Australian Curriculum History - Foundation

RIC-6440 4.7/1353

Australian Curriculum History: Personal and family histories (Foundation)

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-37-6 RIC–6440 Titles available in this series: Australian Curriculum History: Personal and family histories (Foundation) Australian Curriculum History: Present and past family life (Year 1) Australian Curriculum History: The past in the present (Year 2) Australian Curriculum History: Community and remembrance (Year 3) Australian Curriculum History: First contacts (Year 4) Australian Curriculum History: The Australian colonies (Year 5) Australian Curriculum History: Australia as a nation (Year 6)

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Copyright Notice

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All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum History – Foundation to Year 6 is a series of books designed to support the national curriculum. Each topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed up with activities that provide opportunities to answer the key inquiry questions and practise the historical skills expected of the year group.

Historical skills are used to answer the key inquiry questions about the content descriptions given in the ‘Historical Knowledge and Understanding’ strand, providing the framework for investigating Australia’s history.

r o e t s Bo r e p ok u S Contents

Foreword ........................................................... iii

Remember the past ................ 34–53

Teachers notes ........................................... iv – vi

What past events are important to my family? ............................................. 34–36

How to use this book .............................. iv – v Historical skills class record ..............................vii

What religious events are important to my family? ............................................. 38–40

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Finding out about special events ................. 37

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Historical skills overview ................................vi

Overview of historical skills, key inquiry questions, general capabilities and crosscurriculum priorities ......................................... viii

Religious events tally ...................................... 41 What community events are important to families? ................................................ 42–44

Time line templates ...........................................ix

My community event ..................................... 45

My family .................................... 2–13 Who are the people in my family? .............. 2–4

How can a calendar help us keep track of important events? ................................ 46–48

My family ........................................................... 5

Calendar mix-up ............................................ 49

What is a family tree? ................................... 6–8

What is ‘Welcome to Country’? ................ 50–52

My family tree ................................................... 9

My ‘Welcome to Country’ picture ................... 53

What do I know about my family members? ...................................... 10–12

Stories from the past ................ 54–73

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Finding out about my family members ......... 13

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What can stories tell about the past of Indigenous Australians? ........................ 54–56

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Family structures ...................... 14–33

My Dreaming story ......................................... 57

How many people are in a family? ......... 14–16 Other families ................................................. 17

What can art and music tell about the past of Indigenous Australians? .............. 58–60

How are families made up? ..................... 18–20

Symbols in art ................................................. 61

Finding out and telling about families .......... 21

What objects at home tell about the past? ................................................... 62–64

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What are families like in villages and tribes in China? ................................ 22–24

Class display of objects from the past ........... 65

Recording information ................................... 25

What is a museum? .................................. 66–68

What are Indigenous Australian families like? ............................................... 26–28

Make a museum box ...................................... 69 How can stories about the past differ? .... 70–72

Comparing families ........................................ 29

Event interview ................................................ 73

How do Indigenous Australian families help each other? ...................................... 30–32

Quiz questions ................................... 74–82

Comparing families ......................................... 33

Quiz answers ............................................ 83 Answers ................................................. 84–85 Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. www.ricpublications.com.au

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Australian Curriculum History: Personal and family histories

Teachers notes How to use this book Each book is divided into sections based on the number of Historical Knowledge and Understanding content descriptions for the year group. Each content description has been given a general title which is used on the contents page and also in the shaded tabs on the outside edge of each page throughout the book. The tabs provide easy access to pages within each content description.

Topics within each section follow a similar four-page format, comprising a teachers page followed by three student pages. The student pages may all be related to one aspect of an historical event or connected activities associated with one historical event.

Features

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• An historical skills overview with a brief explanation of their meaning. (page vi) • An historical skills class record. (page vii)

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• A template for two time lines is provided on page ix.

• A set of four multiple choice quiz questions plus answers for each topic is provided on pages 74–82.

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• An overview of historical skills, key inquiry questions, general capabilities and cross-curriculum priorities, is provided on page viii.

It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 84–85.

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Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: The title of the unit

The content description with its code

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A time line places important people and events in context Suggested resources

Additional activities offer suggestions of how the topic may be extended to develop the historical knowledge and understanding of the unit

An elaboration describing the focus of the unit in relation to the content description

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A shaded tab giving the general title of the Historical Knowledge and Understanding content description

The key inquiry questions which will be answered in part or whole by the activities within the unit

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The historical skills that can be practised while completing the unit The historical concepts that can be highlighted while completing the unit Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

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Teachers notes How to use this book Student page 1 This page introduces the topic with an historical literacy text.

It features: The title of the unit

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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Relevant artwork is used to enhance the text and to aid understanding of the subject

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The historical literacy text, which can take the form of different genres

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The content description with its code

Student page 2

MY FAMILY

This page requires students to work together to discuss questions and activities before recording their own answers.

It features:

How many people are in a family? – 2 Use page 15 to write the answers.

The largest number of people in a family is

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How many families have:

The title of the unit

t QFPQMF

t QFPQMF t QFPQMF

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

t QFPQMF t QFPQMF

The largest number of families have

people.

people.

How many families have:

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A number of questions or activities that students can complete after discussion

Student page 3

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This page usually requires students to work together, developing their historical skills, to complete the activity and present their work to an audience. It features:

t POF QBSFOU MJWJOH BU IPNF t UXo parFOUT MJWJOH BU IPNF WIJDI JT UIF CJHHFTU How many: t QFPQMF BSe there in your fBNJMZ t QBSents live at yPVS IPVTF Australian Curriculum History: Personal and family histories

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The content description with its code

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The different structures of families and family groups today, and what they have in common (ACHHK002)

The smallest number of families have

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The title of the page, which may be different from but still related to the unit A shaded tab giving the general title of the Historical Knowledge and Understanding content description

An introductory sentence, paragraph or instruction followed by an activity that requires the application of a number of historical skills

A fact file with an unusual, interesting or relevant fact that may help students better understand or appreciate the topic

The content description with its code

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Australian Curriculum History: Personal and family histories

Teachers notes Historical skills overview

Chronology, terms and concepts

The development of historical skills is essential if students are to become proficient in leading their own historical inquiries and forming a balanced opinion of past events.

Use pictures, photographs or numbers to order people by ages

• Distinguish between the past, present and future (ACHHS016)

Identify an ‘old’ or a ‘present day’ object; use the terms such as ’yesterday’ and ‘last weekend’ to denote the passing of time

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It is important that history is seen as an investigative subject with students encouraged to not just accept what they are told but to constantly question and investigate people and events from different perspectives using a range of sources. They will then develop a balanced view as they mature and be able to form their own educated opinions.

Historical questions and research

• Pose questions about the past using sources provided (ACHHS017)

Ask parents or grandparents about their lives as children. For example, ‘What toys did you play with when you were a child, Grandma?’

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It is not possible for us to know exactly what life was like in a time or place of which we have no direct experience.

But we can study evidence of past events and eras to reach some understanding of our history and how we have arrived at the present.

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• Sequence familiar objects and events (ACHHS015)

Analysis and use of sources

• Explore a range of sources about the Locate and use sources such as past (ACHHS018) photographs, objects, internet images and oral narratives from parents and grandparents • Identify and compare features of objects from the past and present (ACHHS019)

Compare objects such as toys and oral narratives or photographs to find similarities and differences

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• Explore a point of view (ACHHS020)

‘The very ink with which history is written is merely fluid prejudice.’

Explanation and communication • Develop a narrative about the past (ACHHS021)

Relate stories about the past and present in oral or pictorial form

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This quote from American writer, Mark Twain, describes quite clearly that history is generally written from one aspect. While certain data may be absolute fact, the greater part of the text will be based on opinion.

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Compare similarities and differences between aspects of daily lives or events of themselves and others

• Use a range of communication forms Present ideas about the past in written, (oral, graphic, written, role play) and oral or digital form digital technologies (ACHHS022)

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It is possible to bring the study of people and events of the past alive, kindling a genuine interest in history. This can be achieved by incorporating many learning areas into the investigation of an historical event as students practise different historical skills.

Touching on all content descriptions, historical skills and inquiry questions of the national curriculum, Australian Curriculum History – Foundation to Year 6 provides a comprehensive starting place for an in-depth study of Australian history.

For the most effective outcome, students need to be given the opportunity to undertake guided research on topics and discuss the activities before recording their own responses.

The internet has many reliable sites with a range of images of primary sources such as old documents, equipment, letters, photographs and general ephemera that give an insight into life in the past. Information is presented in many forms such as graphs and tables of statistics, reports, diaries and letters.

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Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Develop a narrative about the past (ACHHS021)

(ACHHS020)

Explore a point of view

Identify and compare features of objects from the past and present (ACHHS019)

Explore a range of sources about the past (ACHHS018)

(ACHHS017)

Pose questions about the past using sources provided

Distinguish between the past, present and future (ACHHS016)

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Sequence familiar objects and events (ACHHS015)

Name

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Historical skills class record

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Australian Curriculum History: Personal and family histories

Key:

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pp 58–61

pp 62–65

pp 66–69

pp 70–73

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pp 46–49

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pp 54–57

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pp 42–45

Stories from the past

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pp 50–53

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pp 30–33

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pp 34–37

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pp 26–29

Remembering the past

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pp 22–25

pp 18–21

pp 14–17

pp 10–13

Family structure

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Key inquiry questions

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Perspectives Explanation and and communication interpretations

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Analysis and use of sources

Historical questions and research

Pose questions about the past using sources provided Explore a range of sources about the past

Explore a point of view

Develop a narrative about the past

Use a range of communication forms (oral, graphic, written, role play) and digital technologies

What is my history and how do I know?

What stories do other people tell about the past?

How can stories of the past be told and shared?

Literacy

Historical skills

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Chronology, terms and concepts

pp 6–9

pp 2–5

My family

Historical knowledge and understanding Sequence familiar objects and events Distinguish between past, present and future

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Identify and compare features of objects from the past and present

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• skill is included in an additional activity on the teachers page skill is included in pages (2 or 3 student pages) of a four-pages set

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General capabilities

Information and communication technology (ICT) capability Critical and creative reasoning Personal and social capability

Ethical understanding

Intercultural understanding

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Cross-curriculum priorities

ATSI histories and cultures Asia and Australia’s engagement with Asia Sustainability

Time line templates Title:

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Title:

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Who are the people in my family?

(ACHHK001)

Teacher information

Time line (examples of a personal history)

Elaboration My family has different family members.

Grandfather is born

Key inquiry questions What is my history and how do I know?

Grandmother is born

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Father is born

• Identify and compare features of objects from the past and present (ACHHS019) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Mother is born

(ACHHS022)

I am born

Historical concepts

• Continuity and change

My sister is born

My brother is born

• A family is a domestic group of two or more people who live together, share with one another, work together, care and support each other, keep each other safe and love each other. Families can be a number of domestic groups linked through a common ancestor, marriage or adoption.

