all you need to teach: history ages 5-8
DESCRIPTION
This stimulating book provides a comprehensive toolkit for teaching Australian Curriculum: History. The activities can be used across different inquiry topics and will develop a wide variety of historical skills, language and research techniques set by the curriculum. The worksheets further integrate these skills with historical understandings, including the use of sources, empathy, perspectives and investigating continuity and change as students inquire into History. Special features: • mini-posters to introduce historical skills • annotated text models for common historical text types • worksheets to practice skills and develop understandings • task cards to further extend and reinforce the Australian Curriculum general capabilities • assessment checklists.TRANSCRIPT
Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3
All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5
All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2
All the tools a smart teacher needs!
AGES5-8
DonnaGibbs
HistoryH
isto
r y
Skills, knowledge and understanding for historical inquiry
All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.
The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.
History
Mini-posters – to introduce new historical skills
Annotated text models – for text structures needed in History
Worksheets – to practise historical skills and develop understandings
Task cards – for extension and to reinforce general capabilities
Assessment checklists
Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication
Key Concepts covered to develop Historical Understanding:• Continuity and change• Cause and effect• Perspectives• Significance• Empathy
Text structures modelled:• Biography• Description• Discussion• Explanation• Information report• Procedure• Recount
About the Author
Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.
www.macmillan.com.au
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Donna Gibbs
Ages 5-8
Skills, knowledge and understanding
for historical inquiry
History
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First published in 2011 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world.
Copyright © Donna Gibbs/Macmillan Education Australia 2011 All You Need to Teach History Ages 5–8 ISBN 978 1 4202 7999 3
Publisher: Sharon DalgleishManaging editor: Bonnie WilsonEditor: Laura JordanEditorial assistant: Haylie PretoriusDesign: Trish HayesIllustrations: Stephen Michael King
Printed in Australia
Copying of this work by educational institutions or teachers
The purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.
For details of the CAL licence for educational institutions, contact: Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone (02) 9394 7600Facsimile (02) 9394 7601Email [email protected]
Reproduction and communication for other purposes
Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.
Please note
At the time of printing, the website/webpage addresses appearing in this book were correct. Owing to the dynamic nature of the internet, however, we cannot guarantee that all these addresses will remain correct.
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All the history teAching tips you need How to Teach History from Foundation to Year 2 .................................5
Hot History Topics ................................................................................5
How to Use this Book ...........................................................................7
Resources .............................................................................................8
Assessment Checklists ...........................................................................8
All the historicAl skills you need Chronology, terms and concepts
1. Sequencing .....................................................................................11
2. Time Words ....................................................................................12
3. Community Words .........................................................................13
Historical questions and research
4. Asking Questions ............................................................................14
5. Comparing .....................................................................................15
6. Making Connections .......................................................................16
7. Reading the Clues ...........................................................................17
Analysis and use of sources
8. Gathering Information ....................................................................18
9. Signposting .....................................................................................19
10. Documenting Information ............................................................20
11. Checking Information ...................................................................21
12. Reading Pictures ...........................................................................22
Perspectives and interpretations
13. Point of View ................................................................................23
Explanation and communication
14. Biography .....................................................................................24
15. Description ...................................................................................25
16. Discussion .....................................................................................26
17. Explanation ...................................................................................27
18. Information Report .......................................................................28
19. Procedure .....................................................................................29
20. Recount ........................................................................................30
All the Worksheets you need ...................................................31
All the tAsk cArds you need ....................................................72
Co n t e n t sCo n t e n t s
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History
teaCHing
tips
History
teaCHing
tips
You Need
All the
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hoW to teAch history from foundAtion to yeAr 2In t r o d u c I n g HI sto ryHistory has its own methods, practices and procedures that are used to explore and make meaning of what has happened in the past. Teachers of history help students acquire history’s distinctive concepts and skills – the tools of the trade – and to use these in developing knowledge and understanding of their subject area.
Au st rAlI An cu r r I c u lu m f o r HI sto ry I n fo u n dAt I o n to yeAr 2The Australian Curriculum prescribes areas of study for each school year and supports a skills and inquiry based teaching model. Teachers are encouraged to interpret the curriculum in ways that suit their own teaching context.
There are two main strands in the Australian Curriculum History: Historical skills, and Historical knowledge and understanding. They go hand in hand and need to be taught in relation to each other. The Historical skills strand includes being able to select and use appropriate sources, to interpret and analyse texts, and to explain and communicate using different types of historical text.
Hot HI sto ry to p I csThe topics in the left-hand column in the table below provide links to historical knowledge for Foundation to Year 2. The right-hand column suggests topics for historical inquiry by students.
Foundation: Personal and Family Histories
Historical knowledge Topics for historical inquiry
(i) My family
The composition of the family; where people within it were born and raised; how they relate to each other; the different generations
(ii) Other people’s families
Different family structures; similarities and differences with other families, including from other countries
(iii) Family celebrations
Events that families remember and celebrate; how past events are commemorated
(iv) My family’s history
Personal and family stories of the past; family artefacts
Who are the members of my family?
How are my relatives connected to each other?
Where were members of my family born?
What different kinds of families are there?
How are families from other cultures similar or different from my family?
What events does my family celebrate? (for example, birthdays, anniversaries)
How does my family honour important occasions? (for example, ANZAC Day, religious festivals, Welcome to Country ceremonies)
How are stories from the past communicated? (for example, oral storytelling, rock paintings, photos)
What stories does my family tell about the past?
What ‘treasures’ does my family have? (for example, photos, medals, old toys)
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Year 1: Present and Past Family Life
Historical knowledge Topics for historical inquiry
(i) Changing family structures
The size and structures of families today compared with that of previous generations
(ii) The language of time
How we talk about time: past, present and future; the role of dates and calendars in the lives of families from various cultures
(iii) Daily lives now and then
The daily lives of family members now, compared with daily life in previous generations
How have family structures changed since my grandparents’ time?
