Exploring Local History

Year Level

Year 2

Duration

40 minutes

Class Size

7 students

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Curriculum Links (NSW History K–6 Syllabus)

History Stage 1 (Years 1 and 2)

• Content Descriptions:

  • HT1-1 — Recognise that stories told by people about the past may vary.
  • HT1-2 — Identify some of the different ways the past is represented and conveyed.
  • HT1-3 — Identify a range of sources that can be used to explore the past.
  • HT1-4 — Identify aspects of the past that can be learnt from different sources.
  • HT1-5 — Recognise ways that the past is represented and recorded.
  • HT1-7 — Recognise why people, events and places are important to the community.
  • HT1-9 — Recognise stories of Aboriginal and Torres Strait Islander people from the local area.

• Achievement Objective:

  • Students identify familiar and significant people, places, and events in the local community and explore artefacts as sources about the past.

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Learning Outcomes

By the end of the lesson, students will:

• Understand the concept of artefacts as historical sources, including people, places, buildings, and natural environments.
• Participate in group discussions by identifying and describing artefacts from photographs and a video.
• Relate artefacts to stories about the past and explain their significance.
• Begin exploring their local history by brainstorming important local people, places, and sites.
• Demonstrate their understanding through drawing and simple written responses.
• Reflect on how past Australian life, including food, compares to today.

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Teaching Strategies for Autistic Students

• Use clear, simple language and visual supports throughout.
• Provide a routine or lesson schedule visible to students.
• Use sensory-friendly viewing conditions (e.g., headphones or controlled volume) for the video.
• Allow processing time after questions.
• Encourage participation with options to respond verbally, by drawing, or using assistive communication.
• Provide a quiet space if needed for breaks.
• Maintain small group or individual attention due to the class size.

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Materials Needed

• Photographs of local historical artefacts (printed large or displayed digitally).
• Video clip: Albany Skate Park (pre-view for sensory suitability).
• Whiteboard or chart paper and markers.
• Drawing paper, pencils, and crayons.
• Copies of a historic Australian menu from the 1800s (simplified).
• Local historical society website access or printed information sheets (optional for independent research/follow-up).

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Lesson Plan Outline (40 Minutes)

1. Introduction (5 minutes)

• Greet students and outline today’s learning focus: "We will explore artefacts from the past and learn about special people and places in our local community."
• Show a simple visual schedule for the lesson.
• Briefly explain what an artefact is: "An artefact is something from the past that helps us tell stories about people and places."

2. Exploring Photographs and Discussion (10 minutes)

• Present 3-4 local community photographs showing people, buildings, and natural environments significant to history.
• Guided Discussion:
  • Who or what do you see in this picture?
  • What stories might this picture tell us about the past?
  • Why do you think this is important to our local community?
• Support students to identify artefacts as sources of historical information.
• Use visual prompts and repeat questions with pauses for processing.
• Encourage students to share verbally or with gestures/drawings.

3. Video Observation and Group Discussion (8 minutes)

• Watch the Albany Skate Park video focusing on the artefacts from the past shown.
• After viewing, ask:
  • What artefacts did you see in the video?
  • What do these artefacts tell us about the past?
  • Why do you think the site is important?
• Use visual supports such as pictures from the video to support memory.
• Allow students to respond in a variety of ways, including drawing or pointing.

4. Brainstorming Local History (5 minutes)

• Prompt students: "What special people do you know in our local area? What important places or natural sites can you think of?"
• Record their ideas on chart paper or whiteboard.
• Support students with visuals or example prompts.

5. Selecting a Focus for Further Learning (5 minutes)

• Guide students to choose one special person, building, site, or natural environment from the brainstorm to learn more about.
• Ask the questions:
  • Why did you choose this?
  • What do you want to learn about it?
• Students write or draw their choice. Assist writing for those who need it.

6. Introduction to Artefacts of Food History (5 minutes)

• Show a simple menu from the 1800s.
• Ask students to circle what they would order for dinner.
• Discuss:
  • What does this menu tell us about life in Australia back then?
  • How is Australian food different today?
• Link to artefacts and how food can be a source of history.

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Assessment and Reflection

• Observation of student participation in discussions and their ability to describe artefacts.
• Review drawings and written statements about chosen local history focus.
• Informal questioning to assess understanding of artefacts and their significance.
• Provide positive verbal feedback tailored to individual participation styles.

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Modifications and Adjustments for Autism

Aspect	Modification/Adjustment
Instruction language	Use simple, concrete vocabulary; repeat instructions gently.
Interaction	Encourage non-verbal responses; allow extra processing time.
Visuals	Use clear, uncluttered images; provide physical copies.
Environment	Minimise sensory distractions; provide a quiet corner if needed.
Tasks	Break tasks into small, manageable steps; use checklists.
Sensory support	Use headphones for video; allow movement breaks.
Collaboration	Small group or one-on-one support to aid comprehension.

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Extensions (Optional follow-up lessons)

• Part 1: Research local historical society resources to find two artefacts related to chosen focus; draw and label artefacts.
• Part 2: Reflect and write observations on what artefacts reveal about the past; create a final drawing and explanation of why focus is important.

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This lesson plan aligns specifically with the NSW History syllabus outcomes for Year 2, emphasising identification and understanding of artefacts, local community significance, and introducing fundamental historical inquiry in an accessible way for autistic students .

Engagement is encouraged through multi-modal learning – viewing, discussion, drawing, and writing—with considered supportive strategies for all learners.