People in family groups assume responsibilities for the care of group members, addition of new members, socialisation of children, consumption and distribution of goods and services, and providing love.

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• The family book by Todd Parr

• Who’s in a family? by Robert Skutch • Animal families by DK Publishing

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Teaching notes

• The traditional concept of a family being a mother and father living together with their children is now just one possibility among many. Today, divorce and remarriage, adoption, foster parenting, single parenthood, grandparents raising their grandchildren and same-sex relationships make different combinations of family households increasingly common. When teaching a unit on families, allow for non-traditional families. Also be aware that some children might find it difficult or uncomfortable to engage in some discussions or tasks because their families are different from ‘traditional’ families.

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Resources

Background information

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MY FAMILY

Who the people in their family are, where they were born and raised and how they are related to each other

• This set of pages introduces the concept of a family, focuses on the similarities between families and highlights the family of the individual child.

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• After completing the family portrait on page 5, ask the students to give a short oral narrative about them.

• Use the pictures to find differences between families as well as similarities, or to list the different members of each family.

• Ask the students to find images of other families on the internet, print them out, then sort the images into categories of their own choice.

• Ask the students to describe their families. This develops the idea of a simple historic narrative about the past.

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MY FAMILY

Who are the people in my family? – 1 Look at the pictures.

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

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Who are the people in my family? – 2 Circle the correct word. (a) The three pictures show: families.

houses.

fruit.

plants.

r o e t s Bo r e p o u k 1 Picture 2 Picture 3 all the pictures S

(b) Which picture shows children and adults?

Picture

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(c) Which picture shows people doing things together?

Picture

1

Picture

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Picture

3

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C.2Pu bl i cat oall ns Picture Picture the pictures •f oto rtell r ev i ew pu r pos eson l y• Write words what other things families do.

Picture

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Write words or draw to tell what a family is.

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

(d) Which picture shows old and young people?

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MY FAMILY

Use the pictures on page 3 to complete the answers.

MY FAMILY

My family Draw and label the people in your family.

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

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My family

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A family is a group of people like parents and children who may live together.

They are closely related.

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What is a family tree?

Teacher information

Time line (Todd’s personal history)

Elaboration My family has different family members.

Grandfather is born

Key inquiry questions

Grandma is born

What is my history and how do I know?

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Pop is born

• Sequences familiar objects and events (ACHHS015)

• Explore a range of sources about the past (ACHHS018)

Nanna is born Father is born

Mother is born

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts

• Continuity and change

Jason is born I am born

• A family tree is a diagram showing the relationships among people in several generations of a family. The family tree for this age group only goes back as far as grandparents.

• Creating a family tree involves placing images of people in a sequenced order.

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Resources

• Me and my family tree by Joan Sweeney

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• Visit <http://www.buzzle.com/articles/ family-tree-template-for-children. html> to view different diagrams to record family relationships. Other ideas including craft may be found at <http:// www.enchantedlearning.com/crafts/ familytree/>

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• After viewing the pictures, ask why the family relationships in a diagram are called a family tree. Responses may include that the diagram looks like a tree, there are branches and a main structure like a trunk, or similar.

• Use questioning to elicit the relationships among siblings, grandparents and husbands and wives.

• Introduce the students to the concept of photographs as a source of information by showing them the family tree at <http://www.blushbutter.com/index.php?title=family_tree_country_ horse_digital_scrapb&more=1&c=1&tb=1&pb=1>

Additional activities

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Damien is born

Background information

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MY FAMILY

Who the people in the family are, where they were born and raised and how they are related to each other (ACHHK001)

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• Display the completed family trees for comparison after the students have formed pairs and explained them to a partner. This will introduce students to different points of view about the same thing.

• View images of the way other people have created family trees by completing an internet image search. Some suggestions may be found at <http://www.enchantedlearning.com/crafts/ familytree/>

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Read the information.

The children in Mrs Green’s class made pictures of their family.

Two of the children made the ones below.

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Todd’s family

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

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Emma’s family

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Pop

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Me 7

Damien Australian Curriculum History: Personal and family histories

MY FAMILY

What is a family tree? – 1

What is a family tree? – 2 Emma’s family How many children?

r o e t s Bo r e p ok u Who is the youngest S person?

How many grandparents?

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Todd’s family

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How many grandparents?

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Who are the youngest people?

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How many children?

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Grandparents are the mothers and fathers of .

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

Who are the oldest people?

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MY FAMILY

Use the pictures on page 7 to complete the answers.

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

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Draw and write the names of the people in your family on the tree.

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A family tree is a picture that shows how the people in a family are related.

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MY FAMILY

My family tree

What do I know about my family members?

Teacher information

Time line (example of a personal history)

Elaboration My family has different family members.

Jane’s Pa is born

Key inquiry questions Jane’s father is born

What is my history and how do I know?

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Jane is born

• Sequence familiar objects and events (ACHHS031)

• Explore a range of sources about the past (ACHHS035) • Explore a point of view (ACHHS020)

Time line

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(example of a personal history)

• Develop a narrative about the past (ACHHS021)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

Natalie’s father is born

Historical concepts • Continuity and change, perspectives

Natalie is born

Resources

Background information

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Natalie’s Pop is born

• In 2011, The Australian Bureau of Statistics Census indicated that about 26% of the population of Australia was born overseas and about 20% had at least one parent who was born overseas.

They came from the United Kingdom, New Zealand, China, India, Italy, Vietnam, Philippines,South Africa, Malaysia, Germany and various other places overseas (in order from most to least).

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• My dad by Anthony Browne

• My mom by Anthony Browne

• Days with my gran by Catherine Farthing Knight • How to babysit a grandpa by Jean Reagan

Teaching notes

• During discussions of family members, their names and places of birth, ask the question ‘How long ago were they born?’, encouraging responses similar to ‘a long time ago’ or ‘many years ago’. This will reinforce historical terms and concepts of the past.

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• Winning the World Cup by David Metzenthen

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Additional activities

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MY FAMILY

Who the people in the family are, where they were born and raised and how they are related to each other (ACHHK001)

• Help the children find the places of birth of parents or grandparents on a world map and place their name labels on, or near, the correct countries.

• Ask the children to make up a question to ask a parent or grandparent to find out more about their lives as children.

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• Ask the children to make up short oral narratives about their family members. For example, Jane might say ‘Pa was born in Australia, and so were my father and I’ or ‘Pa was born first, then my father was born and then I was born a long time after’.

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Read the speech bubbles.

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=K HUZN NG\K MXGTJGJY H[Z ZNK_·XK JOLLKXKTZ 'TJ ZNK YGSK ZUU

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Australian Curriculum History: Personal and family histories

MY FAMILY

What do I know about my family members? – 1

Use the information on page 11 to complete the answers.

Write the words. (a)

(b)

r o e t s Bo r e p ok u S

• name she calls her grandfather

• her grandfather’s name

• her grandfather’s name

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• name she calls her grandfather

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Write numbers to show who was born first (1), next (2) and last (3). (a)

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(b)

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

Teac he r

MY FAMILY

What do I know about my family members? – 2

Choose a family member then ask the questions.

Ask him/her to write the answers or help you write them.

Draw a picture or glue a digital photograph of the family member.

What is your name (or nickname)?

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Teac he r

r o e t s Bo r e p ok Where were you born? u S

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Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001)

Where did you grow up?

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Some people have nicknames. James can be called ‘Jim’. People with red hair can be called ‘Bluey’.

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Australian Curriculum History: Personal and family histories

MY FAMILY

Finding out about my family members

How many people are in a family?

The different structures of families and family groups today, and what they have in common (ACHHK002)

Teacher information Elaboration

Time line (example of a personal history)

Family structures and family groups have different structures.

Key inquiry questions

Grandfather is born

What is my history and how do I know?

Historical skills

r o e t s Bo r e p ok u S • Distinguish between the past, present and future (ACHHS016)

Father is born

• Pose questions about the past using sources provided (ACHHS017)

Mother is born

• Identify and compare features of objects from the past and present (ACHHS019)

I am born

• Explore a point of view (ACHHS020)

My sister is born

My brother is born

Resources

• All kinds of families by Mary Ann Hoberman

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives

Background information

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Teac he r

• The traditional concept of a family being a mother and father living together with their children is now just one possibility among many. Today, divorce and remarriage, adoption, foster parenting, single parenthood, grandparents raising their grandchildren and some same-sex relationships make different combinations of family households increasingly common. When teaching a unit on families, allow for non-traditional families.

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• All families are special by Norma Simon

• A google image search of families will show different images of families which students can view, compare and discuss.

Teaching notes

• Teachers may use the ideas on page 15 and information gathered from their own class members to create their own graphs and tallies. The questions on page 16 may be done orally.

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• Students may reproduce the same questions mentioned on page 16 to complete page 17. This is quite acceptable as teachers have introduced a familiar framework for students to follow until they develop confidence to make up their own questions.

Additional activities

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FAMILY STRUCTURES

Grandmother is born

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• Students may ask parents and grandparents the answers to the questions (as a small homework assignment), write, or have adults scribe, the answers, and then give a short oral narrative (report) about their parents’ and grandparents’ lives. They may also like to bring a photograph of their parents or grandparents as children to show to accompany their narrative.

• Form pairs or small groups and ask the students to take turns listening to each other’s information about their family size and structure.This activity helps students see things from the point of view of others.

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How many people are in a family? – 1 Look at the diagrams.

Teac he r

FAMILY STRUCTURES

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2

3

4

5

Number of people in family

6

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1

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The different structures of families and family groups today, and what they have in common (ACHHK002)

r o e t s Bo r e p ok u S

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Number of families

Mrs Green’s class counted how many people were in each family. They made a graph.

o c . che e r o t r s super

Then they counted how many parents lived at home. They used tally marks.

One parent living at home

Two parents living at home

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Australian Curriculum History: Personal and family histories

How many people are in a family? – 2 Use page 15 to write the answers.

The largest number of people in a family is

.

The smallest number of people in a family is

.

• 2 people?

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Teac he r

• 4 people?

• 5 people?

• 6 people?

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The largest number of families have

people.

and

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How many families have:

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o c . c e he r • two parents living atr home? o t s super

• one parent living at home?

Which is the biggest?

How many: • people are there in your family?

• parents live at your house?

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The different structures of families and family groups today, and what they have in common (ACHHK002)

The smallest number of families have

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FAMILY STRUCTURES

r o e t s Bo r e p ok u • 3 people? S

How many families have:

Other families Parents and grandparents were once children.

Write one or two questions to find out what their families were like when they were children. One has been done for you.

r o e t s Bo r e p ok u S

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Teac he r

How many people were there in your family?