How have the roles of family members changed over time? (for example, grandfather, mother, child)
What words do we use to refer to time?
What dates are important in my calendar and in my family’s calendar?
What dates are important in our community calendar? (for example, seasons, new year)
What attitudes to time and dates are there in different cultures?
How is my daily life different from that of my parents’ childhood?
How is my daily life different from that of my grandparents’ childhood?
Year 2: The Past in the Present
Historical knowledge Topics for historical inquiry
(i) My Place
The elements of a local community (for example, significant people, schools, streets, landforms, buildings, shopping centres) and what it tells us about the past
(ii) Historical Sites
Importance of sites of cultural and spiritual significance
(iii) Technologies and change
How technologies have brought significant changes to the daily lives of families
Which people, buildings and places are important to the history of my local community?
What is the history of one example of these and what is its ‘story’?
How can the choice and placement of important sites and buildings, statues and monuments in my community be explained?
What sites, places and landscapes are important to Aboriginal and Torres Strait Islander people?
How have technologies changed over time in the areas of transport, household appliances, ways of communicating, toys and so on?
Where were goods made in the past? Where are they made today?
What kinds of toys were played with before electricity?
6
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hoW to use this Book
usI n g t H e mI n I-po st e r sEach of the 20 mini-posters in this book highlights a particular historical skill. These are grouped under the umbrellas of Chronology, terms and concepts; Historical questions and research; Analysis and use of sources; Perspectives and interpretations; and Explanation and communication. The last eight mini-posters (MP 13–20) provide examples of types of non-fiction text commonly used in history. The texts are annotated to indicate their structural features.
Each mini-poster has two worksheets that specifically draw on the skills highlighted on the poster. The worksheets are cross-referenced at the foot of each poster (for example Worksheet 1 Birthdates Worksheet 2 Community Celebrations).
You may choose to enlarge the mini-posters so they can be displayed. Alternatively, you may wish to photocopy them for students to have beside them while they work on research topics where the skill has particular relevance.
usI n g t H e Wo r ksH e etsThe 40 worksheets provide activities that develop students’ history skills and allow them to develop historical understanding. In Foundation to Year 2, historical understanding is developed through the key concepts of Continuity and change, Cause and effect, Perspectives, Empathy and Significance.
The related mini-poster skill, as well as the key concept through which the worksheet aims to develop historical understanding, are indicated at the foot of the page (for example, MP 1 Chronology, terms and concepts Key concept Continuity and change).
The sequence in which you use the worksheets will depend on your program of study. Some worksheets are best suited to exploring particular topics related to the Foundation to Year 2 curriculum. Others are more flexibly designed and can be used with any topic. These worksheets can be used and re-used with students in either year.
usI n g t H e tA s k cAr d sThe 16 task cards, while closely related to the skills, key concepts and topics of the Australian Curriculum History, are designed to enhance the further development of the general capabilities of literacy, numeracy, ICT, critical and creative thinking, intercultural understanding, ethical behaviour and personal and social competence. The general capabilities targeted by the task cards are indicated at the top of each card. Icons indicate on each card whether the task involves individual work, working in pairs, a group, or as a class.
The cards can be introduced to add variety, to extend particular students or groups of students, to build empathy and stretch imaginations. Some are ideal for extended project work.
lI n k I n g It All tog et H e rBegin by identifying the topics set for study with your class (see ‘Hot History Topics’ on page 5). Check which topics are set in the Australian Curriculum for history in earlier and later years as there is some content overlap. This will be helpful when deciding what depth to pursue with individual topics. The order and depth in which you teach these topics will depend on your teaching context. Having identified the topics for study, and making any necessary adjustments, you will be ready to plan your program.
By the end of the program students should have used a range of different skills, developed knowledge about, and understandings of, the topics set for study and experimented with activities designed to expand their general capabilities.
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Assessment checklists
8
resources
Achievement goal Date Comment
Able to answer questions and tell stories about events of personal significance
Able to find some answers to questions asked about their past and that of their family
Understands that there are different structures both in their own family and in families in other societies
Tells stories about the past using a variety of communication forms (for example, oral, graphic, written, role-play)
Foundation Student’s name Term
Books for teAchersFocus On: Australian Topics Ages 5–8, Garry Chapman, Macmillan Education Australia, 2005
Books for studentsMacmillan Primary Atlas, Macmillan Education Australia, 2007
We Are Australians: People and Places (Macmillan Library series), Wendy Graham, Macmillan Education Australia, 2009
WAll chArtsMacmillan Atlas Wall Charts: Australia, Macmillan Education Australia, 2007
WeBsitesAustralian War Memorial at www.awm.gov.auInformation about the memorial, roll of honour, remembrance.
Australia Trove at www.trove.nla.gov.auNational Library of Australia site with access to vast newspaper, photo, picture, diary, journal collections.
Historic Houses Trust: Museums at www.hht.net.au/museums New South Wales site with information about historic houses. Go to ‘Discover’ and then to ‘For Kids’ for topics such as ‘Life then and now’.
National Gallery at www.nga.gov.auCollection of 19th and 20th century Australian art; has an education section with online activities (for example ‘Home at Last’ at www.nga.gov.au/HomeatLast/Index.cfm).
Picture Australia at www.pictureaustralia.orgNational Library of Australia’s collection of images of Australia’s past and present.
The topics set for study for Foundation to Year 2 are largely focused on family and community and changes in these over time. Information from local and regional councils and libraries in relation to local histories and important historical sites will be helpful. State libraries also have extensive information collections and there are many websites with information about heritage houses, monuments, art collections and so on. Other useful sources include family histories, local newspapers, magazines, guidebooks and tourist brochures. When teaching about changes over time the pictorial information available from photographic collections will be particularly helpful for young children.
