Why History Matters

Overview

In this first lesson of the unit “Discovering Aotearoa’s Past”, students begin to understand what history is, why we study the past, and how people remember and record stories. They practise using simple time language (for example “once upon a time”) and explore that stories can include both facts and imagination.

Learning intentions

• WALT understand what history is and why we study New Zealand’s past.
• WALT explain that people remember the past using stories, records, and images.
• WALT recognise that some stories are facts and some stories include make-believe (myths/legends).
• WALT practise simple time ideas like “once upon a time” and “long ago”.

Success criteria

• I can tell you what history means in my own words.
• I can say two reasons why we study the past.
• I can sort story cards into “fact” and “not sure / make-believe” with support.
• I can use “once upon a time” (or “long ago”) when talking about a story.

Curriculum links

• History (New Zealand: where we come from): students learn to place events on a simple timeline using general time markers like “a year”, “a decade”, “a century” (as developmentally appropriate).
• Past and present: learning through stories from the distant past in New Zealand and connecting to what students know from family stories.
• History (New Zealand History): students build understanding of general time markers.
• History skills: students begin using key terms such as “once upon a time”, “story”, “fact”, “remember”, and “record”.

Lesson structure (30 minutes)

1. 0–5 min · Welcome & hook. Teacher displays two pictures (a playground today and a playground long ago) and asks, “How do we know about the past?” Students turn-and-talk, then share one idea.

2. 5–10 min · Mini-teach: What is history? Teacher explains: “History is what we learn about the past—before today—by using stories, records, and other evidence.” Students repeat the definition and add one reason we study history (teacher records answers on the class chart).

3. 10–16 min · Story sort (fact vs not sure). Teacher reads a short teacher script (prepared beforehand) with clear “fact” clues (for example a date or known event) and one part that is clearly imaginative. Students use two labelled areas: “Fact” and “Not sure / make-believe”, placing matching picture cards under the correct heading while teacher checks with prompting questions.

4. 16–23 min · Timeline thinking with time markers. Teacher introduces a simple “Then / Now” timeline line on the floor or board and models: “Once upon a time / long ago” goes on the “Then” side, and “Today” goes on the “Now” side. Students complete a quick movement activity: teacher reads short statements (for example “a story from long ago” / “something happening today”) and students show with their body where it belongs.

5. 23–28 min · Guided discussion: Why history matters in Aotearoa. Teacher asks: “What would happen if nobody remembered or recorded stories?” and “Why might it matter to know about New Zealand’s past?” Students choose one reason to share using a sentence starter: “We study history because…”

6. 28–30 min · Exit ticket. Students respond on a small slip: “One thing I learned about history today is…” Teacher collects slips for next-step planning.

Resources

• Two picture cards: “Then” and “Now” examples (playground, school, or home)
• Story picture cards for sorting (teacher-made or from classroom resources)
• Two large labels: “Fact” and “Not sure / make-believe”
• A class “Then / Now” timeline line (on board or floor tape)
• Sentence starter strips for students who need support
• Exit ticket slips and pencils/crayons
• Teacher read-aloud script (short, age-appropriate, with one clear imaginative element)

Assessment

• Teacher observation during story sorting: can students explain their choice with simple reasoning?
• Listen for language use during the timeline activity (“once upon a time”, “long ago”, “today/now”) and whether students place statements correctly.
• Exit ticket check: students’ reasons for studying history and basic understanding of history.

Differentiation

• Support: sentence starters (“We study history because…”, “It is a fact because…”, “It is not sure because…”), and smaller groups during story sorting.
• Support: use picture cards instead of text-heavy materials; allow oral responses for students who need it.
• Extension: ask students to add one detail about what a record might be (photo, drawing, family story, written note) and why it helps us remember.
• EAL/SEN: pre-teach 3–5 key terms with gestures (history, past, remember, record, fact). Keep instructions short and repeat the “Fact / Not sure” language often.