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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Families can be the same and different. They come in different sizes and types.

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FAMILY STRUCTURES

Parents

How are families made up?

The different structures of families and family groups today, and what they have in common (ACHHK002)

• ITime

Teacher information

line

(example of a personal history)

Elaboration Families and family groups have different structures.

Nanna is born

Key inquiry questions What is my history and how do I know? What stories do other people tell about the past?

Dad is born

r o e t s Bo r e p ok u S Historical skills

• Explore a range of sources about the past (ACHHS035)

Mum is born

• Explore a point of view (ACHHS020)

• Develop a narrative about the past (ACHHS021)

I am born My sister is born

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives

My brother is born

Background information

ew i ev Pr

Teac he r

• When teaching a unit on families, allow for non-traditional families. Also be aware that some children may find it difficult or uncomfortable to engage in discussions or tasks because their families are different from ‘traditional’ families.

Resources

• I wished for you: An adoption story by Marianne Richmond

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• Mixed Blessing: A children’s book about a multi-racial family by Marsha Cosman

• The term ‘nuclear family’ is used to describe a family with one or two parents and their dependent children, all of whom live together and apart from other relatives. An extended family includes relatives outside the immediate ‘nuclear’ group, including grandparents, aunts and uncles, and cousins. Blended families occur when two people with one or more children from an earlier relationship form a new relationship.

• My family’s changing (A story about divorce) by Pat Thomas

• This set of pages focuses on stepfamilies, blended families and adoptive families in order to show other ways families are made up.

Teaching notes

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FAMILY STRUCTURES

Pop is born

• Made-up sources of historical information have been provided—interviews/conversations, oral narratives (stories from other people about their families), photographs (images), and survey information (tallied and graphed). Students need to be made aware that different sources can be used to elicit information about the past and present.

o c . che e r o t r s super Additional activities

• Ask the students to paint family portraits which include grandparents. When dry, label the people and discuss them, finding similarities between families.

• In pairs, have the children make up and ask simple questions about each other’s families.

• Draw different family members on recycled cardboard. Roll them into cylinders and tape. Place them in order of age with the younger ‘people’, inside the ‘older’ cylinders similar to a babushka doll. Ensure the youngest ‘people’ are narrower than the ‘older’ people so they fit inside.

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How are families made up? – 1 Look at the different types of information.

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six years old. I live in an Aboriginal community. I live in a house with my mum, dad, older brother and younger sister, aunties and uncles.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

2

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I am •f orr evi ew pur p os eso l y•

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3 che e r o t r s Families that have ... s uper

Number

stepbrothers or stepsisters

8

stepmothers or stepfathers

6

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

1

How are families made up? – 2 Use page 19 to find the correct number to tick.

Which information: (a) is a story told by a person about their family?

2

3

r o e t s Bo r 1 2 3 e p ok (c) is a table? u S2 3 1 (b) has a family photograph?

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Teac he r

(d) has one person asking questions and another answering them?

1

2

3

Which information tells about:

© R. I .

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•f orr evi ew pur posesonl y• 2

3

(b) children who have been adopted?

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2

(c) stepfamilies?

.

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3

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Write or draw c where you could fi nd other information e h r er o about families. st super 2

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The different structures of families and family groups today, and what they have in common (ACHHK002)

1

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FAMILY STRUCTURES

1

Finding out and telling about families Tick the pictures of places where you could find information about your family or other families.

r o e t s Bo r e p ok u S

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Teac he r

From 2006Paul

Write a narrative to . tell other people about © R. I .

C Pu bl i c at i on s your family.

You can draw a picture to help your words.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

Families love and care for one another.

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

On your y Special Da

What are families like in villages and tribes in China?

The different structures of families and family groups today, and what they have in common (ACHHK002)

• ITime

line

Teacher information

(example of a personal history) Great-great-grandfather is born

Family and family groups have different structures.

r o e t s Bo r e p ok u S Key inquiry questions

Grandfather is born

What is my history and how do I know? What stories do other people tell about the past?

Historical skills

Father is born

• Pose questions about the past using sources provided (ACHHS017)

I am born

Resources

• Celebrating families by Rosmarie Hausherr

• Identify and compare features of objects from the past and present (ACHHS019) • Explore a point of view (ACHHS020)

ew i ev Pr

Teac he r

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

Historical concepts • Continuity and change, perspectives

• Families are different by Nina Pellegrini

Background information

© R. I .

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• All families are different by Sol Gordon

• An extended family includes relatives outside the immediate ‘nuclear’ group, including grandparents, aunts and uncles, and cousins. The extended family usually descends through either the female or male line. An extended family provides cooperation to allow the family to achieve self-sufficiency in harsh economic conditions.

• Concepts of families vary across cultures.

Teaching notes

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• It is important for the students to realise that families exist in many forms. Students who have lived in different countries or who have different cultural beliefs should be encouraged to share their personal experiences of families so that others can see their point of view. This helps to develop intercultural understanding and perspectives.

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FAMILY STRUCTURES

Elaboration Great-grandfather is born

o c . che e r o t r s super Additional activities

• Read about Chinese families who live in the city and compare them to those who live in the country.

• Carry out an internet image search to compare photographs of ancient Chinese families to modern Chinese families.

• As a class, use a Venn diagram to find things the same and different about Chinese tribes and villages.

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What are families like in villages and tribes in China? – 1 Look at the pictures and read the words.

1

r o e t s Bo r e ok They speak thep same language. u S Their great-grandfathers or greatgreat-grandfathers may be the same for many people.

They dress the same way.

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Teac he r

A tribe is a large group of people who live in the same area.

They follow rules for the tribe. One rule in the Salar tribe is that they cannot marry each other. They © must someone outside the Rmarry .

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C. Publ i c at i on stribe.

•f orr evi ew pur posesonl y•

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Cities are very crowded, so many families live in the country in villages.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

2

A village is a small group of houses together.

. te o c Most families in China . c e her r only have one child. o t s uper Sometimes they haves two.

People in the villages have farms and simple homes.

Animals help them do the work.

The extended family is very important.

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

China is a very big country. Many people live there. Some families live in tribes and some in villages.

What are families like in villages and tribes in China? – 2 Use page 23 to complete the answers.

Which word tells about this group?

r o e t s Bo r e p o u k Which word tells about this group?

S (b) village

(a) tribe

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Teac he r

a small group of houses where people live

(a) tribe

(b) village

Which group of people is the bigger?

How do the people in China show that family is important to them?

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o c . che e r o t r s super Write one question to ask a family in a Chinese village.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

© R. I .

C.Publ i cat i ons (a) a tribe (b) a village •f orr evi ew pur posesonl y•

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FAMILY STRUCTURES

a large group of people who live in the same area

Recording information

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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China is one of our Asian neighbours. We buy things from them. We sell things to them. We need to know all about them.

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Draw and label all the people who would live in a Chinese village house.

What are Indigenous Australian families like?

The different structures of families and family groups today, and what they have in common (ACHHK002)

• ITime

Teacher information

line Elaboration

> 60 000 BC Indigenous Australians are thought to arrive in Australia

Key inquiry questions

Around 40 000 BC Indigenous Australians migrate to Australia

Historical skills

35 000 BC Indigenous Australians are thought to reach Tasmania

• Identify and compare features of objects from the past and present (ACHHS019)

Family and family groups have different structures.

What is my history and how do I know? What stories do other people tell about the past?

r o e t s Bo r e p ok u S • Pose questions about the past using sources provided (ACHHS017)

Resources

• A is for Aunty by Elaine Russell • My island home (Book) by Neil Murray

• Explore a point of view (ACHHS020)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives

Background information

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1788 First European settlement in Australia led by Captain Arthur Phillip; Conflict between Europeans and Indigenous Australians begins.

Teac he r

• The kinship system of Indigenous Australians was similar to the families of other Australians but different in some ways.

• The kinship system varied from place to place and was quite complex. In this system, those people of the same generation were considered of equal rank. An Aboriginal male’s father’s brothers were all regarded as ‘fathers’, rather than uncles. Their male children were ‘brothers’, rather than cousins. On his mother’s side, her sisters were regarded as ‘mothers’, and their daughters as ‘sisters’. However, his father’s sisters and mother’s brothers were regarded as ‘aunts’ and ‘uncles’.

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• Tom Tom by Rosemary Sullivan

• Same but little bit diff’rent by Kylie Dunstan

Teaching notes • Two different photographs have been provided as sources of information.

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Additional activities

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FAMILY STRUCTURES

Around 50 000 to 70 000 years ago Australia is joined to New Guinea and Tasmania by land bridges

• Ask the students to give an oral narrative to a classmate about one or both of the pictures and the families depicted.

o c . che e r o t r s super

• Have the children draw images of the members of their family then sequence them in order from oldest to youngest.

• Listen to Dreaming stories from the past, including Dunbi the owl at <http://www.youtube. com/watch?v=Pcmvu7tsic4> and Kangaroo and the porpoise at <http://www.youtube.com/ watch?v=Pcmvu7tsic4> both written by Pamela Lofts.

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What are Indigenous Australian families like? – 1 Look at the pictures of Indigenous Australian families.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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FAMILY STRUCTURES

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

1

What are Indigenous Australian families like? – 2 Use the pictures on page 27 to write the answers.

Write numbers for picture 1 .

How many:

Write numbers for picture

.

How many:

(a) adults could be parents?

(b) children?

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Teac he r

(b) children?

© R. I .

C.Publ i cat i ons Pick a • child picture Write ors tell ao question f ofrom rr e vi ew 1p.u r po es nl y•to ask

(c) family members altogether?

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The different structures of families and family groups today, and what they have in common (ACHHK002)

about his or her family.

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r o e t s Bo r e paltogether? ok (c) family members u S 2 (a) adults could be parents?

Comparing families Look at picture 2 of the Indigenous Australian families.

the same

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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Many Indigenous Australian families live in the city as well as the country.

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Write words to tell how the family is the same as or different from your family.

How do Indigenous Australian families help each other?

The different structures of families and family groups today, and what they have in common (ACHHK002)

• ITime

Teacher information

line Elaboration

Family and family groups have different structures.

Key inquiry questions

r o e t s Bo r e p ok u S

> 60 000 BC Indigenous Australians are thought to arrive in Australia

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

Around 40 000 BC Indigenous Australians migrate to Australia

Historical skills

35 000 BC Indigenous Australians are thought to reach Tasmania

• Identify and compare features of objects from the past and present (ACHHS019) • Explore a point of view (ACHHS020)

1788 First European settlement in Australia led by Captain Arthur Phillip; Conflict between Europeans and Indigenous Australians begins.

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives

Background information

Resources

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Teac he r

• The shack that Dad built by Elaine Russell

• The kinship system of Indigenous Australians was similar to the families of other Australians but differed in some ways.