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Assessment checklists
Achievement goal Date Comment
Identifies important personal and family events
Able to sequence some events from their own family history
Recognises changes over time in people’s roles and relationships, group structures and working lives
Able to ask questions and offer explanations about why things have happened in the past and the present
Uses the language of time to talk about and retell stories from the past
Uses familiar personal and local sources and artefacts (for example, photographs, buildings, oral accounts) to compare life in the past and the present
Achievement goal Date Comment
Able to identify and sequence some important information about people, sites and events in a local community
Able to ask questions such as ‘when did it happen?’, ‘what did it look like?’ to further inquire about evidence from the past
Able to explain how and why some aspects of daily life have changed over time
Uses time references accurately when communicating information about the past in written, spoken and visual forms
Offers explanations of past and present events drawn from interpretations of different historical sources
Year 1 Student’s name Term
Year 2 Student’s name Term© M
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HistoriCal
skills
HistoriCal
skills
You Need
All the
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11All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 1Mini-Poster
Chronology, terms and concepts
Putting things in an order is called sequencing. Most events or actions happen in a time sequence.
Here are some words that tell us the order of events.
Sequencing
Worksheet 1 Birth Dates Worksheet 2 Community Celebrations
before
earlier
during
next
one
two
three
first
second
third
in the beginning
then
later
after
last
at the end
finally
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MP 2Mini-Poster
Chronology, terms and concepts
Time Words
Worksheet 3 Clock Watching Worksheet 4 Crossword in Time
after April August autumn
before date day December
February Friday future hour
January July June March
May minute modern Monday
month November now October
old-fashioned past present Saturday
season second September spring
summer Sunday then Thursday
today tomorrow Tuesday Wednesday
when winter year yesterday
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MP 3Mini-Poster
Chronology, terms and concepts
Worksheet 5 On Track Worksheet 6 Belonging
Community Words
Our personal world ancestors
artefacts
family
family tree
human
local
past
relatives
How our world is organised citizen
city
country
ethnic
global
government
local
nation
region
rural
society
state
suburb
territory
town
How things happen cause
change
effect
event
invention
revolution
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Here are some words to begin with when asking questions about the past.
Asking Questions
How?
What?When?
Where?Which?
Who?Why?
Written questions always end with a question mark. When you ask
a question, your voice goes up at the end.
14All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 4Mini-Poster
Historical questions and research
Worksheet 7 Ask Away Worksheet 8 Looking Back
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ComparingTo compare things, look for what is the same and what is different.
Similarities and differences
family photos
transport
technology
clothing
entertainment
Past Present
15All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 5Mini-Poster
Historical questions and research
Worksheet 9 Growing Up Worksheet 10 Then and Now
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16All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 6Mini-Poster
Historical questions and research
Worksheet 11 My Connections Worksheet 12 Finding Connections
We each have our own history. Families, communities and nations also have their own histories.We can make connections between our life and the lives of others. Connections help us to understand more about our world.
Making Connections
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Reading the CluesHistory detectives gather clues.
Places to look for clues
birth certificates
blogs
buildings
photographs
diaries
family trees
historical records
street names
interviews
letters
maps
monuments
newspapers
museumsobjects
passports
radio programs
television programs
lots of other places!
17All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 7Mini-Poster
Historical questions and research
Worksheet 13 Museum Detective Worksheet 14 Place Names
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MP 8Mini-Poster
Analysis and use of sources
Worksheet 15 Where Did I Find It? Worksheet 16 Can You Tell Me?
Checking InformationGathering InformationWe can gather information from many different sources.
From objects from the olden days or from the present.
From television or
radio programs.
From what is written down about the past and the present.
From stories
people tell
about the past.
From drawings, paintings or photographs people make of places, people and events.
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19All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 9Mini-Poster
Analysis and use of sources
Worksheet 17 Checking It Out Worksheet 18 Can You Find Me?
SignpostingTexts have signposts to help you find the information you need.
Signposts show what the author thinks is important.
Signposts in books
title
table of contents page
index
entries in alphabetical order
chapter headings
subheadings
date of publication
glossary
Signposts on websiteshome page
title of home page
headings
search function
clickable images
clickable links
contact details
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20All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 10Mini-Poster
Analysis and use of sources
Worksheet 19 All in the Family Worksheet 20 My Place
Keep a record of where you find information.
Documenting Information
Written sourcesMarie Shehadie,The ABC of History,2010
Spoken sourcesConversation with Sarah Chiv,6 June 2010
Visual sourcesTom Roberts,The Big Picture,1903
such as books, magazines and newspapers
such as paintings, drawings and sculptures
such as TV programs, interviews and conversations
author’s name
titledate
speaker’s name
type of talk
date
creator’s name
title of work or object
date it was created or displayed
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21All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 11Mini-Poster
Analysis and use of sources
Worksheet 21 Can It Be Trusted? Worksheet 22 Believe It or Not
Written sourcesPersonal (for example, diaries, journals, letters)
Public (for example, books, newspapers, websites)
Check
Who wrote it? Can they be trusted?
Where did the information come from?
Spoken sourcesPersonal (for example, conversations, stories)
Public (for example, news reports, radio broadcasts, video clips)
Check
Who said it? Can they be trusted?
Where did the information come from?
Visual sourcesPersonal (for example, drawings, family photographs)
Public (for example, art, photography, websites, buildings, objects)
Check
Who created it? How was it done?
When was it made? Could it be fake?
Checking Information
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22All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Pictures can give us important historical information.Reading Pictures
MP 12Mini-Poster
Analysis and use of sources
This postcard is a picture of families at the beach. It is from about 100 years ago.
What does this picture tell us about this time? • People wore clothing that covered their bodies from head to toe on the beach.
• Children often kept their shoes on even when playing in the sand.
Worksheet 23 I Spy Worksheet 24 Reading a Picture
Photograph courtesy of: Picture Collection, State Library of Victoria
Pictures can be . . . photographsillustrationsdrawingscartoons
paintingsfilmsgraphspostcards
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Point of View
Children should be allowed to march on ANZAC Day. Everyone should be involved.
