History Program Stage 2

Stage Statement

By the end of Stage 2, students explain how and why there has been change and continuity in communities and daily life.
They identify traces of the past in the present and can explain their significance. They identify celebrations and
commemorations of significance in Australia and the world. Students describe and explain how significant individuals, groups
and events contributed to changes in the local community over time. They describe people, events, actions and
consequences of world exploration. Students identify the importance of Country to Aboriginal and Torres Strait Islander
peoples and explain the impact of British settlement in Australia. Students sequence key events and people in chronological
order and identify key dates. They pose a range of questions about the past, identify sources (such as written, physical,
visual, oral) and locate information to answer these questions. They recognise different points of view. Students develop and
present texts, including narratives, using historical terms.

Historical Concepts

Continuity and change: some things change over

time and others remain the same, eg aspects in the
local community that have either changed or
remained the same; changes to the lives of
Aboriginal peoples with the arrival of the First Fleet.

Cause and effect: events, decisions or

developments in the past that produce later actions,
results or effects, eg how conditions and decisions in
Britain resulted in the journey of the First Fleet;
causes of change in the local area/state.

Perspectives: people from the past will have

different views and experiences, eg views on the
arrival of the British in Australia from a British and an
Aboriginal point of view.

Empathetic understanding: developing an

understanding of another's views, life and decisions
made, eg developing an understanding of the life and
attitudes of an early colonist or convict.

Significance: importance of an event, development

or individual/group, eg the significance/importance
of national days/holidays; the significance of the

Historical skills
Comprehension: chronology, terms and concepts
respond, read and write, to show understanding of historical matters

sequence familiar people and events (ACHHS065, ACHHS081)

use historical terms (ACHHS066, ACHHS082)
Analysis and use of sources

locate relevant information from sources provided (ACHHS068,

ACHHS084, ACHHS215, ACHHS216)
Perspectives and interpretations

identify different points of view within an historical context (ACHHS069,

ACHHS085)
Empathetic understanding
explain how and why people in the past may have lived and behaved
differently from today
Research
pose a range of questions about the past (ACHHS067, ACHHS083)
plan an historical inquiry
Explanation and communication

develop texts, particularly narratives (ACHHS070, ACHHS086)

use a range of communication forms (oral, graphic, written) and digital
technologies
(ACHHS071, ACHHS087)

contributions of an early settler

Community and Remembrance

Overview:
This topic provides a study of identity and diversity in both a local and broader community context. Moving from the heritage of their
local area, students explore the historical features and diversity of their community. They examine local, state and national symbols
and emblems of significance, and celebrations and commemorations, both locally and in other places around the world.
History outcomes
identifies celebrations and commemorations of significance in Australia and the world HT2-1
describes and explains how significant individuals, groups and events contributed to
changes in the local community over time HT2-2
applies skills of historical inquiry and communication HT2-5

Key inquiry questions:

How has our community changed? What features have been lost and what features have been retained?
What is the nature of the contribution made by different groups and individuals in the
community?
How and why do people choose to remember significant events of the past?

Historical inquiry process for Stage 2:

Step 1

Questioning

Step 2
Step 3

Research
Analyse

Step 4
Step 5

Evaluate
Communicate

Students are provided with and pose a range of research question/s questions to frame historical inquiry
what, why, compare and contrast, describe, discuss, identify, and recount.
Students identify and locate primary and/or secondary source/s, with teacher guidance.
Students identify historical information, relating the source/s to the key content of the question/s. Teachers
source/s to the inquiry question/s. Students are assisted in determining which source/s to include or exclud
historical opinion.
Students are guided to discuss the reliability of the source material, reflecting on believability.
Students present a text, such as a narrative or description, using historical terms and concepts, that incorp

Assessment overview:
ASSESSMENT1: Outcomes- Applies skills of historical inquiry and communication. Describes and explains how significant individuals, groups and events
contributed to changes in the local community over time.

