Understanding Australia's Past

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Curriculum Framework

Subject Area: Humanities and Social Sciences (HASS) – History
Year Level: Year 4
Curriculum Reference: Australian Curriculum: ACHASSI071 & ACHASSK083

Focus:

1. Explaining what history is.
2. Identifying and understanding two types of sources of historical information.

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Learning Intentions

By the end of this lesson, students will:

• Be able to explain what history is and why it is significant.
• Identify and describe at least two types of sources used to study history (e.g., primary and secondary sources).
• Understand the role of historical sources in learning about Australia’s past.

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Success Criteria

• Students can provide a simple definition of history.
• Students can name and categorise at least two sources of historical information and explain them with examples.
• Active and thoughtful participation in hands-on activities.

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Materials Needed

• Whiteboard and markers
• Printed photos of historical artefacts (e.g., Indigenous rock art, Captain Cook’s journal, convict records)
• Replica artefacts or common classroom objects treated as “artefacts” (e.g., a faux animal bone, old coins, antique-style items)
• Two coloured cards or markers (one for "Primary" and one for "Secondary").
• A3 sheets for group work
• Sticky notes and pens

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Lesson Outline (50 Minutes)

1. Introduction: What is History? (10 minutes)

Objective: Engage students and introduce the topic.

1. Hook: Begin the lesson by holding up an “old” or unusual object (e.g., a replica coin, a replica of a First Nations artefact, or a dusty old book).

   • Ask: “What do you think this is? How do you think we know about objects like this?”
   • Encourage students to brainstorm ideas for why learning about the past might be important. Write their responses on the board.

2. Teacher Explanation:

   • Define history in simple terms: “History is the study of people, events, and places from the past. It helps us understand how we got to where we are today.”
   • Emphasise that Australian history includes stories of the First Nations Peoples, migrants, explorers, and more.

Student Check-In: “Can anyone tell me something we might learn about from history?”

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2. Types of Historical Sources (15 minutes)

Objective: Introduce the concept of primary and secondary sources through active exploration.

1. Explaining Sources (5 minutes):

   • Define:
     a) Primary sources are original materials or objects from the time being studied, e.g., letters, photographs, artefacts, oral histories.
     b) Secondary sources are created after the event, e.g., textbooks, documentaries, articles.

   • Use visuals: Show printed examples of two items (e.g., a painting of Indigenous rock art and a page from a history book). Ask students to guess which one is a primary and which is a secondary source.

2. Interactive Activity (10 minutes): Source Sorting

   • Lay out images or replicas of objects (e.g., a photograph of Indigenous rock art, an old diary, a textbook, a newspaper article, a modern book about Captain Cook, etc.).
   • Give the students two large sorting areas labelled Primary and Secondary.
   • In pairs, students decide where each object belongs and place it in the correct category.
   • Discuss the answers as a class, asking students to justify their choices.

Key Discussion Point: “Why is it important to use both types of sources to study history?”

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3. Exploring Australia's History (20 minutes)

Objective: Apply learning in a creative group activity.

1. Building a Historical Record (15 minutes):

   • Split the class into two groups of four.

   • Each group receives a “mystery history box” containing five items that represent an event or aspect of Australia’s past (e.g., drawings of tools used by convicts, First Nations artefacts like boomerangs, a printed newspaper article referencing British colonisation, diary pages, or a letter from an immigrant family).

   • Task: The groups must:
     a) Identify each item as a primary or secondary source.
     b) Use the items to create a short “story” about what might have happened in Australia’s history (encourage creativity).

     • Example Prompt: “What story might these sources tell about life during early settlement?”

2. Presentation (5 minutes):

   • Groups present their stories to the class.
   • Other students can ask questions or suggest other possibilities based on the sources.

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4. Reflect and Summarise (5 minutes)

Objective: Consolidate learning through a reflective discussion.

• Ask: “What did you learn about history today?” Encourage each student to share one thing, such as a definition, a source they identified, or a story they found fascinating.
• Sticky Note Exit Ticket: As students leave, they write one thing they learned and stick it on the class “History Wall.”

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Differentiation

• For advanced students: Include more ambiguous sources to push critical thinking, such as artefacts that could be categorised as both primary and secondary. Ask them to reflect on the limitations of each type of source.
• For students requiring support: Work one-on-one during activities to prompt understanding. Provide visual aids and ensure concrete examples are used throughout.

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Assessment

• Formative: Observe student contributions during discussions and group activities. Note their ability to explain and categorise historical sources.
• Summative: Evaluate students’ understanding based on their “mystery history box” stories and their responses on the sticky note exit tickets.

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Wrap-Up

Teacher Reflection: Post-lesson, reflect on these questions:

• Did students meet the learning intentions?
• Were the activities engaging and age-appropriate?
• What adjustments could be made for future lessons?