• Sandtraks DVDs at <http://www. sandtraks.com.au/>

• The extended Indigenous Australian family enabled customs, beliefs and practices to be handed down from one generation to the next. These are still practised today.

• Ernie dances to the didgeridoo by Alison Lester

• ‘Aunts’ and ‘uncles’ taught the children about the rules and punishments, and disciplined them.

Often, grandchildren live with grandparents, aunts, uncles and their immediate family.

• Nardika learns to make a spear by Chris Fry

• Today many Indigenous Australian families live in nuclear family units, but the kinship system still operates to some extent.

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Teaching notes

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Around 50 000 to 70 000 years ago Australia is joined to New Guinea and Tasmania by land bridges

• An example of the kinship system is provided to show the roles and responsibilities of people in the extended Indigenous Australian family.

• After reading the text to the children, discuss the content. Students may have questions to ask about the information. They may compare the information to that known about their own family.

o c . che e r o t r s super Additional activities

• Enlarge and cut out the images on page 31 and sequence them from oldest to youngest.

• As a class, think of questions to ask Indigenous Australian elders.

• Read Dreaming stories to the children to show how elders passed down knowledge about nature and Creation beliefs.

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How do Indigenous Australian families help each other? – 1 Listen to the story about Kuparr’s family.

r o e t s Bo r e p ok u S

My grandparents looked after me too.

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Teac he r

When I was about twelve, I went to live with new parents. I called them Mum and Dad too.

They were chosen by the family. They looked after me very well.

I also chose one male and female older person to help.

They are about the same © R. I .

C.Publ i cat i ons age as my grandparents.

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My aunt and uncle told me how to act.They told me how to respect others. They told me about special places.

They told me who to talk to.

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The different structures of families and family groups today, and what they have in common (ACHHK002)

•f orr evi ew pur posesonl y•

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My older brother and sister che e r o also looked after me.

They t r s super told me how to behave.

It is hard for parents to teach children everything they need to know. That’s why everyone helps. www.ricpublications.com.au

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FAMILY STRUCTURES

When I was a baby, my parents looked after me.

Dad hunted for food. Mum collected bush food.

How do Indigenous Australian families help each other? – 2 Use the story on page 31 to answer.

Circle the people who helped look after and teach Kuparr. new parents

grandparents

r o e t s B r e oo older brother older sister p u k S Draw the job they did. older people

aunts

uncles

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Teac he r

Kuparr’s first mum

Kuparr’s first dad

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Write the names of the people in your e family who look ch r er o after you or teach you. st super

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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FAMILY STRUCTURES

parents

Comparing families Draw or write to compare families.

r o e t s Bo r e p ok u S

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The different structures of families and family groups today, and what they have in common (ACHHK002)

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Today, many Indigenous Australian live in small family groups. Some still have big families.

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Australian Curriculum History: Personal and family histories

FAMILY STRUCTURES

Your family

ew i ev Pr

Teac he r

Kuparr’s family

What past events are important to my family?

How they, their family and friends commemorate past events that are important to them (ACHHK003)

• ITime

Teacher information

line Elaboration

Born

Families celebrate special events such as birthdays and family reunions.

First birthday

Key inquiry questions What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

Second birthday

r o e t s Bo r e p ok u S Historical skills

Third birthday

• Distinguish between the past, present and future (ACHHS016)

Fourth birthday Fifth birthday

• Explore a range of sources about the past (ACHHS018)

• Identify and compare features of objects from the past and present (ACHHS019)

Sixth birthday

• Explore a point of view (ACHHS020)

Seventh birthday

• Develop a narrative abut the past (ACHHS021)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Eighth birthday Ninth birthday

ew i ev Pr

(ACHHS022)

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Historical concepts

• Continuity and change, perspectives

Tenth birthday

Background information

• Birthdays are celebrations which indicate change and the passing of time. They are significant events for the person having the birthday and his or her family.

Resources • I want two birthdays by Tony Ross

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• Happy birthday to you by Dr Seuss • Birthdays in many cultures (Life around the world) by Martha Rustad

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• Family reunions are special events where families get together. They are held regularly (often on the same date each year). They often involve the extended family which includes grandparents, great grandparents, aunts, uncles, cousins, parents, siblings and second cousins. When they get together, they share food, engage in recreational activities and discussion, and ‘catch up’ on family events. The aging of family members and the changes and events that have occurred to them show the passage of time.

• Celebrating birthdays in Australia by Cheryl Enderlein

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REMEMBER THE PAST

Teac he r

• Pose questions about the past using sources provided (ACHHS017)

o c . che e r o t r s super Teaching notes

• The Berenstein Bears’ family reunion

by Stan and Jan Berenstein

• Students need to be aware that a birthday indicates that they are one year older and that time has passed.

• Family reunion by Marilyn Singer (told in verse)

• It is important to remember that some religions do not include the celebration of birthdays.

Additional activities

• Use the internet to search for images of children having birthdays or families celebrating special events. Print off some and discuss them, noting similarities and differences. Have the children make reference to similar family events of their own.

• Consider using recycled materials to make a birthday card, hat or invitation.

• Ask children to give an oral narrative about their last birthday.

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What past events are important to my family? – 1 Read the speech bubbles.

1

Wow! A birthday invitation!

Thanks, Chelsea!

Mum said because birthdays are special days, ©aR .

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C. ubl i ca t i on sfriends!

I can have party toP celebrate with my

•f orr evi ew pur posesonl y•

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

2

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?U[ S[YZ NG\K G XKGRR_ HOM LGSOR_ /Z S[YZ HK MXKGZ ZU NG\K YVKIOGR ZOSKY ZUMKZNKX www.ricpublications.com.au

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

This is for you, Mikka!

What past events are important to my family? – 2 Use page 35 to write the answers.

Which picture talks about: (a) a family reunion

r o e t s Bo r e p ok u S

(b) a birthday

(a) the date of your birthday.

ew i ev Pr

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(c) how old you will be (or were).

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Draw or write about a special time when your family gets together.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

(b) the day it falls on this year.

m . u

REMEMBER THE PAST

Teac he r

Write:

Finding out about special events Write one question to ask a classmate about each event.

Write their answers. your birthday

Answer

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m . u

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

?

© R. I .

C.Publ i cat i ons your event •f orr evi e w family pur p osesonl y•

o c . che e r o t r s super

Not everyone celebrates birthdays.

Not everyone celebrates birthdays in the same way.

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

Answer

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

?

What religious events are important to my family?

How they, their family and friends commemorate past events that are important to them (ACHHK003)

• ITime January

Teacher information

line Chinese New Year

Elaboration Family celebrates special religious events. These events mark the passing of time.

Easter

August

Eid-al-Fitr

September – October

Trung Thu

October – November

Diwali

November – December

Key inquiry questions What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

r o e t s Bo r e p ok u S

Hanukkah

25 December Christmas Day

Resources

Historical skills

• Distinguish between the past, present and future (ACHHS016)

• Identify and compare features of objects from the past and present (ACHHS019) • Explore a point of view (ACHHS020)

ew i ev Pr

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives

Background information

• During the three-day Muslim festival of Eid-al-Fitr, Muslims recite prayers, go to mosques and eat sweet food to break their fast. Children wear new clothes and shoes, and food is given to those in need.

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• Holidays around the world (series of books) by Deborah Heiligman—’Celebrate Hannukah’, ‘Celebrate Diwali’, ‘Celebrate Ramadan and Eid-alFitr’ and ‘Celebrate Christmas’

• Teachers can find background information about many different religions at <http://www.bbc. co.uk/schools/religion/>

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• Diwali is a five-day Hindu festival. The lit lamps signify the victory of good over evil. Many people wear new clothes and share sweets or snacks. Houses are cleaned and decorated with good luck designs called rangoli (a form of sand painting). People worship at temples.

• Hanukkah commemorates the rededication of the Holy Temple in Jerusalem in the 2nd century BCE. Hanukkah is observed for eight nights. One candle on the Menorah is lit each night of the festival. Food which is fried or baked in olive oil is eaten. This includes potato pancakes, known as latkes, and jam-filled doughnuts. Money, usually small coins, is given as a gift to children. A money game called dreidel is played with a spinner.

m . u

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Teac he r

March – April

• Christmas is a traditional holiday in the Christian calendar which takes place on 25 December each year. Some customs include sharing a meal with family and friends, and displaying Christmas lights and the Nativity scene.

o c . che e r o t r s super Teaching notes

• The celebrations of other people should be respected because they are important to them.

Additional activities

• Mark the significant events students in the class commemorate on a class calendar. Identify the time order in which they occur; i.e. sequence them in time order.

• Identify objects, such as models of the Nativity scene, that typify a special event.

• Develop questioning and oral narratives by asking the students to use proper questions and full-sentence answers to complete page 41.

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What religious events are important to my family? – 1 Listen while your teacher reads.

Christmas is a holiday when Christians celebrate the birth of Jesus Christ.

Diwali is a Hindu festival.

It is the festival of lights.

People light small clay © R .

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P u b l i cat i ons lamps.

People sing carols.

•f o rr evi e w pur pThere oseare so nl y• fireworks.

People decorate trees.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

People give and get gifts.

o c . che e r o t r s is a Muslim super Eid-al-Fitr holiday.

Hannukah is a Jewish festival.

Nine candles on a candlestick are lit.

It marks the end of Ramadan (a holy time of not eating).

The festival remembers the Holy Temple in Jerusalem.

It celebrates the crescent moon.

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Some families celebrate special religious events.

What religious events are important to my family? – 2 Use page 39 to write the answers.

Draw a line to match the pictures to the names.

Teac he r

ew i ev Pr

(b)

•

• Christmas

(c)

•

• Eid-al-Fitr

•

• Hannukah

(d)

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Write and draw about a special religious event your family remembers.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

m . u

REMEMBER THE PAST

• Diwali r o e t s B r e oo p u k S •

(a)

Religious events tally Use tally marks to find out how many children celebrate each event.

Count and write a number for each.

Diwali

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How they, y, their familyy and friends commemorate past events that are important to them (ACHHK003)

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C.Publ i cat i ons •f orr evi ew pur pEid-al-Fitr osesonl y• Hannukah

o c . che e r o t r s super

Other special events that people remember are Easter, Trung Thu and Chinese New Year.

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Christmas

What community events are important to families?