Cross-curriculum priorities
Aboriginal and Torres
Strait Islander
histories and cultures

After
local

the

Asia and Australia's

engagement with Asia
General capabilities
Critical and creative thinking
Intercultural understanding
Literacy*
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity

heritage walk, students present their findings about aspects of local history that have either changed or remained the same under the headings Change and
Continuity.
Skills- Explanation & Communication, Analysis and use of sources, Comprehension. Historical terms- sequence, site, local, community, commemoration,
reasons, importance, significance, sources.
ASSESSMENT 2: Outcomes- Applies skills of historical inquiry and communication. Describes and explains how significant individuals, groups and events
contributed to changes in the local community over time.
Students write an article about their chosen group/individual for the local newspaper or prepare an oral report for the local radio station.
Skills- Explanation & Communication, Research, Comprehension, Analysis and use of sources, Empathetic understanding. Historical terms- identity, diversity,
community, reasons, narration, experiences
ASSESSMENT 3: Outcomes- Applies skills of historical inquiry and communication. Identifies celebrations and commemorations of significance in Australia
and the world.
Students then work in small groups (3-4 students) to research one of the celebrations/commemorations- include
when/where/who/why/origin/traditions/symbols/food etc. It can be one of the mini study celebrations done as a class or another one of that groups choice.
Findings can be presented using technology or posters.
Skills- Comprehension, Analysis of sources, Research, Explanation and communication. Historical terms- celebration, commemoration, traditions, significance
Prior learning:
change and continuity, cause and effect, event, time, past, present and future,
then and now, generation
New terminology to be introduced:
sequence, perspective, Elders, Occupation, Invasion, Biripi Worimi, Gathang [pron~gut-tung],
Additional terms:
heritage, site, identity, diversity, local, state, federal, national, international, emblems, community, celebration, commemoration, World,

colonisation, settlers, daily life, Aboriginal, Torres Strait Islander, Country (as referred to in studies of Aboriginal history), traditions,
exploration,
navigator, technology, reasons, importance, significance, narration, explanation, same and different, behaviour, actions, research,
experiences, sources, primary source, secondary source, object, views and experiences, historian, change, continuity
http://twpshistorys2.weebly.com/resources.html
Assessment note:
Skills outcome assessed-(covered across a STAGE) Examples- pose a question about the past, locate relevant information, sequence events, explain how
and why people in the past lived differently, the importance of the event, use historical terms to respond to a historical matter by narrative (oral, written,
graphic, IT).
**Assess using the skills and inquiry process to show understanding of the knowledge**

Key Inquiry Question reference

Content
Activities
Resources
Who lived here first and how do we know?
Concepts-Empathetic understanding
-Perspectives
Skills-Comprehension
-Analysis and use of sources
-Empathetic understanding
-Research

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area.
Students:
identify the original Aboriginal languages spoken in the local or regional area
identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country and Place
respond to Aboriginal stories told about Country presented through oral stories from local Aboriginal people, texts and multimedia

Saltwater National Park Stage 2 excursion

o

Using an Aboriginal language map, (website or wall chart) locate the local area chosen for study on the map and identify the local
language group. Q

http://getsmarts.weebly.com/first-contacts.html
o
o
o

As a class, research the local Biripi and Worimi peoples and the Gathang language
Discuss Who lived in Australia first? P
Explain to students that over many thousands of years of careful observation, Aboriginal peoples acquired an intimate knowledge of the
physical features of the land, animals, plants, weather and people and their interconnections. They managed the land/environment
according to ancient laws and customs that are often recorded in Dreaming stories. These stories describe ways of caring for the land
as well as changes to the continent over time. A

After reading and viewing several Dreaming stories, discuss what messages are contained in the story and what lessons are being
taught. A

Look at traditional Aboriginal life- food, housing, tools etc and discuss how it may differ from life today. Link traditional and contemporary
culture.
Investigate native food sources in the local area that would have been eaten by local Aboriginal peoples. If possible, invite an Aboriginal
guest speaker who knows the local area or visit a local national park with an Aboriginal ranger who will show students the local bush
tucker and discuss other ways of using/conserving the environment.