23All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 25 Seeing It My Way Worksheet 26 The Best and the Worst
MP 13Mini-Poster
Perspectives and interpretations
A point of view is the way we think about something.
Different people can have different points of view about the same thing.
Children shouldn’t march on ANZAC Day. The focus should be on the soldiers.
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24All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 27 Who’s Special? Worksheet 28 Memories
BiographyA biography is the story of a person’s life written by somebody else.
MP 14Mini-Poster
Explanation and communication
Mr William (Billy) Roberts
My uncle’s name is Billy Roberts. He was born in Darwin on 25 May 1980. His parents are both school teachers.
Uncle Billy grew up in Darwin. He went to school there as well. He joined the army when he was 18. He has been to two different countries as a soldier.
He always brings me back a present when he comes home. I feel very proud of him.
By Sam Roberts, Grade 2
BibliographyConversation with Betty Roberts, 3 April 2010
information about early life
details about adult life in order
personal comment
list of source material used
opinion or judgement©
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25All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
A description gives details about someone or something.Description
Worksheet 29 Email Buddies Worksheet 30 Changing Landscapes
MP 15Mini-Poster
Explanation and communication
The FJ Holden had a single grill. The grill made it look like it was giving a toothy smile. It also had plenty of chrome and stainless steel. You could even buy it in two-tone colours.
It stood up well to Australia’s rough roads and long journeys. It proved to be very popular.
The FJ Holden was released in 1953. It cost £1074. That would have been all of a worker’s wages for over a year!
The FJ Holden, an Early Australian Car
Bibliographywww.cultureandrecreation.gov.au/articles/holdencar
subject introduced in title
information about different features
descriptive words
final comment
list of source material used
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26All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 31 What Do You Think? Worksheet 32 My Opinion
DiscussionA discussion looks at different points of view.
MP 16Mini-Poster
Explanation and communication
Ahmed: My grandad says life was better in the olden days. Children had more freedom.
Jane: How could it be? There was no telly.
Ahmed: Not so many people though. My mum says you could ride your bike places with no traffic.
Jane: But you’d have to help more at home. They didn’t have fridges or dishwashers.
Ahmed: Grandad said everyone had fun together with sing-a-longs and stuff.
Jane: You’d have to wear all those long clothes on a hot day, even when you went swimming!
Discussion between Ahmed and Jane, Grade 2, 30 July 2010
statement of topic
arguments for
arguments against©
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An explanation tells how or why something happened.
Explanation
Worksheet 33 What Happened Next? Worksheet 34 What Caused It?
MP 17Mini-Poster
Explanation and communication
It rained all day so the class ate lunch inside.
Because there was so much rubbish, the bin overflowed.
As a result, Tom slipped on a banana peel.
series of facts in the order they happened
words that show cause and effect.©
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Worksheet 35 Fact Finding Worksheet 36 Cooking Up a Storm
Information ReportAn in formation report gives factual information about something.
MP 18Mini-Poster
Explanation and communication
Historic HousesHistoric houses are houses with an interesting history.
Not all historic houses are open for people to visit. Sometimes people are still living in them. They are often very expensive to keep in good repair.
Vaucluse House is a historic house in Sydney, New South Wales. William Charles Wentworth, his wife, and their 10 children lived there in the mid-19th century. Wentworth was an explorer and politician.
It is important to preserve historic houses. They give us information about our past.
Bibliography Conversation with guide at Vaucluse House, Sydney, 15 December 2010
general statement defining topic
statements about topic
more detailed example
concluding statement
list of source material used
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29All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
A procedure tells how to do something.
Procedure
Worksheet 37 Playing the Game Worksheet 38 Making Butter
MP 19Mini-Poster
Explanation and communication
You need:
• a ball of hard wood
• a shallow cup with a handle
• a cord attaching the ball to the handle.
1. Hold the handle in your right hand.
2. Throw the ball with the left hand.
3. Try to catch the ball in the cup.
It is more fun when you set yourself a time limit. See how many catches you can make in two minutes.
How to Play Cup and Ball
materials needed
goal of the activity
series of steps in order
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Worksheet 39 Breaking News Worksheet 40 Telling Stories
RecountA recount retells events in order.
MP 20Mini-Poster
Explanation and communication
My Visit to the Toy Museum
background information
series of events in time order
past tense
descriptive wordsconclusion
Our teacher took us to the Toy Museum. We went on a bus.
When we got there we hung up our hats and bags. Then we walked around to see all the old toys. We weren’t allowed to touch anything.
I saw a pedal car and wished I could have a go. Then I saw some lead soldiers, some matchbox cars, and lots of old dolls. There were also lots of wooden toys. They had arms and legs that moved.
After that we had lunch in the park. Then we went back to school. It was a fun day.
By Zareen, Grade 2
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You Need
All the
WorksHeetsWorksHeets
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Worksheet 1
Ask five people in your class the date of their birthday.
MP 1 Chronology, terms and concepts Key concept Continuity and change
Birth Dates
Names Birthday dates
Who is the youngest? Place this person’s name at the top of the timeline. Add the other names in date order.
Now, make a timeline of your family’s birthdays. You could add in any other dates in the year that your family celebrates.
Timeline
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Worksheet 2
Communities celebrate special days. They also remember important days from their past. They put these days into their calendar. Not all people and communities celebrate the same things.Here are some important dates.
MP 1 Chronology, terms and concepts Key concept Significance
Community Celebrations
Christmas Day Harmony Day New Year’s Day
Father’s Day 1st day of Passover ANZAC Day
Good Friday Independence Day 1st day of Ramadan
Sorry Day Mother’s Day Valentine’s Day
Find out the date this year of these special days. Now sequence them on the calendar.
January February March April
May June July August
September October November December
Add any other special dates your school or community celebrates.
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Worksheet 3
Place this grid on your desk for one week. Then listen for time words!Tick the box each time you hear that word. Add other time words you hear to the empty spaces.