How they, their family and friends commemorate past events that are important to them (ACHHK003)

• ITime

Teacher information

line Elaboration

26 January

Australia Day

March

National Harmony Day

Key inquiry questions

25 April

Anzac Day

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

Historical skills

May

Australia’s Biggest Morning Tea (Cancer Council Australia) Red Nose Day (SIDS and KIDS)

• Identify and compare features of objects from the past and present (ACHHS019)

June

r o e t s Bo r e p ok u S • Explore a range of sources about the past (ACHHS018)

NAIDOC week

July

August

November

• Distinguish between the past, present and future (ACHHS016)

Jeans for Genes Day

• Explore a point of view (ACHHS020)

Daffodil Day (Cancer Council Australia)

• Develop a narrative about the past (ACHHS021)

ew i ev Pr

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Melbourne Cup Day

(ACHHS022)

Historical concepts

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• • Continuity and change, perspectives, empathy, significance

Resources

Background information

• Why are they marching, Daddy? by Di Burke

• My Grandad marches on ANZAC Day

by Catriona Hoy

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• Simpson and his donkey (Big Book)

by Mark Greenwood • Anzac Day Parade by Glenda Kane • Fair Skin Black Fella by Renne Fogorty

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• You and me: Our place by Leonie Norrington

• Anzac Day, which falls on 25 April each year, originally commemorated the failed attempt by Australian and New Zealand Army Corps soldiers to take Gallipoli Point from the Turks during World War I . Now the occasion is used to remember all fallen soldiers. At this time, people attend memorial services and marches, and cook traditional Anzac biscuits.

• NAIDOC (National Aborigines and Islanders Day Observance Committee) Week, which is celebrated over the first week in July, celebrates the history, culture and achievements of Indigenous Australians. It is a time to acknowledge the people who inhabited Australia before the arrival of the First Fleet.

m . u

REMEMBER THE PAST

Teac he r

Families celebrate community events which are important to them.

o c . che e r o t r s super .

Teaching notes

• These community events are only two of many. Students may celebrate many others depending on their cultural or religious backgrounds. During discussions of community events, consider their importance to the people who observe them.

• Students who have attended NAIDOC Week or Anzac Day celebrations can supply information about the events to others.

• Examples of direct speech have been used on page 43 to indicate the importance of oral narratives and interviews as a source of information.

Additional activities • In pairs, ask the students to share the information about their special community events. They may like to ask extra questions to elicit more information.

• As a class, sequence the community events observed by students on a calendar.

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What community events are important to families? â&#x20AC;&#x201C; 1 Listen to the speakers talk about two important community events.

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m . u

w ww

How they, their family and friends commemorate past events that are important to them (ACHHK003)

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S 'T`GI *G_ OY UT

What community events are important to families? – 2 Use page 43 to write the answers.

Circle the correct event. Which event is about: (a) remembering people who died in wars?

r o e t s Bo r e (b) celebrating the Aboriginal and Torres p ok u Strait Islander people?

S NAIDOC Week

Anzac Day

Anzac Day

ew i ev Pr

Write or draw something you know about each.

NAIDOC Week

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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REMEMBER THE PAST

Teac he r

NAIDOC Week

My community event Write or draw about your community event.

What is the name of your community event?

© R. I .

C.Publ i cat i ons Why is it held?

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What do you do?

m . u

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How ow they, their family aand friends commemorate past events that are important to them (ACHHK003)

•f orr evi ew pur posesonl y•

o c . che e r o t r s super

National Harmony Day falls in March. It is a day to show respect for people from different cultures who now live in Australia.

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S When is it on?

How can a calendar help us keep track of important events?

How they, their family and friends commemorate past events that are important to them (ACHHK003)

• ITime 26 January

Teacher information

line Elaboration

Australia Day

Families and family groups have different structures.

National Harmony Day

Key inquiry questions

25 April

Anzac Day

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

May

Australia’s Biggest Morning Tea (Cancer Council Australia)

r o e t s Bo r e p ok u S

Red Nose Day (SIDS and KIDS)

June July

Historical skills

• Sequence familiar objects and events (ACHHS015)

• Distinguish between the past, present and future (ACHHS016) • Explore a range of sources about the past (ACHHS018)

NAIDOC Week Jeans for Genes Day

August

November

Daffodil Day (Cancer Council Australia) Melbourne Cup Day

ew i ev Pr

• Identify and compare features of objects from the past and present (ACHHS019) • Explore a point of view (ACHHS020) • Develop a narrative about the past (ACHHS021)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• (ACHHS022)

Historical concepts

• Continuity and change, perspectives, significance

Resources

• Earth Day—Hooray! by Stuart J Murphy

• Cleaning up litter (Help the environment) by Charlotte Guillain

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• Places in my community by Bobbie Kalman

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Background information • Other events which could be included are Clean up Australia Day, Carols by Candlelight, National Tree Day, Children’s Book Week, RSPCA Cupcake Day, Million Paws Walk, Jump Rope for Heart, National Water Week, National Bandanna Day, and National Recycling Week.

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Teac he r

March

• Refer to specific websites for the dates on which particular days occur in the current year.

Teaching notes

o c . che e r o t r s super

• The community events selected and included on the calendar are only some which may be relevant to the students in the class. Discuss each, garnering information from the children.

Those that the children do not know about should be explained simply. Students should be encouraged to talk about those which are important to them and why.

• Students should be made aware of events that occur in their community so they can see how caring and responsible citizens act.

Additional activities • As a class, join in a community event such as Clean up Australia Day. • Collect recycled materials for craft work, and scrap paper which is clean on one side for free writing and drawing in class.

• Create a large class calendar on which events students attend or participate in are recorded.

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How can a calendar help us keep track of important events? – 1 Look at the calendar.

Months of the year M

Tu

W

Th

F

Sa

Su

M

Tu

M

Tu

W

Th

F

Sa

Su

M

r o e t s Bo r e p ok u S

April

Su

W

March

May Th

F

Sa

Su

M

Tu

W

Tu

W

Th

F

ew i ev Pr

Teac he r

Su

February

Sa

June

Th

F

Sa

Su

M

Tu

W

Th

F

Sa

F

Sa

F

Sa

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M

Tu

W

Th

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October Su

M

Tu

W

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Th

F

Sa

Su

M

Tu

W

Th

September F

Sa

Su

M

Tu

W

m . u

Su

August

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

July

Th

o c . che e r o t r s su per November December F

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Su

M

Tu

W

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Th

F

Sa

Su

M

Tu

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Australian Curriculum History: Personal and family histories

REMEMBER THE PAST

January

How can a calendar help us keep track of important events? – 2 Use page 47 to write the answers.

Copy the month of each event.

Australia Day

Teac he r

Jeans for Genes Day Australia’s Biggest Morning Tea

ew i ev Pr

Daffodil Day © R. I .

C.Publ i cat i ons

•f orr evi ew pur posesonl y•

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Choose one event from above. Write or draw and tell why you think it is important.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

Harmony Day

m . u

REMEMBER THE PAST

r o e t s B r e oo Red Nose Day p u k S

Calendar mix-up The months of the calendar are all mixed up.

Cut them out.

Glue them in the correct order on a sheet of paper.

r o e t s Bo r e p ok u S Tell a classmate why each of those months is important to you.

Listen to them tell about those that are important to them.

September

m . u

February

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How they, y their familyy and friends commemorate past events that are important to them (ACHHK003)

© R. I .

C.Publ i cat i ons August June March •f orr evi ew pur posesonl y•

October

. te o c May January December . che e r o r st super July

November

April

Daffodils are sold on Daffodil Day in August to raise money to help people with cancer.

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REMEMBER THE PAST

ew i ev Pr

Teac he r

Circle the months of the calendar that are important to you.

What is ‘Welcome to Country’?

How they, their family and friends commemorate past events that are important to them (ACHHK003)

• ITime

Teacher information

line

Around 50 000 to 70 000 years ago Australia is joined to New Guinea and Tasmania by land bridges

Elaboration

> 60 000 BC Indigenous Australians are thought to arrive in Australia

Key inquiry questions What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

r o e t s Bo r e p ok u S

Around 40 000 BC Indigenous Australians migrate to Australia

Historical skills

35 000 BC Indigenous Australians are thought to reach Tasmania

• Distinguish between the past, present and future (ACHHS016) • Explore a range of sources about the past (ACHHS018)

• Identify and compare features of objects from the past and present (ACHHS019) • Explore a point of view (ACHHS020)

ew i ev Pr

February 2008 The first ‘Welcome to Country’ ceremony occurs at an opening of Parliament, led by Matilda House

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

March 2010 Ernie Dingo and Richard Walley claim they introduced the first ‘Welcome to Country’ in 1976

• Continuity and change, perspectives, significance

(ACHHS022)

Historical concepts

Background information

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Resources

• Visit Department of Education websites for each state for information about ‘Welcome to Country’ protocols and information.

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• Visit <http://en.wikipedia.org/ wiki/Welcome_to_Country_and_ Acknowledgement_of_Country> for background information about ‘Welcome to Country’ ceremonies.

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• Visit youtube to view a ‘Welcome to Country’ ceremony.

• ‘Welcome to Country’ ceremonies occur when an Indigenous Australian custodian or elder from the local area welcomes people to the land. This usually occurs before an event commences.

The ceremony may include singing, dancing, playing musical instruments and speeches.

• There are specific protocols that must be observed for the ceremony. These include an acknowledgement from the visitors that the Indigenous Australian group is the traditional custodian of the land. This shows that visitors respect the culture of the traditional custodians.

• ‘Welcome to Country’ ceremonies can be very diverse and vary from one region to the next, according to group customs.

Teaching notes

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REMEMBER THE PAST

1788 First European settlement in Australia led by Captain Arthur Phillip; Conflict between Europeans and Indigenous Australians begins.

Teac he r

Families and family groups have different structures.

• Explain the information carefully to the students as this concept may be difficult to understand.

In particular, explain the concept of ‘a ceremony’ carefully. Any unfamiliar vocabulary should be explained to the students during reading. Reread the text if necessary to ensure understanding.

o c . che e r o t r s super Additional activities

• Encourage the students to bring in photographs of any ceremonies they have attended— graduation ceremonies, naturalisation ceremonies, wedding ceremonies and so on. Discuss and compare for similarities and differences. Encourage the creation of correct and interesting questions to elicit information about the ceremonies.

• Use computer programs to record information about different ceremonies.

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What is ‘Welcome to Country’? – 1

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An Indigenous Australian person or elder from the area welcomes people to their land.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

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C.Publ i cat i ons At the beginning of many important community events, a •f orr evi ew pur posesonl y• ceremony called ‘Welcome to Country’ is performed.

This lets everyone know that Indigenous Australians are recognised as the people who looked after the land before other people came to live here.

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o c . c e her r A ‘Welcome to Country’ ceremony might have singing, o t s s r u e p dancing, speeches, or all three things.

‘Welcome to Country’ ceremonies are not all the same. One may be different from another. This is because groups of Indigenous Australians are all different.

This ceremony shows that people respect each other and their cultures. www.ricpublications.com.au

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REMEMBER THE PAST

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Look at the picture and listen to the words.

