Our Past, Then

Overview

Students begin an Inquiry into “What is the past and how do we know?” by exploring a familiar family or local story. They learn that the past is before now and that people use sources (like photos and objects) to learn information. This builds students’ ability to share and compare ideas about “then and now” in an age-appropriate way.

Learning intentions

Students will:

• identify what the past means (before now) in simple terms
• describe what a source is and name examples (photo, object, story)
• ask and answer simple questions about a past-time image or object
• share information using sentence starters in a familiar, respectful way

Success criteria

“I can…”

• tell the difference between now and then using “before” and “after”
• explain what a source is using my own words
• answer questions about a picture or object (who/what/where/when)
• use a sentence starter to share one idea with the group

Curriculum links

• Australian History (Year 1): investigating the past through familiar contexts, recognising that people in the past lived differently
• Inquiry skills: asking questions, gathering information from sources, and communicating findings using simple language
• Aboriginal and Torres Strait Islander histories and cultures: beginning to recognise that stories and cultural knowledge are passed on through sharing (handled respectfully and age-appropriately)

Lesson structure (45 minutes)

1. 0–5 min · Welcome and question. Teacher shows two images: a “then” scene (older style home or transport) and a “now” scene (similar place/activity today). Students turn-and-talk: “What is the past?” and “How do we know?”
2. 5–12 min · Mini teach: past and sources. Teacher explains: “The past is before now.” Show a small selection of sources: a family-style photo printout, a toy/household object, and a teacher read-aloud short story. Students hold up a card to match: “past” vs “now”, then repeat the key idea: “Sources help us learn about the past.”
3. 12–20 min · Inquiry circle: observe and ask. In groups of 4, students receive one source card (photo/short picture strip) or a teacher-handled object (optional). Teacher prompts four question stems on the board: “Who is…?”, “What can we see…?”, “Where is it…?”, “When might it be from—then or now?”

• Students point to evidence in the source and answer one question per person.

4. 20–30 min · Find out: compare then and now. Teacher models a simple comparison chart with two columns: “Then” and “Now.” Students place their group’s source evidence into the correct column using teacher support and sentence starters:

• “In the past, people…”
• “Now, people…” Students share one comparison with the class.

5. 30–38 min · Share and reflect (communication). Each group shares a 20–30 second “Our Inquiry Answer.” Teacher uses a checklist: Did the group mention source evidence? Did they include one then/now idea? Students listen respectfully and give one “I noticed…” comment.
6. 38–45 min · Exit ticket: check understanding. Students complete an individual quick response (draw + one sentence) for: “A source is…” and “The past is…” Teacher collects or displays answers for quick formative review.

Suggested activities

• Storytelling Time: Read a simple story about a child from the past and discuss how their life was different from today.
• Show and Tell: Students bring an item from home that is old or has a story, and share why it is special.
• Then and Now Drawing: Children draw a picture of something from the past and something similar from today.
• Role Play: Act out daily activities from the past, such as washing clothes by hand or playing traditional games.
• Source Exploration: Hands-on exploration of replica objects or photos to encourage observation and questions about the past.
• Class Timeline: Create a simple timeline with pictures showing changes over time in the classroom or community.

These activities help young learners engage with historical concepts through interactive and creative experiences.

Resources

• Two “then and now” images (print or displayed)
• Source cards (4–5) with clear, simple visuals for Year 1
• Sentence starter strips: “In the past… / Now… / I can see…”
• Small group comparison chart sheets (Then/Now)
• “Past/Now” hold-up cards
• Optional: 1–2 safe, simple objects (e.g., old-style school item or household object)
• Exit ticket sheets (drawing box + two sentence prompts)

Assessment

• Teacher observation during group inquiry: students’ ability to ask/answer using question stems
• Formative check during comparison activity: correct placement of evidence in “then” or “now”
• Exit ticket: identifies whether students can explain “past” and “source” in simple language

Differentiation

• Support for students needing more scaffolding:
• Pre-teach vocabulary with gestures: past (before), source (helps us), now (today)
• Provide sentence starters with sentence frames and word banks (then/now, can see, people)
• Use “one question per student” roles to reduce overwhelm
• Support for EAL learners:
• Allow pointing and using key words (then/now, photo, object) before full sentences
• Pair with a supportive peer; repeat teacher model slowly
• Challenge/extension support:
• Offer an optional “Because…” sentence frame: “This is from the past because…”
• Safety and inclusion:
• Ensure all sources are age-appropriate and handled gently; keep objects safe and teacher-supervised

Differentiation (extension for advanced learners)

Students who finish early choose one extra challenge:

• “Make a new question”: Ask one additional inquiry question about the source (e.g., “How did people travel then?”)
• “Add a detail”: Find one small feature in the image and describe it using “I can see…”
• “Then and now sentence”: Write two linked sentences using “Before… people…” and “Today… people…”