Telephone Through Time

Year Level

Year 2

Learning Area

Humanities and Social Sciences – History (Queensland Curriculum)

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Duration

45 minutes

Class Size

6 students

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Curriculum Alignment

• Content Description:
  "Develop narratives and share observations, using sources, and subject-specific terms."
  (AC9HS2S06)
• Achievement Standard:
  By the end of Year 2, students describe aspects of daily life in the past and present, identify similarities and differences, and use historical terms such as "in the past," "years ago," and "the olden days."
• General Capabilities: Literacy, Critical and Creative Thinking
• Cross Curriculum Priorities: None directly related but cultural understanding will be promoted through respectful discussion of communication technologies over time.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe the history of the telephone by identifying key features of early and modern phones.
2. Compare similarities and differences between old and new telephones.
3. Use simple historical vocabulary (e.g., "then," "now," "long ago").
4. Share observations using visual sources and participate in group discussion.

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Materials Required

• Images or physical examples of different types of telephones (e.g., rotary dial phone, push-button phone, smartphone).
• A large Venn diagram poster or whiteboard space.
• Paper and coloured pencils/crayons.
• Flashcards with historical terms: "past," "present," "old," "new," etc.
• Simple timeline poster showing the invention and evolution of the telephone.
• Pre-prepared narrative script summarising the history of the telephone in simple language.

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Lesson Outline

1. Introduction (5 minutes)

• Gather students in a circle and show images or real examples of different telephones (old rotary phone, push-button phone, smartphone).
• Activate prior knowledge by asking:
  • "What have you used to call someone?"
  • "Have you seen any phones like these before?"
• Introduce the topic with the question: "How do you think phones have changed over time?"

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2. Story and Timeline Exploration (10 minutes)

• Read a simple narrative about the history of the telephone focusing on:
  • Alexander Graham Bell's invention.
  • Differences between early phones and phones used today.
• Show the timeline poster as you tell the story, pointing to key phone types in history.
• Engage students by asking them to point out differences they notice between the phones on the timeline.

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3. Group Activity: Compare and Contrast (15 minutes)

• Introduce a Venn diagram with two circles labelled "Then (Old Phones)" and "Now (Modern Phones)".
• As a group, help students place features of the phones into the diagram using simple language. For example:
  • Old phones might be "big," "rotary dial," "no screen."
  • New phones might be "small," "touch screen," "can play games."
• Emphasise similarities like "both make sounds," "both use numbers," etc.
• Encourage students to discuss and use historical terms they have learned.

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4. Creative Drawing and Sharing (10 minutes)

• Provide each student with paper and crayons/pencils.
• Ask students to draw their favourite telephone from the lesson and write (or dictate) one thing that is the same and one thing that is different about it compared to another phone shown.
• After drawing, invite each student to share their drawing and observation with the group, using terms like "In the past," "Now," "Same," and "Different."

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5. Conclusion and Review (5 minutes)

• Recap the learning by revisiting the Venn diagram and timeline.
• Ask simple questions:
  • "What did we learn about phones from the past?"
  • "What are some new features of phones today?"
• Praise student participation and use of language.
• Convey the importance of communication changes over time.

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Assessment

Assessment for learning will be ongoing through:

• Observation of participation in discussion and group activities.
• Use of historical terms and correct language reflecting comparisons.
• Completion and sharing of drawing with a clear understanding of similarities and differences.
• Ability to place features accurately on the Venn diagram with teacher support.

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Differentiation and Inclusion

• For students needing additional support, provide sentence starters for sharing observations (e.g., "This phone is…," "It is different because…").
• Visual aids, real-life objects, and tactile engagement to support varied learning styles.
• Encourage peer support during group work for communication and expression.

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Teacher Reflection Notes

• How effectively did students use historical language when describing phones?
• Were students able to recognise both similarities and differences?
• Did the visual and hands-on activities support understanding and engagement?
• Potential for extended activities: invite students to bring in old phones or pictures from home or explore other communication technologies (like telegrams or letter writing).

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Alignment with Queensland Curriculum

This lesson aligns primarily with the Year 2 History content description AC9HS2S06 from the Queensland Curriculum and Assessment Authority (QCAA) which emphasises developing narratives and sharing observations using historical sources and subject-specific terms. The focus on comparison of past and present aligns with the achievement standard that students describe aspects of daily life in the past and present, noting similarities and differences .

The lesson encourages use of historical terms and concepts appropriate for Year 2 students and uses visual, oral, and written communication as expected in the Humanities and Social Sciences learning area.

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This plan uses engaging hands-on and narrative techniques designed to captivate young learners’ imaginations while fostering historical thinking skills appropriate to their developmental level.