What is ‘Welcome to Country’? – 2 Use page 51 to write the answers.

Circle the correct word.

‘Welcome to Country’ is a: car

animal

ceremony

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Choose a word to complete the sentence.

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‘Welcome to Country’ tells that Indigenous Australians looked after the came to live here.

before others

Tick the correct or. circles. © circle R. I .

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a young child

an elder

a teenager

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(b) What things can happen in a ‘Welcome to Country’ ceremony?

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Holding a ‘Welcome to Country’ ceremony means people for each other.

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How they, their family and friends commemorate past events that are important to them (ACHHK003)

(a) Who ‘Welcome tor Country’ ceremony?

•does f orthe r ev i ew pu poses onl y•

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REMEMBER THE PAST

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car

My ‘Welcome to Country’ picture

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How they, y their familyy and friends commemorate past events that are important to them (ACHHK003)

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REMEMBER THE PAST

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Teac he r

Draw a picture of a ‘Welcome to Country’ ceremony.

Put in all the things you heard about.

What can stories tell about the past of Indigenous Australians?

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

• ITime

Teacher information

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Around 50 000 to 70 000 years ago Australia is joined to New Guinea and Tasmania by land bridges

Elaboration

> 60 000 BC Indigenous Australians are thought arrive in Australia

Key inquiry questions

Around 40 000 BC Indigenous Australians migrate to Australia

Dreaming stories are important stories about the past of Indigenous Australians.

r o e t s Bo r e p ok u S

What stories do other people tell about the past? How can stories of the past be told and shared?

Historical skills

1788 First European settlement in Australia led by Captain Arthur Phillip; Conflict between Europeans and Indigenous Australians begins.

• Distinguish between the past, present and future (ACHHS016) • Explore a range of sources about the past (ACHHS018) • Explore a point of view (ACHHS020)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives, significance

Resources

• Find information about and resources for Indigenous Australian culture at http://www.sandtraks.com.au/

Background information

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• A is for Aunty by Elaine Russell

• The Dreaming, according to Indigenous Australians, is the time when the Ancient Spirits came to Earth and created animals, plants and land features. It is often referred to as the Dreaming.

Dreaming stories pass on knowledge, cultural values and beliefs to younger generations. Songs, dance, artworks and stories tell the Dreaming stories and maintain a link between ancient times and today.

Teaching notes • Dreaming stories tell about the past of Indigenous Australians.

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35 000 BC Indigenous Australians are thought reach Tasmania

• Students need to be aware that creation is told through Dreaming stories and they are an important part of Indigenous Australian culture.

Additional activities

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• Ask selected students to retell orally the story of How the birds got their colours or a favourite Dreaming story.

• Listen to and watch the story How the birds got their colours being read on <http://www.youtube. com/watch?v=Mda6CnUTX4U>. Others include Dunbi the owl, The kangaroo and the porpoise, The echidna and the shade tree, How the animals got their tails and When the snake bites the sun.

• Read other Dreaming stories including The rainbow serpent, Wayamba the Turtle, Bilargun and Daroo (The Platypus story), or How the sun was made.

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What can stories tell about the past of Indigenous Australians? – 1 Read the Dreaming story about how the birds got their colours.

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The other birds sheltered Dove with their wings. Some gave him water to drink. Some bathed his foot.

Crow was the only one who did not help. He © R .

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P u b l i c a t i o n s was feeling grumpy. He got angry because all the birds were f oDove. rr ev i ew puat r p os eso nl y fussing • over Crow yelled the other birds.

He• told them not to waste their time. He thought Dove was dying. Dove’s foot was getting bigger and getting infected. But the other birds did not listen to Crow. They chased him away.

Then Galah had an idea. She rushed at Dove’s swollen foot.

She bit it with her sharp beak. Dove cried out in pain. Then a magic thing happened. All the colours of the rainbow burst out of Dove’s foot. The colours splashed all over the other birds. Some got only a little bit of colour. Some got one or two colours. Some were splashed with many colours. Rainbow Lorikeet got so many colours he looked just like a rainbow.

Galah was splashed with pink and grey. Dove got only a little bit of grey and brown.

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r o e t s Bo r e p ok u S

One day, Dove cut his foot on a sharp branch.

He cried out for help. All the other birds heard him and came to help.

Dove was in a lot of pain.

His foot swelled up.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Once upon a time in the Dreaming, all the birds were black.

What can stories tell about the past of Indigenous Australians? – 2 Use page 55 to write the answers.

What kind of story is How the birds got their colours? story.

It is a

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Dreaming stories are very old. They are told by older people to younger people.

• f o r r e v i e w p u r p o s e s o n l y • grandfather boy father

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Dreaming stories were told by word of mouth. They were not written down like they are today.

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Who do you © think the story fii rst?

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Write down a story you know that someone told you.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

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Write a sentence or two to say what the story is telling about.

My Dreaming story

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Dreaming stories tell how things like animals, plants and rivers were created.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Write your own Dreaming story to go with the picture below.

What can art and music tell about the past of Indigenous Australians?

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004) • ITime

Teacher information

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Around 50 000 to 70 000 years ago Australia is joined to New Guinea and Tasmania by land bridges

Elaboration Music and art are important parts of the past and present of Indigenous Australians.

Key inquiry questions

r o e t s Bo r e p ok u S

> 60 000 BC Indigenous Australians are thought to arrive in Australia

What stories do other people tell about the past? How can stories of the past be told and shared?

Historical skills

35 000 BC Indigenous Australians are thought to reach Tasmania

• Explore a range of sources about the past (ACHHS018)

1788 First European settlement in Australia led by Captain Arthur Phillip; Conflict between Europeans and Indigenous Australians begins.

Resources

• Explore a point of view (ACHHS020)

• Develop a narrative about the past (ACHHS021)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts • Continuity and change, perspectives, significance

Background information

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

• Ernie dances to the didgeridoo by Alison Lester • Tom Tom by Rosemary Sullivan

• Indigenous Australians used music, art and dance to tell about their culture. With no form of writing, art forms played a strong role in preserving their culture from one generation to the next.

Ceremonies combined storytelling, singing and dancing.

• Children learnt music and dance by imitation since their culture was a purely oral one. Each Dreaming story has an associated song. While painting in the sand, on a body or on canvas, the artist will chant a song associated with that story.

Teaching notes

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• Visit <http://nga.gov.au/atsiart/ Default.cfm> to view images of current and past Indigenous Australian artwork.

• Distinguish between the past, present and future (ACHHS016)

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Teac he r

Around 40 000 BC Indigenous Australians migrate to Australia

• Music and art are important parts of Indigenous Australian culture.

• Indigenous Australian art and music is different from that of other Australians and unique.

o c . che e r o t r s super Additional activities

• View youTube clips of traditional Indigenous Australian song and dance such as the crane dance at <http://www.youtube.com/watch?v=U2vzsSmqGg8> Compare to some modern Indigenous Australian music.

• Use simple symbols to create a story in art form. Visit <http://www.aboriginalartstore.com.au/ aboriginal-art-culture/aboriginal-symbols-and-their-m.php> to find a .pdf attachment at the bottom of the page which shows several symbols that could be used by the students.

• As a class, think of some questions to ask an Indigenous Australian about art and music in their lives.

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What can art and music tell about the past of Indigenous Australians? – 1 Read the texts.

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Coloured soils called People dance and •f o rr evi eochre w pur p oses onl y •sing were used for painting. during ceremonies when lots of people meet.

Art was used to tell stories about animals, people Dances could imitate and things that happen. hunting, animals, the sea, There are paintings of the people, or tell a story.

Great Spirits. There are Dancing was taught by paintings about the first the older people when white people to come to children were very young.

Australia.

Music was often made Artwork is also painted using a didgeridoo, on the body and now on clapping sticks or drums. materials such as silk and These instruments were cotton. made from wood found in Weaving, masks, woodwork the environment. and shell necklaces are other forms of art.

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Music

Indigenous Australian art can be very old. Old Music and dance are paintings have been found an important part of ©onR .

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Indigenous Australian life.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Art

What can art and music tell about the past of Indigenous Australians?– 2 Use page 59 to write the answers.

Write words to complete the sentences. (a) Art and music were both used to tell a

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r o e t s Bo r e p ok u Swere dancing, they pretended to be (c) When they

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Circle the words that tell where art can be found.

f orr evi ewonpcars ur poseso nl y• on• rocks on fences

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Colour the pictures of Indigenous Australian musical instruments.

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didgeridoo

piano

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STORIES FROM THE PAST

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clapping sticks

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Teac he r

(b) Art told stories about

Symbols in art Look at the artwork drawn using symbols.

On a separate sheet of paper, write a story to match the symbols.

woman

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woman

digging sticks

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kangaroo tracks spears

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coolamon © R. I .

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boomerang

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campsite/waterhole

people sitting

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human footprints

man

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

honey ants

What objects at home tell about the past?

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

• ITime

Teacher information

line Elaboration

Get teddy bear

Age 1

First family portrait taken

Age 5

First soccer game Photograph taken

Age 5

First soccer trophy and medal

Objects found in the home can give information about the past.

Key inquiry questions

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Age 6

First school merit award received

Age 7

Start coin collection

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

Historical skills

• Distinguish between the past, present and future (ACHHS016)

• Pose questions about the past using sources provided (ACHHS017) • Explore a range of sources about the past (ACHHS018)

• Identify and compare features of objects from the past and present (ACHHS019)

Age 12 Primary school graduation ceremony Certificate received

• Develop a narrative about the past (ACHHS021)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022)

Historical concepts

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • Continuity and change, perspectives, significance

Resources

• Visit the National Museum of Australia to view images of artefacts for children at <http://www.nma.gov. au/collections/highlights/children> • A photographic view of home life (Past in pictures) by Alex Woolf • Toys (Popcorn: In the past) by Dereen Taylor

Background information

• Many objects at home relate information about the past. These include photographs, coin and stamp collections, clothing such as uniforms, medals, statues, trophies, old toys, statues, artwork, jewellery and other keepsakes.

• These objects are important to each individual for various reasons. This is why people collect them and look after them.

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• At home (How have things changed)

by James Nixon

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Teaching notes • Things at home tell about the past.

• These objects have personal significance.

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Birth

o c . che e r o t r s super • These objects can be called artefacts.

• Enlarge page 64 to make it easier for young students to write in their answers. This page may also be completed orally as a class discussion.

Additional activities

• Ask the students to bring in three objects from home that tell about their past (photographs, certificates, merit awards, toys) and sequence them in order from oldest to most recent.

• Compare objects that show different times, such as photographs or toys, then sequence them in order from oldest to youngest.

• Ask the students to work in pairs or groups of three to make an historical narrative about one or two of the objects on page 63.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Joanna Aged 5

Look at the picture to find things that could tell about the past.