MP 2 Chronology, terms and concepts Key concept Continuity and change
Clock Watching
after hour month season when
April future November spring winter
August January now Sunday year
autumn June October summer yesterday
before July old-fashioned then
date March past Thursday
day May present today
December minute Saturday tomorrow
February modern second Tuesday
Friday Monday September Wednesday
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Worksheet 4
Read each clue. Choose from the answers in the box.
MP 2 Chronology, terms and concepts Key concept Continuity and change
Crossword in Time
Across5. Day of the week after Wednesday.
6. Month when Christmas is celebrated.
7. Fifth month of the year.
Down1. Time that hasn’t happened yet.
2. Season between winter and summer.
3. Eleventh month of the year.
4. First day of the weekend.
1
5
2
4
3
6
7
AnswersDecember
Saturday
future
May
Thursday
Spring
November
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Worksheet 5
Imagine someone on another planet is sending you a letter. Write your address on the envelope.
MP 3 Chronology, terms and concepts Key concept Significance
On Track
Invent an imaginary person. Create the name of an imaginary world for them to live in. On another sheet, write their name and address.
Your
nam
e
Numb
er a
nd s
tree
t
Subu
rb,
town
, vi
llage
or
city
Post
code
Stat
e or
Ter
rito
ry
Coun
try
Plan
et
Gala
xy
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Worksheet 6
Societies are made up of different community groups. Each has its own history. Make a list of some of the community groups you belong to. They might be clubs, religious groups, sporting groups, Brownies, Cubs, school and so on.
MP 3 Chronology, terms and concepts Key concept Significance
Belonging
My community groups
Which is your favourite group or community? Give two reasons for your choice.
I like being part of because:
•
•
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Work with a partner. Ask your partner to tell you a topic that interests them.Write four questions to ask your partner about that topic.Then, ask your partner the questions.
Ask Away
Partner’s name
Partner’s topic
Your questions on that topic Partner’s answers
1.
2.
3.
4.
Which of your questions do you think worked best? 1 or 2 or 3 or 4
Why?
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 7
MP 4 Historical questions and research Key concept Cause and effect
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Choose a person from history. It might be someone famous, or someone from your own family’s past.
Looking Back
Name of person
Why I chose this person
Now, imagine you could talk to that person.
Write three questions you would like to ask them.
1.
2.
3.
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 8
MP 4 Historical questions and research Key concept Significance
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In the first box, draw (or glue a photo) of you or a family member as a baby.In the second box, draw (or glue a photo) of the same person now.How is the person the same?How is the person different?
Growing Up
A s a b a b y
N ame
Da t e
Now
Name
D a t e
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 9
MP 5 Historical questions and research Key concept Continuity and change
D i f f eren t D i f f eren tS ame
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Compare daily life in the olden days with daily life today. See how many differences you can think of. Write or draw them in the spaces.
As a class, make a big list that combines everyone’s ideas.
Then
Now
Different
Different
Same
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 10
MP 5 Historical questions and research Key concept Continuity and change
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Worksheet 11
MP 6 Historical questions and research Key concept Significance
Draw a picture of yourself inside the middle circle.In the smaller circles draw or write the name of:• three people you are connected to• three places you are connected to• three things you are connected to.
My Connections
Highlight the people or things you feel most connected to.
Me
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Worksheet 12
MP 6 Historical questions and research Key concept Significance
Work with a partner. Find four things that you have in common. Use the subject headings to help you. Create your own heading for the last one.
Finding Connections
Partner’s name
At home, try to find four things you have in common with an older family member.
Food
Sports
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Worksheet 13
MP 7 Historical questions and research Key concept Continuity and change
Imagine you are putting together a display for your local museum. The display is about education. Draw a line from each item to the museum showcase you think it should go in.
Museum Detective
inkwhiteboard
dunce’s cap
slatelaptop computer
felt-tip pens
chalk
school uniform school uniformcalculator
The way we were
The way we are now
Museum showcase 1 Museum showcase 2
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 14
MP 7 Historical questions and research Key concept Significance
Make a list of place names from your local area. You might list the names of streets, suburbs, rivers, lakes, mountains, parks and so on.You could look at a street directory, or a map of the area on the internet for clues.
Place ames
Choose three of these places. Give each one a new name.
Write a reason for each new name.
Old place name New place name Reason for new name
Place names in my local area
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Choose a topic to research. Find information about your topic from three different sources. You could use books, newspapers, photographs, objects or people.Draw a picture of each source. Then, write the information.
Where Did I Find It?
Topic
Picture of source Information
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 15
MP 8 Analysis and use of sources Key concept Perspectives
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1. Choose a topic about the past. 2. Choose an adult to be your source of information. (You could choose a family friend, great aunt or grandparent.)3. Plan some questions to ask them.4. Write their answers in the table.
Can You Tell Me?
Topic:
Source: interview with
Questions Answers
Where else could you gather information for this topic?
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 16
MP 8 Analysis and use of sources Key concept Perspectives
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Worksheet 17
MP 9 Analysis and use of sources Key concept Significance
Choose a history topic. Now find two history books about that topic. Write the titles and authors of the books in the first row. Search each book for the signposts listed in the table. Place a ✓ in the box if you can find the signpost in the book. Place a ✗ in the box if you can’t find it.
Checking It Out
Did you find any other signposts not listed above? Name them here.
Book 1 Book 2
Title and author
date
contents page
chapter headings
subheadings
entries in alphabetical order
glossary
index
Topic
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Worksheet 18
MP 9 Analysis and use of sources Key concept Significance
Choose a history topic. Now, find two websites that include information about your topic. Write the names and addresses of the websites in the first row. Search each website for the signposts listed in the table. Place a ✓ in the box if you can find the signpost on the website. Place a ✗ in the box if you can’t find it.
Can You Find Me?
Did you find any other signposts not listed above? Name them here.