Pose the question: What do we need/want to know about local Aboriginal history? E C

Aboriginal Languages Map

History Now text (pg.6-11)

Community and remembrance text (pg.14-16)
Gathang Language Dictionary
guest speakers
AEWs
State library Indigenous Australians collection (link at bottom of program)
The Dreaming DVD Series
Dust Echoes- ABC
YouTube
Books from library
Aboriginal Languages Map
Community and Remembrance text (pg 6-7)
PTLALC Link on website: http://twpshistorys2.weebly.com/resources.html

The Dreaming 6 DVD Series

 See Website: Contemporary Aboriginal Culture [under construction]

PTLALC website http://www.ptlalc.com.au/Plantcatalogue.htm

Guest speaker - Jeremy Saunders native foods and medicines display

How has our community changed?

What features have been lost and what features have
been retained?
Concepts-Continuity and change
-Cause and effect
Skills-Comprehension
-Analysis and use of sources

-Empathetic Understanding
-Explanation and communication

ONE important example of change and ONE important example of continuity over time in the local community, region or
state/territory (ACHHK061)
Students:
using a range of sources, describe and explain how and why ONE area, eg transport, work, education, entertainment and daily
life, has changed or ONE that has remained the same in the local area, region or state/territory since colonial times.
*Changes in the local community- Taree West Public School.
Compare photos of the buildings, people, clothes, surrounds, environment etc.
Why has it changed? (technology advancement, purpose, needs etc) and how/why has that affected lifestyle of people in local
area (increase in population etc) R A E
* Take a Heritage Walk nearby, sketching or photographing historical objects, buildings, structures and street signs. What do they
tell us of earlier history? Do the names of streets and parks provide clues to earlier history? Are they named after earlier citizens
and settlers, or an historical event? Compose an online or big book of the photographs or sketches annotated by students.Q R A E
ASSESSMENT 1: Students present their findings about aspects of local history that have either changed or remained the same
under the headings Change and Continuity to compile into a class big book.C.
*State/city case study- Sydney Harbour Bridge. Discuss effects on community before and after bridge construction. R A C

*Discuss with the class that some buildings and structures have remained because they have been regarded as important or
useful. (Town Hall, The Beehive, The Clock) Others have not survived or have changed because their purpose has changed (Martin
Bridge wheels, The Bight Bridge), they were not in good repair, or other uses for the site arose. A
*Artefacts- discuss what Artefacts are and where we could find them. What could artefacts tell us about the past? A E
Present a variety of photos of artefacts to the students. They may choose one and fill out the artefact brick. C
Optional- students could write a story about the artifact- where it came from, who owned it, how it came to be found etc. C

TWPS school library

Community and Remembrance text (pg.26)
Taree Library
Map of Taree West

*History Now text (pg. 16-17)

*Google photos and info on building of bridge
Website link: http://twpshistorys2.weebly.com/history-of-taree.html

*Photos of artefacts- State library website

*Artefact brick- have template- yet to make copies [?]
What is the nature of the contribution made by different groups and individuals in the
community?
Concepts-Cause and effect
-Continuity and change
Skills-Analysis and use of sources
-Perspectives
-Research
-Explanation and communication
The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Students:
identify the various cultural groups that live and work in the local community
focusing on ONE group, investigate their diverse backgrounds and outline their contribution to the local community using a range
of sources, eg photographs, newspapers, oral histories, diaries and letters.
*Brainstorm the number of different cultural groups in the local area, beginning with family backgrounds of students. Plot countries
of origin on a world map. Ask students for reasons as to why and how so many different cultures came to be in Australia. Q R
*Discuss how we know that there are various cultural groups in our community (buildings, churches, shops, food outlets) - list the
examples with the students. R C
* Invite a guest speaker from the community to speak about their family heritage/history/special artifacts etc
*Local diversity- Discuss buildings in local area that have cultural significance [examples?] A E
*Using a range of sources, eg photographs, newspapers, diaries, letters, oral histories, focus on one group or individual and
identify their diverse backgrounds and outline their contribution to the local community. A E C

