Sharing Our Histories

Overview

In this inquiry-based lesson, students explore how early Australians (Aboriginal peoples) lived before colonisation and how colonisation affected people’s lives. They practise describing different perspectives and using simple historical evidence to make respectful, empathetic claims.

Learning intentions

Students will:

• ask and answer questions about the past using a provided picture/story source
• describe how Aboriginal peoples’ lives and experiences changed after colonisation
• explain that different people can have different perspectives about the same past events
• demonstrate empathy by considering feelings and meanings for Aboriginal peoples

Success criteria

Students can:

• make a “wonder” question and choose an answer supported by evidence from the source
• use at least two evidence words (e.g. “looks like”, “shows”, “suggests”) when explaining the source
• describe one similarity or difference between perspectives in the activity
• show respectful listening and turn-taking in cooperative learning groups

Curriculum links

• HI4-APP-01: Students explain Aboriginal Peoples’ experiences and perspectives of colonisation
• HI4-CPP-01: Students describe different contexts and perspectives of the past
• HILS-EPC-01: Students identify Aboriginal Peoples’ experiences of colonisation
• HI4-INQ-01: Students explain the meaning and context of source as part of a historical inquiry

Lesson structure (45 minutes)

1. 0–5 min · Welcome & inquiry hook. Teacher shows a large image (or short picture sequence) of an early Australia scene and asks, “What do you notice? What might it mean for Aboriginal people living there?” Students do a quick think, then share one noticing to the class.

2. 5–10 min · Build inquiry questions. Teacher models two stems: “I wonder…” and “I think…” and records student questions on the board. Students work in pairs to choose one class question and copy it into journals.

3. 10–18 min · Source meaning (teacher-guided). Teacher introduces a second, simpler source showing the arrival/changes (e.g. a mapped symbol strip, or illustration with “before/after” cues) and explains it is about the past. Students complete a 3-box class organiser: “This is from the past”, “It shows…”, “It might mean…”.

4. 18–28 min · Cooperative evidence task (empathy focus). Teacher assigns small groups (3–4). Each group receives:

• one “Aboriginal peoples” perspective card (feelings/needs/actions)
• one “newcomers” or “settlers/officials” perspective card (facts/intentions, simplified)
• the same source image for reference Students place perspective cards under “How might this person feel/think?” and discuss what evidence from the picture/story supports their ideas.

5. 28–36 min · Share, compare, and clarify (perspectives). Teacher selects 2–3 groups to share using a sentence frame: “In the source, I can see… I think this matters because…” and “Another perspective might be…” Students in the audience use “Agree/Question” to respond respectfully.

6. 36–42 min · Quick class wrap: evidence + empathy. Teacher consolidates: “Different perspectives can come from different experiences. Evidence helps us explain our thinking.” Students add one final journal entry: “One thing I used as evidence was…” and “One feeling I considered was…”

7. 42–45 min · Exit ticket. Students draw one small “before/after” symbol and write one sentence: “The source suggests that…”

Suggested activities

• Interactive storytelling: Teacher shares a simple story about a family's history, encouraging students to listen and ask questions.
• Drawing personal histories: Students draw pictures representing something important from their own family or community history.
• Group discussions: In small groups, students share their drawings and stories, helping them connect with others' histories and perspectives.

These activities support students in exploring and sharing their own and others' histories in an engaging and developmentally appropriate way.

Resources

• Teacher-selected image/story cards showing “before colonisation” life and “after” change cues (age-appropriate, respectful)
• Perspective role cards with simple prompts (emotions, needs, experiences)
• Student journal booklets or worksheets with 3-box organiser
• Group envelope for the cooperative task (cards + same source image)
• Board/visual organiser: “I notice / I wonder / I think”
• Coloured pencils or markers for “before/after” exit ticket

Assessment

• Formative observation during partner question selection and group discussions (check for respectful language and evidence use)
• Monitor group task: students can link claims to what the source shows
• Exit ticket: identifies a source-based suggestion and demonstrates perspective awareness

Differentiation

• Support:
• Provide sentence starters and word banks (notice, wonder, evidence, feel, suggests)
• Use “thumbs up” prompts for evidence linking: “What do you see?” before asking “What does it mean?”
• Allow oral responses for students needing additional processing time
• Scaffolds for comprehension:
• Use fewer cards per group and highlight key parts of the source with a pointer
• Provide a teacher read-aloud script for the perspective cards
• Extensions (advanced learners):
• Ask students to add a second evidence detail: “I also notice… which makes me think…”
• Invite students to compare perspectives more precisely: “Why might they see it differently?”
• Challenge students to create a new inquiry question starting with “What would we need to find out next?”