Website 1 Website 2
Name and address of website
home page label
title
headings
search function
links
clickable images
Topic
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 19
MP 10 Analysis and use of sources Key concept Significance
All in the FamilyA special object could be a photo album, a wedding dress, medals or any other object.Ask a family member to help you make a list of special objects belonging to your family.
Now record where you found this information.
Spoken source
Conversation with
Date
Draw your favourite special object. Add a label to tell why it is special.
Special objects
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Worksheet 20
MP 10 Analysis and use of sources Key concept Significance
Find out about your local area. Use books and the internet to find information. Try to use three different sources.
My Place
What was the most interesting information you found?
Visual source
Spoken source
Written source
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Worksheet 21
MP 11 Analysis and use of sources Key concept Perspectives
Choose a topic. Put a ✓ in the Worth looking? column if you would look at this source to find information. Put a ✗ if you would not look at this source. Put a ✓ in the Check column if you would trust this source. Put a ✗ if you would not trust this source.
Can It Be Trusted?
My topic
Information source Worth looking? Check
My photograph album
Newspaper story
Television program
Grandmother’s diary
Family history website
Home video
Conversation with my neighbour
My grandfather’s war medals
My mother’s birth certificate
My cousin’s blog
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Imagine your school is going to celebrate its centenary. Your class has collected information about your school’s history. All the information must be accurate. Read each comment below. Can the source be trusted?Write a number from 1 to 9 in each box.1 = least trusted 9 = most trusted
Believe It or Not
I think I remember that school. Did it have a blue uniform?
Mary Brown, shopkeeper
The school is celebrating its centenary this year. It will be 100 years old.
Local newspaper
I still have my school blazer from 50 years ago.
John Hill
When the school opened there were only 20 pupils.
Head teacher
My memories are fading, but I used to ride my pony to school each day.
Tommy Tow
I won the high jump
I went to your school.
Local athlete
I have photographs of the Year 6 dance.
Sam
That school was full of naughty children.
Retired teacher
Best school in the district.
Website
Now, work with a partner. Compare your ranking with theirs.
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Worksheet 22
MP 11 Analysis and use of sources Key concept Perspectives
10 years ago when
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Worksheet 23
MP 12 Analysis and use of sources Key concept Perspectives
Pictures give us a lot of information.Test your skills of observation.
I Spy
Look out for things like: size, colour, how things are arranged, how things are connected, the feelings it creates and so on.
1. Your teacher will show you a picture for one second.
What did you see?
2. Your teacher will show you the same picture for 15 seconds.
What do you notice that you didn’t see before?
3. You can now look at the picture for as long as you like.
Anything new?
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This is a picture of a family about 100 years ago.
Reading a Picture
What does the picture tell you about this time?
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Worksheet 24
MP 12 Analysis and use of sources Key concept Continuity and change
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Think of a recent family event. For example, you could choose a party or special meal, the birth of a new family member, moving house or getting a new pet.
Seeing It My Way
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 13 Perspectives and interpretations Key concept Empathy
Worksheet 25
EventWrite about what you did and how you felt at the event.
Now, choose a family member who was also at the event.
NameImagine how they felt at the event. Write how they were feeling at the time.
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The Best and the Worst
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
MP 13 Perspectives and interpretations Key concept Perspectives
Worksheet 26
Choose an event from the school year. For example, you could choose a sporting event, a musical event, a celebration or an excursion.
Interview two people who were at this event. With their agreement, record their answers to your questions.
Event
Person 2: Name
What was the best thing about this event?
What was the worst thing about this event?
Person 1: Name
What was the best thing about this event?
What was the worst thing about this event?
Were their opinions similar or different?
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Choose a favourite pet or a toy. Write a mini-biography of your pet or toy. Plan your biography in the boxes. Then write it. Add a photo or drawing.
MP 14 Explanation and communication: Biography Key concept Significance
Worksheet 27
Who’s Special?
Subject of biography
Picture
Orientation (where they were born, where they have lived)
Conclusion (what makes them special, how you feel about them)
Important events (their close ‘friends’, any of their adventures)© M
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Sometimes a community honours the memory of a person with a memorial. A memorial could be a building, statue, plaque or a gravestone.
Find out about a memorial. It could be in your community or one you have visited.
MP 14 Explanation and communication: Biography Key concept Significance
Worksheet 28
Memories
Name of person
Type of memorial
Reason for memorial© M
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Your teacher has arranged for you to email a school in a different area from yours. You will have an email ‘buddy’. You must email back and forth three times each. Plan the content of your emails in the boxes.
MP 15 Explanation and communication: Description Key concept Perspectives
Worksheet 29
Email Buddies
First email (say who you are, describe yourself, describe your family)
Second email (describe your school, where it is, how many students are in your class)
Third email (describe your local area, its history, monuments, important buildings, parks)
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Some animals are native to Australia. For example, kangaroos, koalas, emus and wombats. They have been here for millions of years.Other animals have been introduced from other countries. For example, goats, cane toads, rabbits, foxes, cats and dogs. Introduced animals often harm the environment.
Choose one native Australian animal and one introduced animal. Draw or glue a picture of each one below. Use arrows to add descriptive comments. For example, red fur, long claws.
MP 15 Explanation and communication: Description Key concept Cause and effect
Worksheet 30
Changing Landscapes
Native animal
Introduced animal
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Was life better in the olden days?Ask four adults. Record their answers and reasons.
MP 16 Explanation and communication: Discussion Key concept Empathy
Worksheet 31
What Do You Think?
Person’s name Yes or No Reason1.
2.
3.
4.
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Choose a discussion topic. For example, ‘Should we celebrate Harmony Day at our school?’ or ‘Do children have busier lives today than in the past?’
MP 16 Explanation and communication: Discussion Key concept Perspectives
Worksheet 32
My Opinion
Topic
Look at books and the internet for information on this topic.Write your opinion on the topic.
