YEAR 4 HISTORY OVERVIEW, TERM 1 2013 HOW DOES KNOWING ABOUT AUSTRALIA’S PAST HELP UP UNDERSTAND AUSTRALIA TODAY? (A) How did life in traditional Aboriginal and Torres Strait Islander communities reflect their connection to Country and Place and impact on their daily lives? Historical Knowledge and Understanding: The diversity and longevity of Australia’s peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Historical Skills Chronology, and concepts. 1. Sequence historical people and events Historical questions and research. 1.Pose a range of questions about the past. (ACHHS083) 2.Generating questions about the diversity and antiguity of Aboriginal and Torres Strait Islander peoples By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the of events in bringing about change. Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical ASSESSMENT Interpretation of Dreaming stories. Using 3-2-1 Thinking Strategies. 1. Things I found out. 2.Interesting things. 3. Questions I still have. Compare and contrast the use of Totems in Aboriginal and Torres Strait peoples. A matching terms activity where students match clues with terms. English Visual Arts Geography
integrity; acting with regard for others; and having a desire and capacity to work for the common good. As they develop ethical behaviour students learn to: Recognise that everyday life involves consideration of competing values, rights, interests and social norms Identify and investigate moral dimensions in issues Develop an increasingly complex understanding of ethical concepts, the status of moral knowledge and accepted values and ethical principles explore questions such as: What is the meaning of right and wrong and can I be sure that I am right? Why should I act morally? Is it ever morally justifiable to lie? What role should intuition, reason, emotion, duty or self-interest have in ethical decision making? establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively. As they develop personal and social competence students learn to: recognise and understand their own emotions, values and strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and (Self-awareness) manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management) perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness) form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management). differences, create connections and cultivate respect between people. As they develop intercultural understanding students to: identify increasingly sophisticated characteristics of their own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with own, looking for commonalities and differences between their lives and seeking to understand these reflect on how intercultural encounters have affected their thoughts, feelings and actions accept that are different ways of seeing the world and live with that diversity stand between cultures to facilitate understanding take responsibility for developing and improving relationships between people from different cultures in Australia and in the world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE
Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting What did Australia look like 60 00 years ago? What is evidence? In what ways is evidence shown? written, spoken, tangible) How do we determine what evidence is and if is it real? Who looks for evidence? ACTIVITY: Scootle has slides showing footprints at Lake Mungo 23.000 years old. 9 ( password required) (ACHHK077) ACTIVITY: DISCOVERY! In learning groups, students search for items placed in containers of sand. E.g. small toys, shells, rocks. Each group has sand tray, paintbrush, tweezers. Students locate items in the sand and report back to the class about their findings. * What did your find? What would the item be used for? Discuss with your how things from the past are discovered. Report your findings to the class. Finish session by viewing the first part of the SBS production ‘The First Australians.’ Student Resources: History Journal. Sand tray and items. Teacher Resources: http://www.sbs.com.au/firstaustralians/ Retrieval Feedback from groups.