*Case study- Greek community in Australia R A E C

ASSESSMENT 2:
Students write an article about their chosen group/individual for the local newspaper or prepare an oral report for the local radio
station.C
***Optional: Create an iMovie about a significant/site/person/cultural group in the community.

*Community and Remembrance text- (pg. 36-37

*TBC- each class may choose a group represented in their class (or significant in the community) and research together.
*History Now text- (pg. 28-31)

Guest speaker Carl Muxlow SLSO/ photographer

How and why do people choose to remember significant events of the past?
Concepts-

-Significance
Skills- Research
-Explanation and communication

1. Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC
Day, Harmony Week, National Reconciliation Week, NAIDOC Week, National Sorry Day) and
the importance of symbols and emblems (ACHHK063)
Students:
identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo,
Australian and Aboriginal and Torres Strait Islander flags, coats of arms from states and Australia.
identify important Australian celebrations and commemorations and discuss their origins and significance in society.

2. Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in
the USA, including those that are observed in Australia, such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the
Moon Festival and Ramadan (ACHHK064)
Students:
identify global celebrations and commemorations, including those of the major world
religions

 describe the origin of these celebrations

*Define commemorate and celebrate.
Ask students the KIQ and write answer in their books. Q
*Remind students of Australian celebrations we have already recognized at school this year- Australia Day, Easter, Anzac Day,
Queens Birthday, Harmony Day, Sorry Day, NAIDOC week, Reconciliation week, Remembrance Day. Brainstorm together and list
as many celebrations and commemorations that are celebrated in Australia as students can think of. (You could divide them into
months they are celebrated in). Discuss why some people would celebrate all/some of these and not others- beliefs, culture etc. R
A
*Find out about the school logo- what En Avant means and, if possible, who designed it and how it originated. Draw the school
logo and/or design a new school logo and motto. R
*As a class, choose one Australian celebration/commemoration and research its origins and significance. Students could create
their own report as a text/poster/presentation/powerpoint or the class could create a display. R A E C
*Remind students of what we learnt about flags (Australia, state, Aboriginal, Torres Strait etc), symbols, flora/fauna emblems in
Australia youre standing in it unit and Aboriginal symbols used in paintings and dreamtime stories.
Students may choose one, draw it and write why it is special/significant to that celebration or event, and what it represents. R A C
*Investigate celebrations and commemorations that are observed around the world, including those of the major world religions.
Choose some (up to 6) and do a mini study of each. Q R A E C
ASSESSMENT 3:
*Students then work in small groups (3-4 students) to research one of the celebrations/commemorations- include
when/where/who/why/origin/traditions/symbols/
food etc. It can be one of the mini study celebrations done as a class or another one of that groups choice. Findings can be
presented using technology or posters. R A E C
*Create a classroom display of global celebrations and commemorations. C
*Reflection- I used to think but now I think/know.. C

State library indigenous collection- http://www.sl.nsw.gov.au/discover_collections/history_nation/indigenous/index.html

Town Hall- http://www.sydneytownhall.com.au/discover-learn/building-history/

Sydney streets- http://history.cityofsydney.nsw.gov.au/sydneystreets/Then_&_Now/default.html

Stage 2 Community and Remembrance

Lesson Sequence

Resources

Key Idea: Who lived here first and how do we know?

Lesson
Lesson
Lesson
Lesson
Key Idea: How has our community changed? What features have been lost and what features have been retained?
Lesson

Lesson
Lesson
Lesson
Lesson
Lesson
Lesson