Give two reasons for your opinion.
1.
2.
My opinion . . .
Now work in a small group.
Listen to each other’s opinions.
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Make up your own causes and effects to finish the explanation.If you need more boxes, use the back of the sheet.
MP 17 Explanation and communication: Explanation Key concept Cause and effect
Worksheet 33
What Happened Next?
so when because as a result
It rained all day so . . .
Helpful words
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Think of something that happened in the past. Explain how or why it happened.
MP 17 Explanation and communication: Explanation Key concept Cause and effect
Worksheet 34
What Caused It?
(Title to introduce your topic)
Cause (first event)
Effect (what happened?)
Effect (what might happen in the future?)
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Choose a history topic. Find information about the topic.Choose three facts you didn’t know before. Write them in the boxes.
MP 18 Explanation and communication: Information Report Key concept Significance
Worksheet 35
Fact Finding
My topic
Fact 1
Fact 2
Fact 3
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The sentences in this information report are muddled! The information report is about old-fashioned cooking utensils.Write a number in each box to show the correct order of the sentences.
MP 18 Explanation and communication: Information Report Key concept Continuity and change
Worksheet 36
Cooking Up A Storm
❑ They have been replaced by modern appliances.
❑ Some utensils used for cooking in the olden days are no longer used today.
❑ I wonder if they have just gone out of fashion. Or, are there other reasons for the changes?
❑ For example, toasters used to have fold-down sides rather than slots at the top.
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The games children play have changed over time. Some old games are still popular, like hopscotch and chess. Other old games are less well-known today.
MP 19 Explanation and communication: Procedure Key concept Continuity and change
Worksheet 37
Playing the Game
Game
Goal
List of items needed to play
Steps to follow
1.
2.
3.
4.
Any tips?
Imagine time travellers have come back from the future to visit you. They want to play one of your games, but they don’t know how to play. Choose a game you like to play. Write down some instructions for the time travellers to follow.
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What jobs do you do to help out at home? Write them here.
In the olden days, children had very different jobs to do. One job
was to help with butter churning.
MP 19 Explanation and communication: Procedure Key concept Continuity and change
Worksheet 38
Making Butter
Try your hand at making butter. Follow the procedure below.
First, make up a short chant to sing or say while you churn.
GoalHow to make butter
You will need• a marble• a small glass jar with a lid (it must be clean)• enough fresh full cream to make it three-quarters full.
Steps to follow
1. Pour the cream into the jar with the marble. Close the lid.
2. Shake the jar for a long time.
3. After about 10 minutes you will have whipped cream.
4. About three minutes later you will have a round ball (the butter) surrounded by liquid (butter milk).
Tips
Remember you are a butter churning machine so don’t stop!
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Write a news story about something that has happened to you. It could be something that happened at school, at home or when you were out. It could be about getting a new pet or computer. It could be something that happened in class.Write the news as a recount. Remember, a future historian may read it. They will want to know all the interesting details!
MP 20 Explanation and communication: Recount Key concept Significance
Worksheet 39
Breaking News
Orientation (What is your news about?)
First
After that
Finally
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
Families often tell and retell favourite stories about their past history. Read or listen to these family stories.
MP 20 Explanation and communication: Recount Key concept Perspectives
Worksheet 40
Telling Stories
Now, write a short recount of one of your family’s stories.
Do you think family stories can be trusted? Why or why not?
Danny: My family is from the Torres Strait Islands.
The story goes that one day my great-grandfather caught lots of lobsters.
He caught so many that he was able to feed the whole village.
They ate them on the beach. The party lasted a day and a night.
Pippa: My grandfather told me a story about my great aunt.
She grew up in the country.
When she was little, she once saw a long black thing lying on the floor.
She thought it was a skipping rope. She picked it up to skip with.
But, it was alive! It was a snake!
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task
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All the
You Need
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
tAsk cArd 1 V Critical and creative thinking V Numeracy
V Critical and creative thinking V ICT V Personal and social competence
Make a Time Capsule
tAsk cArd 2
Persuade Me
INDIVIDUAL
Find an empty jar or box with a lid. Fill it with items that tell something about your life this year.Add a label with the date.You could include a photo, ticket, note, some junk mail and so on. Decorate your time capsule. Add a ‘Do not open until . . .’ notice.Hide your capsule somewhere very safe.
Prepare a one-minute advertisement. Your advertisement must persuade people that your local area is a great place to visit. You could talk about things to see and do.Everyone in your group must have something to say.Rehearse and then film your advertisement. Hold a class film festival.
SMALLGROUP
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tAsk cArd 3
Record Change
tAsk cArd 4
Celebrate Different Cultures
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
V Numeracy V Literacy V Personal and social competence
V Intercultural understanding V Critical and creative thinking
Use a large sheet of cardboard or art paper. At the top write, ‘How I Have Changed’. Divide the space below into six squares. Draw or glue pictures of yourself at different ages in each square. Start with a picture of yourself as a baby. Finish with a picture of yourself now.Cut out some small squares of paper. Tape or glue them over the top of each picture to make a flap.Write a label and the date for each picture on each flap.For example, ‘Blowing out candles on my birthday, 6 June 2008’.
INDIVIDUAL
Use the internet or library books to view the different flags of the world. Draw and make two flags.1. An Australian, or Indigenous Australian, flag.2. Another flag from a different country. Ask if you can display the flags around the school.
INDIVIDUAL
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
tAsk cArd 5 V Critical and creative thinking V Personal and social competence
V Critical and creative thinking V Personal and social competence
Make a Collage
tAsk cArd 6
Costume Corner
SMALLGROUP
SMALLGROUP
WHOLECLASS
Use a large piece of art paper or cardboard. Create a collage about your community. It could be a local street scene, a landscape, suburb, day of celebration or a shopping centre.You could use wool, cotton, string, torn-up paper or fabric, cardboard, wood, leaves and seed pods. Give your collage a title. Display it in the classroom.
