child, students record the differences between now and then. Consider the following questions for discussion: Why might parents take photographs of their children? Why do people take photographs on holidays? What is your favourite photograph? What makes it so special? Students compose a recount (written, visual/symbolic or verbal) about their favourite holiday, a memorable special event or a photograph of significance. Analysis and use of sources identify different types of sources English Students: engage with a broadening of texts with unfamiliar structures and language How do people communicate stories and experiences from their past? Convict Records – State Library of QLD
recognise issues in investigating the past Explanation and communication develop about the past select and use a range of methods to communicate about the past compose a range of texts in response to narrative texts, for example write a film review, a scene from a novel, create a social media profile for a character compose a range of imaginative and creative texts, for example oral or written stories, poems and/or songs History The Construction of Modern Histories Students: explore the different ways history can be made, eg narrative history, biography, oral histories, anecdotes, news reports, artefacts and formal historical publications Historical Investigation The process of investigation could involve: developing a personal connection to historical investigations using sources to identify different perspectives about the past Explore other methods of communication used throughout history to pass on stories, messages and histories such as: Morse code – this could be investigated through drum beating or other auditory methods Letter writing – students could explore the history of sending traditional mail through the postal system and create letters using words, visual images, pictures or photographs. If possible, students could travel to a nearby postal box and ‘post’ letters to themselves or a friend. Folk songs – listen to a variety of folk songs and have students respond to the music, making connections about the main message or ‘story’ the song is representing. Examples include: ‘Botany Bay’ author unknown ‘Waltzing Matilda’ by AB Paterson and Christina Macpherson ‘Father and Son’ by Cat Stevens ‘American Pie’ by Don McLean Poetry and drama: Honey Spot, by Jack Davis, Currency Press, 1987 Spirit Song: A collection of Aboriginal Poetry by Lorraine Mafi-Williams, South Australia Omnibus Books, 1993 Nonfiction: Playground: Listening to Stories from Country and from Inside the Heart, by Nadia Wheatley, Allen and Unwin, 2011 Multimedia: Dust Echoes, ABC Television & Djilpin Arts Aboriginal Corporation, Analysis and use of sources identify relevant information from a range of sources English Students: How are people sharing their ideas, beliefs and histories in the modern world? A visual history of the telephone – Tom Vanderbilt
Historical investigation and research engage with relevant sources to investigate questions Explanation and communication demonstrate understanding of time and chronology select and use a range of methods to communicate about the past use a telephone to communicate with familiar and unfamiliar people recognise language features of everyday and workplace texts, for example colloquial and informal language, visual and graphic elements respond to social media texts, for example contribute to a class blog, comment on a social media post use language features and textual form suitable to purpose, audience and context when composing texts compose a range of everyday texts, for example email, social media posts, calendar or school diary entry recognise the difference between private and public texts History The Construction of Modern Histories Students: explore the different ways history can be made, eg narrative history, biography, oral histories, anecdotes, news reports, artefacts and formal historical publications Historical Investigation Students explore the role of technology in changing the way in which people communicate and share stories. Questions for consideration: How are people sharing stories in today’s world? What technology are they using to do this? What are some of the risks in using technology to share and keep our records and personal histories? Investigate the development of telephone communication. Students explore the changes to telephone technology through photographs and create a visual timeline. Students to explore protocols of telephone conversations, for example ‘Hello. My name is____. May I speak to ___?’. Students explore the development of social media as a method of sharing stories, ideas, beliefs and cultures. The teacher selects examples of blogs, video logs, photographs and short texts such as Tweets to display to class. Students respond to text, identifying purpose, context and meaning where possible. Revise cyber safety principles around protecting personal information online. Students create personal profiles about themselves using a written or digital scaffold. Students consider what information they want to share with others and what should stay private. Questions for discussion: What stories from my life do I want to share with others? What information would I like other people to know about me? How do I want people to remember me? As a group, students create a ‘time capsule’, each contributing a text, image or item that represents their personal identity or Protecting personal information – Office of the eSafety Commission, Australian Government Suggested texts: Multimedia: Goat on a Cow – Radiolab My – Australian Broadcasting Commission