Historical inquiry overview

Below is a mind map overview of the historical inquiry. It is includes key aspects of the inquiry and also provides opportunities for teacher and educators
Developmental theories
to evaluate the inquiry. Each learning objective mirrors those that are on the provided lesson plan sequence document. This overview has been
developed as a means for teachers to locate all of the information provided within the inquiry in one place.

- Blooms taxonomy
Higher and
lower
order thinking
promoted
*This
document
should beisprinted
and displayed within the class room as a way of informing all educators of the historical inquiry.
through the questions asked by the teacher.
Links to General Capabilities
Each question
encourages
students to Historical concepts
Historical
skills
On completion of this historical
critically think about the topic at hand. The
inquiry
students should know the
1. Information and communication
Main
historical
skill is analysis
Main historical
concept is
provided
worksheets
are also influenced
by
following:
technology capacity
and
use of
sources.as the questionsevidence
blooms
taxonomy
support continuity and
This general capability is evident
change.
- Students should be able
throughout the historical inquiry as a
higher and lower order thinking. The
use of
This skill is linked to each
identify two times, past and
website is used as a supporting
this theory allows for the teacher to
lesson either through
This concept supports the main
present.
resource. Students also engage with
accommodate for all learners individual
various information strategies in the
- Students should know able
interaction with artifacts or
inquiry questions as students
capabilities. The theory can also be seen
form
of
worksheets,
website,
videos
different source types
through reflection on new
research the differences and
when students are asked to justify their
and pictures.
including primary sources and
found information.
similarities between the past
2. Critical and creative thinking
reasoning.
secondary sources.
and the present.
Critical and creative thinking is
Students should be able to
- VygotskyAustralian
scaffolding
Curriculum: History learning objectives
encouraged through students
demonstrate sound written
This is evident as the lesson sequence builds
challenging the boundaries of history
reflections.
(ACCHS054)
Use a range
of communication
forms (oral, graphic, written, role
on the previous
lesson
in order to further
and previously stated facts. This will
Students should be able to
play) and digital technologies.
be achieved by students answering
develop students history skills set. This
Behavior management techniques
(ACHHK046) The impact of changing technology on peoples lives (at home and
the inquiry question in a way that is
theory
is
paramount
in
an
historical
inquiry
in the ways they worked, travelled, communicated, and played in the past).
meaningful to them. Students will
If there are any current reward or
as it allows
studentsbetween
to learn
(ACHHS048)
Distinguish
theand
past,develop
present and future.
also need to be creative thinkers
behavior strategies in place, please us
(ACHHS049)
questions
about therefore
the past using
sources provided.
skills overPose
a period
of time,
making
when
completing
the
set
tasks
as
these.
Year 2 history achievement strand
(ACCHS052)
Explore
a point
of view.
Attention grabbers for gaining the
them more
useful
to students.
they allow students to take control
(ACCHS054) Use a range of communication forms (oral, graphic, written, role
whole classs attention.
over
thehistory
inquiry that
The highlighted parts
ofwhat
the areas
year of
two
Explicit instruction.
play) and digital technologies.
they particular focus to.
achievement strand indicate what students should be - Direct instruction.
This area is also supported through
Role modelling (particularly when
able
toDigital
demonstratethe
onuse
completion
of the historical
Australian Curriculum learning objectives for English and Design
and
of Blooms Taxonomy.
introducing a new artifact).
Technologies
inquiry.
Throughout lesson plans questions
Provide students with 5 minute
Design and Digital Technologies
are asked that promote higher order
(ACTDIK001) Identify, use and explore digital systems (hardware and software
By the end of Year 2,
thinking.
students analyse aspects of dailycomponents) for a purpose.
3. Literacy
life to identify how some
have changed over recent time
English
Literacy is encouraged through
(ACELA1469) Identify visual representations of characters actions,while
reactions,
speech
others
have remained
the same. They describe a
written, reading and oral skills.
and thought processes in narratives, and consider how these images
add
to
or
person, site or event
of significance
inwill
thebelocal
Students
written skills
contradict or multiply the meaning of accompanying words. (ACELA1435) Recognise
community. Students
sequence
order, using a
by theevents
teacherin
through
0 assessed
that sentences are key ways of expressing ideas.

formative
assessment.
Reading
will
range of terms related
to time.
They pose
questions
about the past and use sources provided (physical,
visual, oral) to answer these questions. They compare

warnings before transitioning.