What objects at home tell about the past? – 2 Use the pictures on page 63 to complete the table.

Write one question to ask about it.

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2 3

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What is it?

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Object

Why is it important?

Class display of objects from the past

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Objects that tell us about the past are called artefacts.

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STORIES FROM THE PAST

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r o e t s Bo r e p ok u S

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

In the classroom picture draw some things you could bring from home that help tell about the past.

What is a museum?

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

• ITime

Teacher information

line

(example of a personal history)

Elaboration

1845 Australian Museum in Sydney founded

Museums are places where historical artefacts may be seen.

Key inquiry questions

From 1891 The Western Australian Museum operates various facilities including the Western Australian Museum, the Western Australian Art Gallery and the Maritime Museum in Fremantle

r o e t s Bo r e p ok u S

What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared?

Historical skills

• Distinguish between the past, present and future (ACHHS016)

Teac he r

1941 Australian War Memorial in Canberra opens

• Pose questions about the past using sources provided (ACHHS017) • Explore a range of sources about the past (ACHHS018)

From 1979 Port Arthur Historic Site operates as a tourist attraction due to its historical significance

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

1988 The Powerhouse Museum in Sydney opens

Historical concepts

• Develop a narrative about the past (ACHHS021)

(ACHHS022)

• Continuity and change, perspectives, significance

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information

Resources

• Lost in a toy museum by David Lucas

• There are almost one hundred museums in Australia, but this number does not include historic sites such as cemeteries, homes or Indigenous Australian sites.

• The museum book by Jan Mark

• Visit <http://alldownunder.com/ australian-entertainment/museums. htm> to find a list of museums in Australia.

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Teaching notes

• The students should understand that a museum is a building where historical objects are exhibited for people to view.

• Museums can hold a variety of objects that tell about the past.

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STORIES FROM THE PAST

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1963 The Tramway Museum Society of Victoria established

• Enlarge the template on page 69 to A3 size and glue on cardboard for best results. Alternatively, photocopy the front of the museum and glue to an old shoebox. Ensure the students explain why the object they place inside the museum box is important and what it tells about the past.

o c . che e r o t r s super Additional activities

• Using toys the students bring in, create a toy museum in the classroom. Ask each student to write a short history of one or two sentences about the toy on cardboard to place in front the toy for display. This activity may be repeated with photographs of the students at birth and the present time.

• Many cities have children’s museums. Kids’ spaces and discovery sections can also be found in most large city museums. Visit one to see what objects are displayed.

• Visit <http://www.mnh.si.edu/panoramas/> to take virtual tours of museums such as the Smithsonian National Museum.

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What is a museum? –1

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A museum is a building where important objects are stored and displayed. Museums can also care for and fix up important objects.

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o c . che e r o t r s sup r Many people visit museums to e look at objects and find out

The objects in museums tell us about the past, science, art or different groups of people. Objects are shown in groups or collections called exhibits. things.

There are many museums in cities around the world. Some are very big and some are small.

Some museums have exhibits that people can see using the internet. These are called virtual tours.

Museums are very interesting places to visit. www.ricpublications.com.au

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Read the text and look at the picture.

What is a museum? – 2 Use page 67 to write the answers.

What is stored and displayed in a museum?

What else do museums do to important objects?

What are virtual tours of museums?

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C.Publ i cat i ons •f orr e vi ew pcalled? ur posesonl y• What are groups of objects

. te o Write a question to ask a museum curator c . c e he about museums. r o r st super

Museum curators look after museums.

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

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In your own words, write what a museum is.

Make a museum box Colour, cut out, fold and join the template.

Place an object, or a picture of an object, that belongs in a museum inside the box.

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The oldest museum in Australia is the Australian Museum in Sydney.

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MUSEUM

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MUSEUM

How can stories about the past differ?

How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

• ITime

Teacher information

line

(example of a personal history)

Elaboration Events affect people in different ways. Their points of view about events relate to their experiences of them.

Date of birth

r o e t s Bo r e p ok u S Key inquiry questions

1st birthday

What is my history and how do I know? What stories do other people tell about the past?

How can stories of the past be told and shared?

2nd birthday

Historical skills

3rd birthday 4th birthday

• Pose questions about the past using sources provided (ACHHS017) • Explore a range of sources about the past (ACHHS018)

5th birthday

• Explore a point of view (ACHHS020)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies

6th birthday

(ACHHS022)

Historical concepts • Continuity and change, perspectives, significance

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Resources

Background information

• You and me Murrawee by Kerri Hashimi

• The students need to recognise that stories of the past differ depending on who is telling them.

One person’s viewpoint of an event depends on whether the experience was a good one or not.

• Same but a little bit diff’rent by Kylie Dunstan

Teaching notes • The same event may affect people in different ways. Their points of view will differ.

• When I was little like you by Mary Malbunka

• It is difficult for young children to have empathy with other people’s points of view. Students need lots of experience listening to how others feel about things before they are able to build empathy.

• Having fun/Life at home Then and now series by Vicki Yates

• Students will need to practise interviewing a number of times before they are able to do it easily by themselves. They should start by tallying simple things or asking one question only.

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• Birthdays: Celebrating life around the world by Eve Feldman

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• Distinguish between the past, present and future (ACHHS016)

o c . che e r o t r s super Additional activities

• As a class, compare the most recent birthdays of two or more students in the class. Students should be encouraged to give general opinions of their own birthday celebrations.

• Students may interview their parents about other events that the children participated in to obtain their point of view. These could include religious celebrations, family celebrations, or cultural and community events. Students should be encouraged to consider perspectives of events that they may not have noticed.

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How can stories about the past differ? – 1

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Last year, the twins wanted a pirate birthday party.

It was so much work. I had to make a pirate hook cake, which took ages. I had to cook sausage rolls, party pies and cupcakes.

The children made so much noise. They didn’t stop for a minute.

And they made a lot of mess! It took a long time to clean up.

I never want to do that again!

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STORIES FROM THE PAST

r o e t s Bo r e p ok u S

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Teac he r

When we were four, we had the best birthday party ever!

Mum made lots and lots of food. We had a pirate cake.

Our friends came over. We played lots of fun games.

We ran around a lot!

It was the best birthday party ever!

We want a ninja party this year!

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Read the words in the speech bubbles.

How can stories about the past differ? – 2 Use page 71 to write the answers.

Tick the correct answer. (a) Who liked the party?

Mum

the twins

r o e t s Bo r e p ok u S

(d) Why she/they •didn’t f orr evi ewlikepit? ur posesonl y•

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o c . c e The stories were different. story wrong? herWas someone’s r o t s super Why were the stories different?

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

©R I .

C. PubMum l i cat i on stwins (c) Who did not like. the party? the

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STORIES FROM THE PAST

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Teac he r

(b) Why did she/they like it?

Event interview Choose an important event that everyone in your class went to.

Choose two different children to ask questions about the event. Write down their answers.

Name of event:

r o e t Student 2: s Bo r e p ok u S

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C.Publ i cat i ons •f orr evi ew pur posesonl y• What

. t Would e you go to the event again?

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didn’t you like about the event?

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Why? OR Why not?

People have different views on events. Their views depend on how the events affected them. www.ricpublications.com.au

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Australian Curriculum History: Personal and family histories

STORIES FROM THE PAST

Teac he r

Student 1:

What did you like about the event?

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How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004)

Questions

Who are the people in my family? pages 2–5

Choose the correct answers.

1.

Families are groups of people. (a) True

(b) False

r o e t s Bo r e (a) True (b) False p ok u Families areS made up of adults and children. (a) True

(b) False

Families have some things the same.

(a) True

(b) False

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Teac he r

Families do things together.

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C.Publ i cat i ons •f orr evi ew pur pose nl ytree?

• What iss ao family

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Choose the correct answers.

1.

A family tree tells about fruit.

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pages 6–9

. te (b) False o A family tree has branches. c . c e h r (a) True (b) False e o t r s suin e r A family tree tells how peoplep a family are related. (a) True

(a) True

(b) False

Family trees are all the same. (a) Yes

(b) No

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What do I know about my family members? pages 10–13

Choose the correct answers.

1.

A family can have children, parents and grandparents. (a) True

(b) False

r o e t s Bo r e (a) True (b) False p ok u Some people in a family may have been born in another S country. (a) True

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Teac he r

People in families can have different names.

(b) False

Families can have some things the same and some different.

(a) Yes

(b) No

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C.Publ i cat i ons •f orr evi ew many pur p osesare on l y How people in a• family?

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Choose the correct answers.

1.

m . u

pages 14–17

. (b) False te o c All families have the same number of parents living at home. . c e he r (a) True (b) False o r st super All families have the same number of people.

(a) True

Families can be big or small.

(a) True

(b) False

Families can be different. (a) True

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(b) False

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How are families made up? pages 18–21

Choose the correct answers.

1.

We can find out information about families from many different places.

r o e t s Bo r e p ok (a) True (b) False u S All families are different.

(a) True

(b) False

(a) True

(b) False

We can tell stories about our families.

(a) Yes

(b) No

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Teac he r

All families are the same.

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C.Publ i cat i ons •f orr ev i eware pufamilies r poselike soin nl y• What villages and tribes in China?

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Choose the correct answers.

1.

Tribes are family groups.

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pages 22–25

. te (b) No o Villages are family groups. c . c e h r (a) True (b) False e o t r s super The extended family is important in China. (a) Yes

(a) Yes

(b) No

Grandparents, parents and children live together in China. (a) Yes

(b) No

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What are Indigenous Australian families like? pages 26–29

Choose the correct answers.

1.

Indigenous Australian families can be big. (a) True

(b) False

r o e t s Bo r e (a) True (b) True p ok u Indigenous Australian families can be the same as mine.

S (a) True (b) False

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Teac he r

Indigenous Australian families can be small.

Indigenous Austalian families can be different from mine.

(a) True

(b) False

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C.Publ i cat i ons •f orr ev i ew ur poses onl y• How dop Indigenous Australian families help each other?

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Choose the correct answers.

1.

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pages 30–33

. (b) False te o c The family members help look after the children. . c e he r (a) True (b) False o t r s s r u e p The family members teach the children many things.

Indigenous Australian families have many family members.

(a) True

(a True

(b) False

Indigenous Australians have special places. (a) True

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(b) False

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Australian Curriculum History: Personal and family histories

What past events are important to my family? pages 34–37

Choose the correct answers.

1.

Birthdays are important events. (a) Yes

(b) No

r o e t s Bo r e (a) Yes (b) No p ok u Photographs can tell about special events.

S (a) Yes (b) No

ew i ev Pr

Teac he r

Family reunions are important events.

Cards and invitations can tell about special events.

(a) Yes

(b) No

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C.Publ i cat i ons •f orr evi e w pur p oses on l y• What religious events are important to my family?

w ww

Choose the correct answers.