Create a costume corner with olden-days’ clothes.Discuss the kinds of items you could include. Make a list.Now, talk about how you could get or make some of these things. Each person in the group could take responsibility for making an item. For example, a top hat or a mask from cardboard.Everyone could bring an item by a set date. For example, old clothes from home.
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tAsk cArd 7
Make a Scrapbook
tAsk cArd 8
Imagine . . .
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
V Literacy V Critical and creative thinking
V Literacy V Numeracy
INDIVIDUAL
Make a scrapbook of memories. Take the whole term to complete your scrapbook.Include photos of yourself and your classmates. Include things like invitations, award certificates, letters, programs and so on. Add drawings of people, places and events in your life. Label everything!
Choose a mechanical item. For example, a car, a refrigerator or a television. Now, design a futuristic version of your item. Make a large drawing of your future design. Draw it as it might look either 50, or 100, or 200 years from now.Label its parts showing how they will work.Present your drawing to the class. Explain the features of your design.
PAIRS
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
tAsk cArd 9 V Critical and creative thinking
V Critical and creative thinking V Literacy
Paint a picture of yourself. Include images of people and special objects around you. You could paint some of them and write others as words.Add things from school, your home life and your community.Ask if you can display your self-portrait on a wall in the school.
Make a Self-Portrait
tAsk cArd 10
My FamilyMake an alphabet book about your family life.Staple together 26 blank pages plus a front and back cover.Write each letter of the alphabet on a separate page.For each letter write and draw something connected with your family life. For example, A is for Auntie Ann who lives on a sheep farm, B is for my brother’s Billy cart, C is for Chinatown where we have yum cha.Decorate the cover. Give your book a title.
INDIVIDUAL
INDIVIDUAL
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tAsk cArd 11
Changing the World
tAsk cArd 12
Big Things
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
V Ethical behaviour V Critical and creative thinking V Numeracy
V ICT V Personal and social competence
WHOLECLASSINDIVIDUAL PAIRS
PAIRS
Big BananaBig CowBig KoalaBig LobsterBig Merino
Big Murray CodBig PenguinBig PineappleBig PrawnBig Rocking Horse
BIG-sized objects can show off something important in the life and history of a community. Work with a partner. Use the internet to find out about these things.
(Research hint: www.bigthings.com.au/)Design something BIG for your community.
Write a list of six actions that could make the world a better place in the future. Number them in order of importance. Number 1 = the most important. Now, work with a partner. Compare your list with theirs.Together, choose the best suggestion from each of your lists.Report the top two suggestions to the class.
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All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
tAsk cArd 13 V Literacy V Critical and creative thinking
V Literacy V Critical and creative thinking
Make a Card
tAsk cArd 14
Keep a DiaryImagine you are a character living at some time in the past. Make a diary. Staple a front and back cover to seven empty pages.Decorate it to look old.Write in the dates for a week in a year from the past. For example, 5 May 1825 to 12 May 1825.Imagine what life was like in that year.Write a short diary entry every day for a week.
INDIVIDUAL
INDIVIDUAL
Make a greeting card for a member of your family or community.It could be a card to say happy birthday, congratulations, thank you or something else.Write a heading on the front.Write a message on the inside.Decorate the front of your card. You could use glitter, paints, crayons or any other art materials.Send your card!
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tAsk cArd 15
tAsk cArd 16
Designing
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
All You Need to Teach History Ages 5–8 © Donna Gibbs/Macmillan Education Australia. ISBN 978 1 4202 7999 3
V ICT V Critical and creative thinking
V ICT V Critical and creative thinking
SMALLGROUP
Visit www.pictureaustralia.org/slideshow/Advertising+Australia (Picture Australia, Advertising Australia Slideshow).Look at the slide show of old-fashioned advertisements. Now, design an old-fashioned advertisement for a modern product. Be creative. You could use a computer. You could dress up and take a photograph. You could draw or paint a poster.Share your advertisement with the class.
Use an internet map search engine. For example, Google Maps at www.maps.google.com.auSearch for a map of your suburb or area. If possible, click on a ‘Satellite’ view. Explore the area.Create a diorama of your area. You will need a small cardboard box. You could use modelling clay, paints, sand, cellophane or any other art materials.Present your diorama to the class.
Model HomePAIRS
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Titles in this set:All you need to teach: History Ages 5–8 ISBN 978 1 4202 7999 3
All you need to teach: History Ages 8–10 ISBN 978 1 4202 8000 5
All you need to teach: History Ages 10+ ISBN 978 1 4202 8001 2
All the tools a smart teacher needs!
AGES5-8
DonnaGibbs
History
His
tor y
Skills, knowledge and understanding for historical inquiry
All you need to teach . . . History provides a comprehensive toolkit for teaching History and supports the skills and inquiry-based teaching model of the Australian Curriculum History.
The mini-posters, worksheets and task cards inside will help you to introduce Historical Skills, and Historical Knowledge and Understanding to students in an integrated manner. As they inquire into History, students will select and use appropriate sources, interpret and analyse texts, and explain and communicate using different types of historical text structures.
History
Mini-posters – to introduce new historical skills
Annotated text models – for text structures needed in History
Worksheets – to practise historical skills and develop understandings
Task cards – for extension and to reinforce general capabilities
Assessment checklists
Historical Skills covered:• Chronology, terms and concepts• Historical questions and research• Analysis and use of sources• Perspectives and interpretations• Explanation and communication
Key Concepts covered to develop Historical Understanding:• Continuity and change• Cause and effect• Perspectives• Significance• Empathy
Text structures modelled:• Biography• Description• Discussion• Explanation• Information report• Procedure• Recount
About the Author
Dr Donna Gibbs is a leading Australian educator. She has taught English and History in schools at all levels, been an Inspector and Chief Education Officer at the NSW Board of Studies, and an Associate Professor in Education at Macquarie University.
www.macmillan.com.au
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