To remove unwanted behaviors,
remove the child from the situation and
speak to them at eye level about what
they have done wrong. Work with the
student to develop a strategy that will
be used to reduce the unwanted
behavior.

How does the inquiry work?

References

Website

http://www.australiancurriculum.edu.au/

http://makeeliwatthistoryinquirylea
rning.weebly.com/references.html

Childrens lives at the turn of the twentieth

century. (n.d.). Retrieved 8 October 2015, from
http://www.loc.gov/teachers/classroommaterials/pr
imarysourcesets/childrenslives/pdf/teacher_guide.pdf

The website is to be used as a

supporting source. This website is
also in place to promote students
engagement with Information
Communication Technologies (ICTs)
in history.

The inquiry is based on a historical inquiry question set forth by the Australian
Curriculum for Year 2 students. The chosen question is, what aspects of the past
KawKawKinsTM.
(2014, July 1). Past vs Present.
can you see today? What do does this show us? A sequence of lesson
plans where
the teacher resource section of
Inquiry In
model
YouTube.
YouTube.
Retrieved from
then created based on this inquiry question. The sequence consists of 9 lessons
the website is all templates, lesson
with 4 lessons being most important, as they introduce the selected
sources. The
https://www.youtube.com/watch?v=TfhSC5BSC48
The TELSTAR inquiry model has beenplans
selected
it effectively
and as
worksheets
thatsupports
will be
other 5 lessons involve students reflecting on previous activities and participating inline citations:
this particular historical inquiry. The inquiry
model
allows
for
educators
used in the historical inquiry.
in further research of the topic. Australian Curriculum learning objectives have
to guide students work through a set of steps, however, still provides
been included in lesson plans to show what learning areas are specifically targeted
to the website
(above)
opportunity
students
to lead theirThe
ownlink
learning.
Each lesson
planis
(2014, Mayfor
15).
Teacher
throughout the inquiry. General capabilities have also been selected momcaster.com.
as a means of
only provided
to the shows
teacher.
This
is
a section
in Teachers.
the name of, Inquiry
model, which
how
the
Appreciation
Quotes -includes
Momcaster
Loves
guiding students work. Four sources, 2 primary sources and 2 secondary
sources
to
ensure
student
safety
when
model
links
directly
to
that
particular
lesson.
were selected to promote student engagement and to support the main inquiry
Retrieved 9 October 2015, from
online and also ensures that
question. A series of self, formative and summative assessment tasks will take
https://www.pinterest.com/pin/2331317181854762
students only access this website.
place over the lesson sequence. These are to occur in lessons 3, 5, 6, and 8. These
Tune in
56/
assessments are in place to assess whether students have understood the
Explore knowledge
historical inquiry and what information they have retained. The inquiry is supported
Look
with an additional website which includes student resources, teacher resources and
Sort
references. This website will be explicitly taught to students in lesson 2 of the
Test
learning sequence. Parent and family involvement is achieved through the use of
Act
the About historical inquiry information sheet, which is provided to students who
Reflect
are encouraged to display it on the home fridge. Also, a series of information

Lesson reflection
Provide a brief reflection on each lesson:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Additional information
All posters, artifacts and group work completed by students will be displayed
within the classroom after it has been used. Students will be encouraged to add
new ideas and thoughts to these resources when their perspectives change
throughout the inquiry. This also allows students to fully engage in leading their
learning throughout the inquiry process.
Lessons that have been highlighted in yellow are main lessons that include the
use of either a primary or secondary resource. These lessons have been
included on the developed website in the student resource section as they are
focus lessons from the proposed lesson sequence.
While the main historical concepts and skills have been identified in the above
overview, other concepts and skills will be evident throughout lesson plans.
Each main lesson (lessons that have been highlighted) is displayed on the
supporting website. These lessons will be completed with the support of the
resources displayed on the website. Students can either use school computers,

Over all reflection

How engaged where students in the planned experiences?
Did the provided worksheets support student learning and development?
Was the website an effective supporting tool? Why? Why not?
What worked well?
What would you change next time?