1.

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m . u

pages 38–41

Which event celebrates the birth of Jesus Christ?

o c .

Which event is c called the festival of lights? e h r o t r (a) Eid-al-Fitr (b)e Diwali (c) Hannukah s super (a) Diwali

(b) Hannukah

(c) Christmas

Which event uses nine candles on a candlestick? (a) Diwali

(b) Christmas

(c) Hannukah

Which event celebrates the end of a time of not eating? (a) Christmas

(b) Eid-al-Fitr

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(c) Hannukah

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What community events are important to families? pages 42–45

Choose the correct answers.

1.

Which event remembers people who died in wars?

r o e t s Bo r e p ok u (a) Anzac SDay (b) NAIDOC Week (a) Anzac Day

(b) NAIDOC Week

ew i ev Pr

Teac he r

Which event celebrates Aboriginal and Torres Strait Islander people?

A community event is celebrated by many people.

(a) True

(b) False

A community event is important to groups of people.

(a) True

(b) False

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C.Publ i cat i ons •f orr evi e wp ur pcalendar oseson l y• How can a help us keep track of important events?

w ww

Choose the correct answers.

1.

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m . u

pages 46–49

There are many different community events.

o c .

Communityc events are important to different people. e h r e o (a) True (b) False r st s uper (a) True

(b) False

Community events are important for different reasons. (a) True

(b) False

Some community events are important to the same people. (a) True

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(b) False

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Australian Curriculum History: Personal and family histories

What is ‘Welcome to Country’? pages 50–53

Choose the correct answers.

1.

‘Welcome to Country’ is a: (a) story

(b) ceremony

(c) plant

r o e t s Bo r e p(b) child (a) elder (c) o animal u k S The ceremony has dancing, speeches and ... (a) whistling

ew i ev Pr

Teac he r

The ceremony is done by an Indigenous Australian:

(b) singing

(c) reading

The ceremonies are all: (a) the same

(b) quiet

(c) different

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C.Publ i cat i ons What can stories tell about the past •f orr evi e wp ur po se sonl y• of Indigenous Australians?

1.

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Choose the correct answers.

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pages 54–57

What are Indigenous Australian stories about how things were made called?

. te

o c . to che e How were Dreaming stories given from olderr people o younger people? r st super

(a) Dreaming stories

(b) fairytales

(a) They were written down in books.

(b) They were told.

Dreaming stories are: (a) new.

(b) very old.

The story How the birds got their colours is about: (a) birds.

(b) rainbows.

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What can art and music tell about the past of Indigenous Australians? pages 58–61

Choose the correct answers.

1.

Indigenous Australians used art and music to: (a) tell a story.

b) show they were happy.

r o e t s Bo r e (a) caves. p (b) tins. ok u Many Indigenous Australian musical instruments were made S from: (a) plastic.

ew i ev Pr

Teac he r

Indigenous Australian art could be found in:

(b) wood.

Indigenous Australian artwork and music is an important part of their culture.

(a) True

(b) False

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C.Publ i cat i ons •f orr evi ew pu r pose onl y •about What objects ats home tell the past?

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Choose the correct answers.

1.

Objects can be important to us.

m . u

pages 62–65

(b) False . te o c Many different objects can tell about the past. . c e he r (a) True (b) False o t r s s r u e p Objects that tell about the past are called artefacts. (a) True

(a) True

(b) False

Artefacts can be found at home. (a) True

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(b) False

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Australian Curriculum History: Personal and family histories

What is a museum? pages 66–69

Choose the correct answers.

1.

A museum is a building that displays: (a) important objects.

(b) spaceships.

(c) boats.

r o e t s B library. r (a) teams. (b)e exhibits. (c) ao p ok u Museums show objects so people can learn: S (a) how to drive a bus. (b) how to write a book. (c) about the past.

ew i ev Pr

Teac he r

Groups of objects in a museum are called:

Some museums have exhibits on the internet that are called:

(a) virtual tours.

(b) computer games.

(c) emails.

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C.Publ i cat i ons •f orr e vi ew pstories ur poof se so nl y • How can the past differ?

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m . u

pages 70–73

Choose the correct answers.

1.

. t (a) True e

People do not always feel the same way about things as others.

o c . c e hofe r One person’s view an event is always right. o t r s super (a) True (b) False (b) False

One person’s view of an event is always wrong. (a) True

(b) False

We need to think about how others feel about things. (a) True

(b) False

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Quiz answers Who are the people in my family? ............. pages 2-5

1. (a) 2. (a) 3. (a) 4. (a)

True True True True

What is a family tree? ............... pages 6–9 1. (b) 2. (a) 3. (a) 4. (b)

Teac he r w ww

True False True Yes

. te

Yes True Yes Yes

Anzac Day NAIDOC Week True True

1. (a) 2. (a) 3. (a) 4. (a)

True True True True

What is a museum? .............. pages 66–69 1. (a) 2. (b) 3. (c) 4. (a)

important objects exhibits about the past virtual tours

How can stories of the past differ? ............ pages 70–73

True True True True

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How can a calendar help us keep track of important events? ..................... pages 46–49 1. (a) 2. (a) 3. (a) 4. (a)

True True True True

1. (a) 2. (b) 3. (b) 4. (a)

True False False True

o c . che e r o t r s super

What are Indigenous Australian families like? ......... pages 26–29 1. (a) 2. (a) 3. (a) 4. (a)

What objects at home tell about the past? ............... pages 62–65

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

What are families like in villages and tribes in China? .............................. pages 22–25 1. (a) 2. (a) 3. (a) 4. (a)

Christmas Diwali Hannukah Eid-al-Fitr

What community events are important to families? ............... pages 42–45 1. (a) 2. (b) 3. (a) 4. (a)

How are families made up? .............. pages 18–21 1. (a) 2. (b) 3. (a) 4. (a)

tell a story caves wood True

ew i ev Pr

False False True True

Yes Yes Yes Yes

What religious events are important to my family? ................ pages 38–41 1. (c) 2. (b) 3. (c) 4. (b)

True True True Yes

How many people are in a family? ............... pages 14–17 1. (b) 2. (b) 3. (a) 4. (a)

1. (a) 2. (a) 3. (b) 4. (a)

r o e t s Bo r e p ok u S

What do I know about my family members? ............. pages 10–13 1. (a) 2. (a) 3. (a) 4. (a)

What past events are important to my family? ............. pages 34–37 1. (a) 2. (a) 3. (a) 4. (a)

False True True No

True True True True

What can art and music tell about the past of Indigenous Australians? .......... pages 58–61

m . u

1. (a) 2. (a) 3. (a) 4. (a)

How do Indigenous Australian families help each other? ........ pages 30–33

What is ‘Welcome to Country’? .................. pages 50–53 1. (b) 2. (a) 3. (b) 4. (c)

What can stories tell about the past of Indigenous Australians? .............. pages 54–57 1. (a) 2. (b) 3. (b) 4. (a)

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ceremony elder singing different

Dreaming stories They were told. very old birds

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Australian Curriculum History: Personal and family histories

Answers

Australian Curriculum History: Personal and family histories Page 4 1. (a) families (b)–(d) all the pictures 2.–3. Teacher check

Page 21 1. Items ticked should be: the birth certificate, the letter, the photograph, the diary and the headstone 2. Answers will vary.

Page 5 Teacher check

Page 24 1. (a) tribe 2. (b) village 3. (a) a tribe 4. Answers will vary but should include that they all live together in the same house.

5. Answers will vary.

Page 45 Answers will vary.

Page 48 1. January, June, August, May, August, March 2. Teacher check

r o e t s Bo r e p ok u S

Page 9 Teacher check

Page 12 1. (a) Pa, Frank, Australia (b) Pop, Stan, China (Shanghai) 2. (in order from left to right) (a) 3, 1, 2 (b) 1, 2, 3

Page 49 Teacher check

Page 28 1. (a) 9 (b) 5 (c) 14 2. (a) Teacher check (b) Teacher check (c) 21 3.–4. Answers will vary

Page 52 1. ceremony 2. land 3. (a) an elder (b) singing, dancing, speeches 4. respect

Page 29 Teacher check

Page 53 Teacher check

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Page 8 Emma’s family 1. 1 2. 4 3. Emma 4. Nanna, Pop, Nonna, Papa Todd’s family 1. 3 2. 4 3. Jason, Todd, Damien 4. Grandpa, Grandma, Pop, Nanna 5. parents

Page 44 1. (a) Anzac Day (b) NAIDOC Week 2. Teacher check

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Page 33 Answers will vary.

Page 16 1. 6 2. 2 3. 1, 5, 11, 4, 1 4. 4 people 5. 2 and 6 people 6. 8, 14 7. two parent families 8. Answers will vary

Page 36 1. (a) 2 (b) 1 2.–3. Answers will vary.

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Page 13 Answers will vary

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Page 17 Answers will vary Page 20 1. Ticked numbers should be: (a) 1 and 2 (b) 1 and 2 (c) 3 (d) 1 2. Ticked numbers should be: (a) 2 (b) 1 (c) 3 3. Answers will vary

Page 37 Answers will vary.

Page 56 1. It is a Dreaming story.

2. Answers will vary but should indicate that the story is about how the birds got coloured feathers or how different coloured birds were created.

3. grandfather 4. Teacher check

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Page 32 1. All names should be circled.

2. Teacher check 3. Answers will vary.

Page 57 Answers will vary

o c . che e r o t r s super Page 40 1. (a) Christmas (b) Diwali (c) Hannukah (d) Eid-al-Fitr 2. Answers will vary.

Page 41 Answers will vary.

Australian Curriculum History: Personal and family histories

Page 60 1. (a) story (b) animals, people and things that happen (c) hunting, animals, the sea or people 2. on the body, on materials, in caves, on rocks 3. didgeridoo, drums, clapping sticks Page 61 Answers will vary but should be similar to ‘The women went out looking for honey ants and bush tucker. They took their digging sticks and coolamon. The men hunted kangaroo with their spears and boomerang. They took the food back to camp where the people sat around eating’.

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Answers

Australian Curriculum History: Personal and family histories Page 64 Teacher check Page 65 Teacher check

Page 69 Teacher check

r o e t s Bo r e p ok u S

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Teac he r

Page 68 1. Teacher check 2. objects 3. care for and fix up objects 4. exhibits 5. visits that are on the internet 6. Teacher check

Page 72 1. (a) the twins (b) They had lots and lots of food.

Their friends came over. They played lots of games that were fun. They ran around a lot. (c) Mum (d) It was a lot of work. Mum had to cook lots of food. The children were very noisy. There was a lot of mess to clean up.

2. Teacher check

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Page 73 Answers will vary

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Australian Curriculum History: Personal and family histories